درخت حوزه‌های تخصصی

این مقاله به بحث در مورد قواعد و راه کار هایی برای ترجمه اشعار آپولینر می پردازد که ابعاد زیادی از این راهکار ها بازتاب اعتقادات و باورهای شخص آپولینر می باشد. اما هدف اصلی این مقاله این است که به بحث درمورد تکلیف ترجمه پرداخته و آن را ورود متن اصلی به آینده اش در نظر بگیرد نه صرفاً عملی برای نگهداری یا بهتر کردن متن. این مقاله با ارجاع به افکار بونِفوی دنبال شده و تفاوت بین معنا و احساس را نیز دربر می گیرد. قسمت پایانی در ارتباط با نقشی است که در پروژه های ترجمه ای چندزبانه توسط عکاسی و به خصوص کلاژ های قطعه های عکاسی شده ایفا می شود.

This study scrutinized the relationship between utilizing language learning strategies, academic fields, and reading ability in reading comprehension test performance of Iranian postgraduate EAP students. The participants were 947 students, who answered a reading comprehension test and a learning strategy questionnaire successively in one session. The gathered data were subjected to a set of parametric statistical analyses, including descriptive statistics, one-way analysis of variance, Tukey HSD and Duncan tests. The findings manifested significant differences among the participants in different fields in employing overall, direct, and indirect strategies. A statistically positive relationship was found between the participants’ reading ability and use of overall, cognitive, compensation, metacognitive, and affective strategies. The findings reflected that the actual ability of language learners was significantly influenced by some nonlinguistic factors, and the observed scores did not represent their true ability. The findings can provide an empirical evidence for Bachman’s (1990) as well as Bachman and Palmer's (1996, 2010) conceptual frameworks of language use due to the impact of nonlinguistic factors on language ability of L2 learners in test-taking process. The findings can help language teachers improve instructional reading programs, decrease error of measurement, and narrow the gap between more successful and less successful learners in different fields of study.

This study investigated the answer changing behavior of the Iranian university students and its relationship to the academic course, gender, and field of study. 362 students at the University of Isfahan took part in the study. 76 English language teachers were also surveyed for their attitude toward answer changing on MC tests. The results indicated that 42.11% of the teachers had a negative attitude toward answer changing as they believed that the first answer selected is intuitively the best one and should not be changed. The results also indicated that answer changing would basically have positive effects on the total test scores. It was found that 63.09% of the answer changes were beneficial (from Wrong to Right choices). In contrast, 15.18% of the answer changes were negative (from Right to Wrong options), and 21.73% had no effect on the test scores (from Wrong to Wrong options). As for the effect of gender, no significant difference was found between males and females. Concerning the effect of academic course, the only significant difference lay in the number of Right to Wrong changes. Finally, it was found that field of study would make a difference only when Right to Wrong changes were considered.

The present study was an attempt to investigate the significance of verbalization and teaching the concepts of listening on the development of listening performance among Iranian EFL learners. To do so, an experimental study was designed in which the participants were sixty pre-intermediate learners selected based on the results of their performance on a standard version of Oxford Placement Test (OPT). The participants were divided into two experimental groups. The learners in experimental group I (Systemic Theoretical Instruction- Explanation and Materialization (STI-EM), were exposed to materialized tools which consisted of presenting the target concept in charts accompanied by the examples and related strategies to extract the concept, while Group II students (Systemic Theoretical Instruction- Explanation, Materialization, and Verbalization (STI-EMV), enjoyed materialized tools as well as collaborative verbalization. The learners in both groups went through pre-test, intervention, and post-test. The collected data were analyzed through employing analysis of covariance (ANCOVA). The results indicated that the group which practiced collaborative verbalization in L1 outperformed the one which was just mediated by teacher's oral explanation and materialized objects

The application of critical pedagogy in educational contexts has received adequate research attention over the last decades. The main focus of this strand of research has, however, been on raising awareness of the educators. Nevertheless, little is known about the consequences of the violation of critical pedagogy principles from EFL teacher trainers’ perspectives. To begin to address this gap in research, a qualitative (phenomenological) study was carried out to explore the main consequences of violating critical pedagogy in the higher education system of Iran. The participants were 15 faculty members of TEFL and English Literature at 10 Iranian state universities. The data were collected through in-depth semi-structured face-to-face interviews and analyzed according to Radnor’s (2001) model. The results indicated that the main consequences of the violation of critical pedagogy were educational (related to teaching, learning, and testing), psychological, social, and ideological. Therefore, it was concluded that educators must follow the principles of CP in order to avoid the negative consequences and foster the learning and teaching processes more effectively.