Subtitling, like all other types of audiovisual translation, has always been influenced by cultural factors, and in turn, subtitles have influenced their target readers. The relation between culture and language in interlingual subtitling might cause some problems in translating Culture References (CRs). The aim of the present study was to classify the samples of CRs in the “Harry Potter” movie series based on Klingberg’s (1986) model. It was also intended to investigate the strategies applied by Iranian translators in subtitling the (CRs) in “Harry Potter” movies from English into Persian based on Diaz Cintas's (2007) proposed strategies. To do so, instances of CRs were drawn from the two series of Harry Potter entitled Harry Potter and the Philosopher's Stone (2001) and Harry Potter and Goblet of Fire (2005). The data analysis was carried out by descriptive statistics to indicate the frequency and percentages. The findings revealed that “Personal Names” and “Magical Objects”, were the most frequently used CRs in the two selected series of Harry Potter movies based on Klingberg’s (1986) model. Additionally, the results showed that “Loan” and “Calque” were the most frequently used strategies in subtitling the CRs. The findings of the present study may be useful for English translation students, subtitlers, and fansubbers who do subtitle English movies in the Iranian context
Audiovisual translation is the term that has been utilized to mention mainly the transfer from one language to another language of the verbal elements that existed in audiovisual products. Among various modes of AVT, dubbing is the most common. Generally, in AVT there are problems in the field of idioms translation because idioms are considered one of the most problematical and complicated aspects of language. Moreover, since the meaning of idioms is not recognized by their words, translating them is hard task for translators. For solving this problematic issue, translators use different strategies. Therefore, the purpose of this research is to investigate and analyze the translation of idioms in dubbing. This research investigated the translation of English idioms in Persian dubbing of two comedy films named, “The Grand Budapest Hotel” and “21 Jump Street” according to Baker's (1992) strategies. To analyze the data, the frequency and percentage distribution were calculated for each Baker's strategy, which had been applied in the translation of English idioms into Persian dubbing of mentioned movies. Results showed that translation by paraphrase was the most frequent applied strategy, and using an idiom of similar meaning and form was the least frequent applied strategy in Persian dubbing of two mentioned comedy movies. The results of this study could be helpful for translators to recognize the frequent strategies of idiom translation used in dubbing and university teachers can train them for their students.
Speaking and listening are essential language skills used as a measure for evaluating the students’ proficiency level. These skills receive more importance in the Iranian new educational curriculum by the publication of new English book series. However, as noticed in some of the classes, the purpose of mastering oral language abilities is not efficiently fulfilled. Accordingly, the present collaborative action research aimed to firstly identify the reasons underlying students’ inability to perform oral skills in order to do the online activities in classes and secondly provide some suggestions to solve the existing problem. The study was conducted in a junior high school in Marand, Iran. The participants included 36 female 9th-grade students, who met on the Shad application and were selected based on convenience sampling. Class observations, interviews, and students’ performance in language tasks were used to collect the required data. Gaming was implemented as the selected solution in a separate class planned for focused speaking and listening activities. More specifically, sentence-expanding games on different levels (adding words to a simple sentence to expand it and also adding sentences to the initiating sentence and making a short story) were used as the main methods in these sessions. The findings from the descriptive statistics indicated an improvement in students’ motivation and engagement in speaking activities, as well as their accuracy in making sentences. They also showed positive attitudes toward the use of these game-based tasks in EFL classes. The study provides practical implications for materials developers and language teachers.
With the improvement of technologies in language learning and teaching, new models and approaches are being proposed to enhance the students’ performance. One of the practical models is Flipped Classroom (FC), which has been attracted by many teachers and researchers, especially in the K-12 education system. This study explored the effect of the online FC approach on the improvement of EFL learners' performance in high schools in Iran with a quasi-experimental design. To run the experimental study, through convenience sampling forty-three high school students were divided into an experimental group and a control group and to evaluate the efficacy of the online FC approach. The comparison of the results of experimental and control groups’ pre-test and post-test scores by an independent samples t-test revealed that incorporating the online FC approach into EFL educational context remarkably improves the EFL students' learning performance. It is significantly applicable for learning a language, especially during the Covid-19 pandemic which majority of the classes have been running online. Additionally, to manage online FC more efficiently, some suggestions are provided for teachers.
This study aims to explore the relationship between Iranian undergraduate translation students’ level of anxiety and emotional intelligence (EI) when performing consecutive interpreting, and the quality of their interpreting performance. To this end, thirty Iranian undergraduate English translation students were invited based on convenience sampling to participate in this study. A researcher-made questionnaire was designed to measure students’ interpreting anxiety. Participants completed Schering's emotional intelligence and interpreting classroom anxiety scale (ICAS) to measure their level of EI and anxiety. The participants were then asked to consecutively interpret a three-minute video clip from English into Persian about anxiety disorder. Students’ interpreting performance was assessed by three experienced raters based on Carroll’s model of translation quality assessment for consecutive interpreting. The results showed that there was no statistically significant relationship between the students’ total score of EI and the quality of their consecutive interpreting performance. However, there was a negative correlation between students’ interpreting anxiety and the quality of their interpreting performance. Additionally, a negative association was found between students interpreting classroom anxiety and emotional intelligence. Consequently, the findings demonstrated that negative emotions and thoughts such as anxiety and stress reduce translation students interpreting ability. Moreover, based on the results, the interpreting theoretical instructions, as well as teaching psychological factors should be included in the translation teaching syllabus to train proficient and skillful interpreters in Iranian universities.
The burgeoning prominence of information technology has positioned mobile-assisted language learning (MALL) as an integral milestone of English as a foreign language (EFL) learning. With its mark deeply left on multiple manifestations of language learning, the MALL has substantially revolutionized the way second languages are taught and learned. In this illumination, the widespread integration of highly prominent portable devices such as smartphones and tablets has introduced to the market multitude of mobile applications for L2 learners, broadening the ground of computer-assisted language learning (CALL) to integrate MALL as an innovative direction of L2 learning. The Cake software is one such application that is a promising venue that teaches learners the English language through realistic, interesting, and engaging English videos. The app is primarily intended to assist language learners in enhancing their learning experience through watching videos that focus on situationspecific linguistic material. The focal point of this article revolves around is to offer an overview of the Cake application by illuminating its key functionalities and discussing its upsides and downsides. The article suggests Cake as a platform for English language learners to improve their speaking and listening capabilities. Furthermore, the application may aid English language teachers in introducing the app to the learners as a supplementary resource.