درخت حوزه‌های تخصصی

Despite their substantial role in natural discourse, idioms often intimidate EFL students. Therefore, finding effective ways of mitigating students’ frustration has been a fundamental consideration in language teaching. Mnemonics, as associative memory tools, are largely acknowledged to be instrumental in reducing the cognitive load involved in language learning, particularly in learning lexical items. This study was conducted to explore the effects of linguistic, verbal, and visual mnemonics on empowering language learners in the recall and recognition of English idioms. Two-hundred seventy intermediate-level EFL learners preparing themselves for IELTS took part in this study. The participants were in nine groups of 30 members each. They were divided into three main groups, each of which was taught idioms using one of the above-mentioned mnemonics. The MANOVA procedure was used to analyze the collected data. The results revealed statistically significant differences among these instructional strategies in case of recall, with linguistic mnemonics being the most influential. The findings of the study can have theoretical implications for researchers in that they can shed light on some of the dark corners of the field and spark interest for further research. The findings can also have some pedagogical implications for teaching programs, curriculum developers, educational policymakers, teachers, and language learners. Developing a clearer understanding of how these mnemonics influence idiom learning can help the stakeholders make more informed decisions about how to treat idioms.

Given that reformulation is an integral component of scientific texts in which the explanation of terms and ideas is prevalent (Candel, 1984; Thoiron & Bejoint, 1991), this study aims at examining the form, frequency, and function of reformulation markers in three sub-corpora, namely, L1 English, L2 English, and L1 Persian research articles of psychology. The study is based on a corpus of 60 research articles amounting to a total size of 1,105,433 words. Drawing on the list of reformulation markers provided in Hyland (2005) in the case of English sub-corpora and a list of Persian reformulation markers prepared by three experts in the Persian language, we searched the corpus automatically for all the instances of reformulation markers. In the next step, all the instances were examined in their textual context in order to identify their function. The results indicated that L1 English sub-corpus contains the highest frequency of reformulation markers followed by L2 English and finally L1 Persian. There were also differences with regard to forms and functions, as well as parenthetical uses of reformulation markers across the three sub-corpora, specifically between L1 English and L1 Persian, suggesting the existence of intercultural variation in the use of reformulation. Besides, Iranian researchers writing in L2 English tend to adapt their writing style to the norms and conventions of English at least as far as reformulation is concerned. The study concludes with some implications for EAP writing and teaching.

In recent years, audiovisual translation (AVT) has become omnipresent in different parts of the world; however, dubbing humor restrictions may hamper the translation in that maintaining the humor in the target language (TL) requires a high level of knowledge. Although several studies have attempted to describe the distribution of translation strategies, few systematic attempts are made to analyze the employed AVT strategies in humor series. The present study analyzed the Persian humor expressions’ appropriacy and their translated versions in English through a qualitative study. To this aim, the dominant strategies used to render humor in the translated versions of 3 dubbed Iranian series (i.e., Shamsolemareh, Chimney, and Medical Building ) were analyzed. Furthermore, the typologies of the employed audiovisual humor in the series were analyzed. Data analysis illustrated that clumsiness and parody were the most frequent humor typologies used in the series. The 3 strategies of omission, word-for-word translation, and free translation were the most frequent ones. In conclusion, the results indicated the failure to accommodate the Iranian series’ humorous level, preventing the target audience from appreciating humor. Findings can contribute to the improvement of the quality of humor translation.

ELT coursebooks are the fertile soil for the transmission of cultural perspectives and also strong tools for shaping L2 learners' behaviors and expectations. This study investigated the existence of covert/ hidden curriculum in two of the widely used ELT coursebook series-- Top Notch and English File . To do so, the content of the series was analyzed via Moran's (2001) model of dimensions of culture and Chao’s (2011) main categories of culture . The results indicated that the series, along with covering different dimensions of culture, are biased mainly in favor of the western products, persons and perspectives, and that despite their global EFL/EIL audience, they vividly base their dialogues, reading and listening on the norms and values of the English-speaking countries, with almost no attention to the local, especially Asian values. The study, discussing the implications of such culture- related covert curricula in the ELT coursebooks, makes relevant suggestions for the design of ELT coursebooks in the present global village.

The present study was an attempt to explore the ‘washback effect’ of task-based assessment (TBLA) on EFL Iranian learners’ pragmatic development. To this end, through conducting KET (Key English Test), 60 out of 120 EFL Iranian learners studying in an English language school, were randomly selected. They were assigned to treatment group (N=30), and control group (N=30). The treatment group was assessed through TBLA and the control group was assessed via non-task based assessment for 20 ninety-minute sessions. The class sessions were held twice a week. The obtained data was examined through independent sample t-test. The findings implied that TBLA as a pedagogical measurement tool can well replace the classic assessment procedures, since all educational efforts including testing and assessment procedures are planned to maximize the educational gains and developments.

Almost all language schools in Iran enforce teacher supervision with the purpose of promoting good teaching practices and higher standards of quality education. Despite its widespread practice, the body of research on language teacher supervision in Iranian EFL setting is scant. The present qualitative study explored language school managers’ attitudes toward EFL teacher supervision in Iranian language schools. Based on a researcher-developed protocol, semi-structured interviews were conducted with seven language school managers from Tehran and Karaj, Iran, whose managing experiences ranged from 5 to 18 years, with the purpose of identifying their attitudes, experiences, and challenges regarding supervision. The interviews drew upon emergent methodology to categorize the interviewees’ value-laden comments into five major attitudinal themes of becoming a supervisor, the requirements and responsibilities of a teacher-supervisor, evaluating a supervisor’s performance, challenges regarding teacher supervision, and supporting supervisors. The findings revealed that there are not any transparent criteria and rubrics for language school managers to draw upon to select teacher-supervisors, and supervisors are mostly selected based on their teaching potentials, experience, and merits. Moreover, the findings demonstrated that apart from observing classes and providing feedback, too many other responsibilities are assigned to supervisors in Iranian language schools. To improve the ongoing supervisory practices, the interviewees suggested the need for the development of transparent criteria and rubrics for supervisor selection.