درخت حوزه‌های تخصصی

Capitalism benefits from the uniformed society by suppressing individuals ’consciousness through commodifying them. Being deceived by the system, individuals get stuck in the culture industry (the mass production of cultural things in a supply-driven economy turning to a set of standardized and predictable reaction of individuals). Assuming translation of poetry as an artistic creation, that is against uniformity by nature by not following a set of prescriptive principles, this study aimed to analyze the translator’s use of plurality to overcome culture industry. To this end, creating plurality in Bijan Elahi’s translation of T.S. Eliot’s Ash-Wednesday on the basis of six features of Hassan’s catena was analyzed and traced in Elahi’s translation. Findings show that Elahi’s translation satisfied all the six items in Hassan’s list which resulted in overcoming the culture industry. The findings of this study has implications for teaching poetry translation.

Given the vital role that vocabulary plays in learning a language along with the fact that sense-induced emotions are noteworthy due to their influence on cognition, this study examined the impact of emotioncy-based language instruction on the long-term memory (LTM) vocabulary retention of Iranian EFL learners. To this end, 32 participants were selected based on their level of trait/state anxiety, working memory span, language proficiency, neophobia, and emotioncy towards the selected words to be instructed. Two weeks after the instruction session, the participants were given a retention test. To compare the mean scores of each participant exposed to the three emotioncy-based language instruction conditions (i.e., avolvement, exvolvement, and involvement), a one-way repeated measures ANOVA was employed. The results showed that the participants outperformed in recalling the words that were taught through the involvement level of the hierarchy of the emotioncy model in comparison to those taught through the exvolvement level as what is currently practiced in language classrooms. Finally, drawing on the concepts of emotioncy, emo-sensory quotient, embodied cognition, and multisensory learning, the study elaborates on the value of senses in evoking emotions conducive to cognition and memory enhancement. After all, the study suggests that senses act as the main gears that stimulate the evocation of certain emotions, and the resultant emotions shape cognition, resulting in better LTM retention of vocabulary items.

The present study set out to identify the problematic areas of pronunciation among Iranian female EFL learners. Further, this study investigated the relationship between empathy and authentic pronunciation, along with gender as a moderator variable. Comparing segmental features and phonological processes of both languages helped teachers to predict the target errors. To reach such a goal, a total of 69 Iranian undergraduate EFL learners were recruited from the Vali-e-Asr University of Rafsanjan, majoring in English literature and translation studies participated in the study. The subjects were conveniently sampled and were taking the course Conversation I. After administrating the Basic Empathy Scale (BES: Jolliffe & Farrington, 2006), the students were assigned to two groups: high-empathic group and low-empathic group. Both groups participated in an oral interview twice (before and after segmental form-focused instruction). The data were collected through taping participants’ pronunciation of some words. Two raters analyzed students’ pronunciation in terms of segmental features. The results demonstrated that the absence of some phonemes in the Farsi sound system and some phonological differences between the two languages caused difficulties for EFL learners. Furthermore, it was witnessed that those in the high-level group (i.e., more empathic learners) were more successful in acquiring authentic pronunciation than those in the low-level group.