درخت حوزه‌های تخصصی

This research studied the creativity in Persian translation of The Remains of the Day by Najaf Daryabandari and the influence of creativity on a more successful literary translation. To this end, Schjoldager (2008) and Holst (2010) models were introduced and definitions of the micro-strategies and macro-strategies of these models were presented. The main questions with regard to the purpose of the study were whether the Persian translation of this novel is creative and whether creativity is influential in a more successful literary translation. In this study, the translator's creativity was studied through examples that were obtained by means of comparative analysis of the source and target texts as well as features defined in the eight creative micro-strategies of the Holst model. In addition, the features of translated text in terms of using Qajar prose were considered the macro-strategy, which was adopted by the translator. The findings of the study were as follows: The Persian translation of The Remains of the Day by the translator, Najaf Daryabandari, was a creative translation. In the research process, it could be inferred that the translator was able to present a successful literary translation in a meaningful and tactile manner in the target language by using creativity and by comparing and understanding the similarities of the nineteenth century classic English and Qajar dialects. Among extracted samples in this study, the most frequent one was the micro-strategy of adaptation, which was one of the most creative micro-strategies of the Holst model.

This study aimed to compare the effect of listening strategies, namely, metacognitive, cognitive and social/affective strategies, on impulsive and reflective visually impaired EFL learners’ (VILs) listening comprehension. The participants of the study were 58 male and female VILs at pre-intermediate level within the age range of 12-18 in the west of Iran, Khorram Abad. These participants were selected non-randomly from among 10 different classes available to the researcher. To select the participants, the researcher talked to learners of these 10 classes and sought the consent of 58 learners to take part in the study. The Preliminary English Test (PET) pre-piloted on 30 students with almost similar characteristics to the target sample was administered to 72 students for selecting a homogenized group of participants. Then, 58 students were selected. Afterwards, the researcher administered the Personality Questionnaire developed by Eysenck (1975) to categorize them into two experimental groups of impulsive and reflective. Furthermore, the researcher made sure that the two groups were homogeneous regarding their listening comprehension prior to the start of the treatment. In this study, both experimental groups practiced listening comprehension through listening strategies, namely, metacognitive, cognitive and social/affective strategies. The listening section of the PET test was administered as the posttest at the end of the treatment to both groups and their mean scores on the tests were compared through Independent Samples t-test. The results of statistical analyses led to the rejection of null hypothesis with the conclusion that the reflective learners significantly outperformed the impulsive students on the posttest of listening comprehension.

The aim of this study was to investigate the effects of various online techniques (word reference, media, and vocabulary games) on reading comprehension as well as vocabulary comprehension and production. For this purpose, 60 language learners were selected and divided into three groups, and each group was randomly assigned to one of the treatment conditions. In the first session of treatment, a vocabulary test was administered as the pretest of the study. During treatment, the language learners in those three groups were instructed through online vocabulary games, online media along with transcript and online word reference. At the end of the treatment, a reading comprehension test, a vocabulary comprehension, and a vocabulary production test were given as the posttests. The collected data were analyzed using three one-way ANOVA procedures. The results showed that the online media group outperformed the other groups. Based on the findings of this study, it can be concluded that different online tools may have differential effects on learning different aspects of language. This implies that adhering to any single online tool may not necessarily bring about desirable results. The conclusion to be drawn from this is that teachers need to make use of a combination of these tools.

The present study was undertaken to investigate the effects of varying frequency patterns (FPs) of words on the productive acquisition of a young EFL learner in a home setting. Target words were presented to the learner using games and role plays. They were subsequently traced for their frequencies in input and output. Eighteen immediate tests and delayed tests were administered to measure the oral production following the treatments. To examine the efficacy of varying FPs, target words were grouped into four sets: High Input/High Output (HIHO), Low Input/Low Output (LILO), High Input/Low Output (HILO), and Low Input/High Output (LIHO). The findings revealed that the differences among the FPs were statistically significant. Meanwhile, Wilcoxon signed-rank test identified a significant discrepancy between the words with LILO and HIHO frequency patterns. The findings demonstrated that the differences in FPs led to different productive gains, and higher word production cropped up when words occurred very frequently both in input and output. This study shows that higher teacher talk in tandem with higher learner talk could boost lexical production by a young learner in meaning-focused instructions.

This study compared the effects of teacher-provided written corrective feedback and manipulation of resource-directing dimensions of task cognitive-complexity along +/- Here and Now condition on the grammatical accuracy of Iranian EFL learners’ writing products. There were 45 participants in the study who were randomly assigned to three experimental groups. All the participants were first given a prompt for the pre-test of writing, and then each group received its own intervention (direct written corrective feedback, indirect written corrective feedback, and task manipulation) for four sessions during four weeks. Subsequently, all the groups took the pre-test prompt of writing for their post-test performance after which the data were collected for the statistical analyses and fed into SPSS. The findings of the study confirmed the significant effects of direct written corrective feedback on increasing the grammatical accuracy of learners’ writings. There were implications, then, based on the results, highlighting the role of meaningful context of task application in the classroom.