درخت حوزه‌های تخصصی

La Clé USB tout en s’inscrivant dans le registre des techno-romans est présentatif d’une certaine fluctuation, il se rapproche ponctuellement du roman d’anticipation puis il se bascule dans un espace du roman d’espionnage pour fluctuer à la fin dans une sorte du roman moraliste. Ce qui nous hante ici est de savoir le pourquoi de la réactivation d’un modèle de parodie du roman d’espionnage qui est la technique précédente de Toussaint et qui s’est utilisé à extrême dans les années 80.  Pour y arriver nous profitons de la méthode de la réception. Le résultat de nos analyses montre que le choix du roman d’espionnage a permis à l’auteur d’explorer la tension entre la réalité apparente et une réalité plus cachée, plus profonde et plus réelle. Cette représentation de la réalité sociale cherche à aider le lecteur à reconquérir un monde moins opaque et à attirer son attention sur ce qui se joue de l’inhumain dans son environnement.

This study aimed at investigating and comparing the expenditure of cognitive effort in translating various text types. The text typology of Reiss (1971, 2014) including informative, expressive, and operative text types was used as the theoretical framework. A mixed-method approach involving the use of screen recording, keystroke logging, think-aloud protocols, and retrospective interviews was adopted for the investigation. To pursue the research aims, 22 senior translation students were recruited to participate in the study and perform three translation tasks: translating informative, expressive, and operative texts. By using think-aloud protocols, the participants were instructed to speak out during the execution of the tasks. The amount of time spent by each participant and the number of pauses taken by them on each translation task were measured and compared as indicators of cognitive effort. Additionally, time and pause analyses were triangulated using technical operation analysis to have a better perception and obtain more reliable results. The findings of this study showed a significant difference in the cognitive effort required to translate informative, expressive, and operative texts. The findings also revealed a higher level of cognitive effort in translating expressive text compared with informative and operative ones

This paper explores how Anita Diamant’s The Red Tent reclaims the female voice as a form of resistance against patriarchal oppression. By reimagining the biblical story of Dinah, Diamant shifts the focus to women’s experiences, highlighting their strength, solidarity, and resilience in a male-dominated world. The novel challenges traditional gender roles and religious narratives, offering a feminist perspective on biblical women. Using Judith Butler’s theory of gender performativity. Additionally, this paper explores how storytelling functions as a tool of empowerment within the novel, allowing women to reclaim their histories and reshape their identities. By centering female narratives that have been historically overlooked or silenced, The Red Tent not only reinterprets biblical traditions but also fosters a dialogue on the significance of women’s collective memory and oral traditions. Furthermore, the analysis considers how the novel’s depiction of sisterhood and shared rituals subverts patriarchal structures, illustrating the power of female agency in redefining cultural and religious legacies. The paper examines how women in the novel navigate societal expectations while asserting their identities. Through themes of midwifery, female bonding, and religious conflict, The Red Tent creates a space where women’s voices and stories are celebrated, challenging the marginalization of women in both historical and religious contexts.

Cette étude a examiné l'amélioration de la production écrite des étudiants en langue française et son lien avec leurs attitudes et stratégies d’apprentissage. L'objectif principal est d’évaluer les attitudes positives et les stratégies d’apprentissage efficaces influençant directement le développement des compétences rédactionnelles. Les données ont été recueillies auprès de 47 étudiants à travers des enquêtes et des productions écrites collectées sous forme de pré-test et post-test. Les résultats montrent que la motivation seule ne suffit pas pour améliorer la production écrite. Ce sont les stratégies d’apprentissage variées notamment la lecture régulière et la pratique de l’écriture qui ont eu l’impact le plus significatif. L’analyse des données montre que la lecture a favorisé l’enrichissement du vocabulaire (+0.75) et l’expression des idées (+0.78), tandis que la pratique de l’écriture a amélioré la précision grammaticale (+0.41). En revanche, l’utilisation des ressources en ligne, bien qu’utile pour l’apprentissage du vocabulaire, a eu un impact plus limité sur la précision grammaticale (+0.30). Ces résultats mettent en évidence l’importance des stratégies d’apprentissage actives et diversifiées dans l’amélioration des compétences rédactionnelles et ouvrent des perspectives pour des recherches futures intégrant des outils pédagogiques interactifs et des approches d’apprentissage à long terme.

This empirical investigation examines the repair strategies used by trainee interpreters in English-Persian simultaneous (SI) and consecutive interpreting (CI) modes. The research seeks to investigate two main questions: whether there are differences in the frequency of repairs between SI and CI, and whether there are variations in the sorts of repair strategies employed in both modes. The study involved nine trainees from Shahid Bahonar University of Kerman who were learning interpreting. The study employed a 4-minute speech from Voice of America English News, which discussed the influence of vitamins on preventing the advancement of AIDS in women. Occurrences of self-repairs were detected using Tang’s (2020c) framework. The findings revealed a notable disparity in the frequency of repair strategies between CI and SI modes, with CI trainees utilizing a greater number of repairs. In addition, the trainees in the CI mode achieved superior scores in explicitation and synonym techniques. The results emphasize the unique patterns of repair strategies in both consecutive and simultaneous interpretation, reflecting the importance of focused training to improve interpreters’ abilities in both modes. Interpreter training programs may consider including explicit instruction on repair procedures and placing emphasis on evaluating their use in performance assessments.

The present study sought to compare the effect of two modes of corrective feedback, that is, recast and elicitation, on the speaking accuracy of impulsive and reflective EFL learners. In doing so, 95 intermediate EFL learners who were studying at Tehran's Kish Language School were selected through nonrandom convenience sampling and sat for the Impulsivity Sub-Scale of Eysenck's Impulsive Questionnaire (EIQ). A total of 15 learners who were within the middle range were excluded, thus leaving 80 impulsive and reflective learners. Subsequently, a sample PET speaking test was administered as the pretest to assess the participants' speaking accuracy at the outset. Next, the participants were divided into four subgroups: 20 impulsive and 22 reflective learners undergoing a recast treatment, and 18 impulsive and 20 reflective participants experiencing elicitation. Once the 16-session treatment ended, another sample PET speaking test was administered as the posttest, and all four hypotheses were tested through a two-way analysis of covariance. The findings demonstrated that both recast and elicitation were significantly effective in improving the participants' speaking accuracy, while the elicitation impulsive group benefited the most compared to others. The pedagogical implications of this research and suggestions for further study are elaborated in the paper.

The present study aims to investigate address terms in Hawrami, a Kurdish dialect spoken mainly in the Paveh region of western Iran. It explores how speakers of Hawrami use a variety of linguistic resources—such as kinship terms, pronouns, occupational titles, and religious titles—to indicate social roles, relationships, and values. Drawing on sociolinguistic and discourse-analytic frameworks, in particular the work of Brown and Gilman (1960), the present paper examines how the social variables such as age, gender, power, solidarity, and religious ideology shape address practices. Data were collected through ethnographic observation and interviews in Paveh. Given the lack of written documentation and the deeply contextual nature of address practices, a qualitative method based on direct observation and community-based immersion was considered the most appropriate choice. The ethnographic method is especially suitable for studying linguistic behavior in small, localized speech communities, where language usage is closely tied to cultural norms, relationships, and everyday social practices. The findings show that address forms in Hawrami do more than merely serve communicative functions; they embody cultural values and reflect broader ideological shifts, particularly those following the 1979 Islamic Revolution in Iran. This study contributes to the documentation of an understudied minority dialect and provides insight into the intricate relationship between language, identity, and power in multilingual and multiethnic societies.

Translanguaging' has been promoted as a prominent term in Teaching English as a Foreign Language (TEFL) studies. It describes how learners of a new language effectively utilize their entire range of languages to convey meaning and communicate. Additionally, it serves as an educational strategy to harness these language repertoires as valuable resources for learning. In the last twenty years, multiple empirical investigations have been carried out to investigate pedagogical translingual strategy in language learning classes across the world. However, there is limited knowledge on this occurrence in English as a Medium of Instruction (EMI) in the educational context of Iraq, where TEFL policies prohibit using students' first language and perceive them as a hindrance to language acquisition. By examining the views of English language teachers regarding pedagogical translanguaging, this study seeks to close this gap. Additionally, it investigates the extent to which these perspectives are manifested in their instructions. A total of 120 English language instructors at an Iraqi university willingly took part in this research. The findings highlight a significant disparity between the attitudes that teachers claim to have and the teaching methods that they use, based on the survey. The results also illuminated the barriers that prevented the participants from using translanguaging in their instruction.

Critical thinking is one of the main functions of education and it is considered as learners’ use of prior knowledge to make judgments and solve problems. This study aimed, firstly, to examine the relationship between university EFL teachers’ critical thinking tendencies and their problem-solving skills, and secondly, to explore the prediction of university EFL teachers’ critical thinking tendencies by problem-solving skills, gender, and teaching experience. The study was designed in a correlational survey method. In total, 70 university EFL teachers (35 males and 35 females), from Azad and Payame Noor universities located in Isfahan and Ilam provinces teaching undergraduate students majoring in English, participated in this research. Data were collected via the California Critical Thinking Disposition Inventory and the Problem-Solving Inventory. The collected data were analyzed using descriptive statistics, the Pearson Product-Moment Correlation Coefficient, and stepwise regression analysis. The relationship between critical thinking tendencies and problem-solving skills was investigated through the Pearson Product Moments Correlation Coefficient, and stepwise regression analysis was run to determine whether university EFL teachers' problem-solving skills, gender, and teaching experience can significantly predict their critical thinking tendencies. The findings indicated that there was a positive, moderate, and significant relationship between university EFL teachers' problem-solving skills and their critical thinking tendencies, while there was no significant difference according to gender. In terms of teaching experience, the correlation coefficient for novice teachers showed a weak, positive, and non-significant relationship, yet the correlation coefficient for experienced teachers indicated a moderate, positive, and significant relationship. This study has both theoretical and practical implications for EFL teachers, practitioners, learners, and policymakers.  

The emergence of technological advances dramatically changed the status of foreign language teaching forever, making computer-assisted language learning (CALL) into a key area in foreign language teaching and later a distinct academic discipline at higher education level. The present study describes the intended curriculum of a two-year post-graduate technology-enhanced language teaching program launched at Al-Zahra University, a women’s university in Tehran, Iran, as well as the national context within which the program was developed. It begins with a background on the significance of technology in education followed by a brief history of education in Iran. The main part of the paper describes the intended curriculum of the program from different perspectives including the aims and rationales, significance of the program, student profile (who takes it) and sources of the M.A. admission examination, abilities intended for graduates, courses of the program, syllabus and recommended readings, and assessment of the course outcomes. The paper finally concludes by discussing what is not included in the curriculum as well as the implications for teacher educators and suggestions for further research.

Despite its recognized importance in preparing prospective teachers for the realities of the classroom, the practicum in Iranian TEFL programs faces several challenges that can significantly impact its effectiveness and hinder the development of competent and confident TEFL teachers in the country. This study, characterized as a comprehensive nationwide triangulated project, aimed at exploring and comparing the perception of the Iranian TEFL Preservice Teachers (PSTs) and the corresponding stakeholders on major issues, problems and challenges of the practicum program at Farhangian University. To these ends, a researcher-made practicum evaluation questionnaire was distributed among the participants (including 230 PSTs and 215 stakeholders) whose answers were analyzed through factor analysis. Based on factor loadings, nine major extracted factors in the two participant groups were compared through Independent Samples t-tests. The results showed that PSTs and stakeholders shared common perceptions on six factors while they held different perceptions only on three other factors. A semi-structured interview was additionally designed and conducted with 15 PSTs and 15 stakeholders. Finally, 10 practicum courses were observed to obtain an accurate understanding of the current situation of ELT PSTs’ internship education in Iran. The findings uncovered major issues and challenges with regard to ELT practicum including (a) limited adaptability and innovation in instructional approaches, resources, and materials utilized by the cooperating teachers who served as a role model for PSTs, (b) insufficient collaboration between educational institutions and universities, (c) lack of proper supervision by university advisors, d) insufficiency of time allotted to PSTs for teaching,  and e) huge gap between theoretical concepts related to the practicum principles studied in university courses with the practical realities faced by PSTs in the school environment, to name a few. The findings of the study might firstly give some insight to universities and schools in developing and implementing high-quality practicum programs that might contribute to the advancement of ELT teacher education programs. Moreover, the study can contribute to our understanding of the extent to which PSTs can integrate theoretical knowledge into their teaching practices.