درخت حوزه‌های تخصصی

Translation of literary texts, especially poetry, is one of the most difficult tasks; it requires mastery and knowledge of the language system and culture, and lack of this might lead to wrong translation. This study aimed to examine the loss and gain of the sociocultural implicit meanings in the English translations of the Mu’allaqat, and assess whether the translators of the Mu’allaqat have succeeded or failed in transferring the sociocultural implicit meanings from the source text (ST) to the target text (TT). The study examined four English translations of two poems; namely, Labid’s poem and Tarafa’s poem. The selected poems are considered as masterpieces of the Arabic ancient poetry loaded with cultural signs. This study combined New mark's approach (1988) of translation with Baker’s taxonomy (1992-2011), i.e. translation equivalence, in analysing the data. The findings of the study showed that there are two types of loss made by translators in translating the Mu’allaqat: inevitable loss and avertable loss. The findings also revealed that the loss of socio-cultural implicit meaning occurred because of the inadequate use of the communicative equivalence by the translators and absence of employing pragmatic equivalence.

Development of science and academic knowledge has led to changes in academic language and transfer of information and knowledge. In this regard, the present study is an attempt to investigate lexico-grammaticality in academic abstracts and their full research papers in Linguistics, Chemistry and Electrical engineering papers published during 1991-2015 in academic journals from a diachronic perspective through quantitative research design. The focus of this paper is on transitivity, mood and theme analysis in the corpus according to Halliday's (1994) systemic functional linguistics model. So, all the attempts are to find the changes in abstracts and research papers of these disciplines and how they are to be positioned in different linguistic contexts over time. The results revealed that research papers employ the spectrum of possible lexical realization quite differently as compared to general English, especially concerning the use of specific lexical items. Also, the results of chi-squares of each discipline showed that there are significant differences between papers over time at .05 level of significance (.000< .05) with regard to the transitivity, mood, and theme. 

Despite consensus in focus on form (FOF) instruction over the facilitative role of noticing, controversy has not quelled over ways of directing EFL learners’ attention towards formal features via implicit techniques like input-enhancement or explicit metacognitive feedback and interactive peer-editing on the output they produce. This quasi-experimental study investigated the impact of input enhancement (IE), metalinguistic feedback (MF), and peer-editing (PE), on 73 intermediate female Iranian EFL learners’ recognition of relative clauses (RCs). The participants, in three intact classes ranged in age between 18 and 30, were randomly assigned as IE (N=23), MF (N=29), and PE (N=21) groups. The 18-session treatment in all groups was based on identical teaching materials and methodology following a reading to writing orientation focused on RCs. The only difference was related to the focus on form that was through enhanced reading texts in the IE group, metalinguistic feedback on discussion of content in the MF group, and peer-editing in pair-discussion of the content in the PE group. Two parallel sets of 40-item multiple choice researcher-made validated tests focused on RCs were employed to measure the participants’ recognition of RCs at the onset and the end of the study. The one-way between-groups analysis of covariance demonstrated significantly higher gains in the MF and PE groups compared to the IE group; the MF achieved higher levels of mastery. The findings highlight the effectiveness of MF and offer implications for more effective teaching of RCs to Iranian EFL learners.

Code-switching (CS), an alternation between two or more languages or language varieties, has long been researched in language education. A great number of studies by applied linguists have explored the reasons for, and the potential usages of code-switching in foreign language education over the past years. This study explores the perceptions of English language learners across various proficiency levels concerning teachers’ use of CS, in this case Farsi in English classrooms. It also examines the roles and functions of CS in the classroom. Fifty teachers and 105 language learners from University of Tehran Language Center (UTLC) in Tehran, Iran were involved in this study. The necessary data were obtained through questionnaires. The results suggested that the Elementary (EL) learners seem to benefit from the teachers' use of first language in class, whereas English-only classroom is preferred by Intermediate (IN) and Upper Intermediate (UI) ones. It was also revealed that maximum exposure of the learners to the target language seems necessary. The results suggest that, concerning the learners' levels (EL, IN and UI), teachers’ and learners’ Code Switching can work as a useful language teaching strategy. The findings of this study can have implications for English as a Foreign Language (EFL) classrooms and can be used by language teachers.

هدف این تحقیق مقایسه موردی و مقابله ای تاثیر فعایتهای نوشتاری مشترک بر کیفیت نوشتار فردی دانشجویان ایرانی و مالزیایی می باشد. برای این منظور هشت نفر دانشجوی سال اولی (چهار نفر دانشجوی ایرانی و چهار نفر دانشجوی مالزیایی چینی تبار در یک دانشگاه غیردولتی در شهر کوالالامپور) که بر اساس مولفه های سن، جنس، سطح دانش انگلیسی مشابه و رشته دانشگاهی مشترک انتخاب شده بودند در قالب چهار گروه دو نفری تقسیم بندی شدند (دو گروه ایرانی و دو گروه مالزیایی). در مدت زمان تقریبی دو ماه و درطی پانزده جلسه هرکدام از گروها تعداد پانزده متن مربوط به قسمت 1 نوشتار آکادمیک آزمون آیلتس را بصورت مشترک (دو نفره) با هم انجام دادند. پانزده جلسه مزبور در واقع شامل پنج سیکل متوالی و مجزا بودند به طوری که در هر سیکل متعاقب هر سه جلسه نوشتار مشترک یک جلسه نوشتار انفرادی وجود داشت. پر واضح است که در پایان جلسه پانزده (یا سیکل 5) هر کدام از شرکت کنندگان تحقیق پنج نوشتار انفرادی تولید کرده بود. تمامی نوشته های انفرادی هشت نفر شرکت کننده به تبعیت و با استفاده از باروم نمره دهی استاندارد آزمون آیلتس بر اساس چهار مولفه ""میزان کفایت توضیحی متن"" (Task Achievement) ""میزان انسجام و پیوستگی متن"" (Cohesion and Coherence) ""میزان غنای دستوری و صحت گرامری متن ""(Grammatical Rang and Accuracy) و"" میزان غنای واژگانی متن ""(Lexical Resources) مورد ارزیابی و سنجش کیفی قرار گرفتند. نتایج حاصله نشان دادند که بیشترین تاثیرکیفی مثبت که در طول مدت مطالعه در نوشته های انفرادی همه دانشجویان مشهود بود به ترتیب مربوط به پارامترهای ""کفایت توضیحی متن"" و ""انسجام و پیوستگی متن"" بودند در حالیکه بهبود واژگانی خیلی جزیی و صرفا محدود به نوشته های سه نفر از دانشجویان مالزیایی می شد و نوشته های هیچکدام از دانشجویان در بعد دستوری پیشرفت قابل اعتنایی نداشتند. شایان توجه اینکه پیشرفت ها و پسرفتهای متناوبی در کیفیت نوشته های انفرادی در طول مدت تجقیق قابل مشاهده بودند. نتایج متنوع حاصله در این مطالعه را می توان در ارتباط با اصول پارادایم فرهنگی-اجتماعی ،نظریه آشوب ، تیپولوژی متن های مورد تمرین و همچنین سطح دانش زبانی دانشجویان شرکت کننده در تحقیق توضیح داد.