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This article analyzes complex words, morphologically and semantically, within the Perceptual approach introduced by Safavi (2020). The authors aim to examine the possibilities of word formation of complex words in Persian as their first objective. To achieve this goal, they examined 2850 complex words selected randomly from the Sokhan Dictionary (Anvari, 2004). Following the mentioned approach, word-formation patterns are determined based on whether the morphemes belong to closed or open classes. According to a predetermined agreement, A stands for closed class units and B stands for open class units. This study reveals 57 patterns of word formation, with ‘B + B’ appearing to be the most common among all the patterns examined. Next, the authors investigated how much closed-class units help Persian speakers interpret the semantic head of complex words examined. To reach this aim, 20 Persian speakers not having any knowledge of linguistics were given a questionnaire of 120 words made up of eight affixes selected by the authors and questioned about interpreting each word. Finally, data analysis related to the questionnaire revealed that the meaning interpretation of the words appeared to be significantly impacted by the morphemes belonging to the closed class.

As one of the most prominent components of native-like language use, lexical bundles play a crucial role in academic texts. Considering the amount of written language produced by writers, this study explored lexical bundles in non-native and native academic reports. To that end, 100 sample reports of non-native and native writers taken from the Michigan Corpus of Upper-level Student Papers (MICUSP) were selected and analyzed to find non-native and native writers’ use of lexical bundles regarding frequency, structure, and function. Results indicated that native writers generally used a more extensive variety of lexical bundles in their reports. Regarding the structure of bundles, both non-native and native writers tended to employ more noun phrases with of-phrase fragments. In terms of the functions of bundles, both groups of writers tended to use more research-oriented bundles, followed by text-oriented and participant-oriented bundles, respectively. Findings highlight the value of fixed expressions in producing coherent academic texts by proficient writers, hence their importance in materials design and second language instruction.  

Ce présent article a pour but de mettre en évidence l’importance de la poésie francophile de  Mohammad- Ali Eslâmi-e Nodouchane (1924-2022) à travers ses poèmes Le « Péché » et la « Source » étant le pivot de la nouveauté poétique en Iran. De plus, la traduction des Fleurs du Mal et du Spleen de Paris de Charles Baudelaire fut le motif du parcours littéraire de Nodouchane en France, car il considérait Baudelaire comme le maître de sa création artistique. En outre, la « mélancolie » et la « désillusion » sont deux termes essentiels pour trouver les origines de la poésie francophile où le poète persan s’enthousiasme pour le pessimisme et l’imagination de Baudelaire afin d’être un poète visionnaire vis-à-vis de la destinée humaine. En fait, la francophilie dans sa dimension poétique sera examinée par les différents critères dont la solitude et l’angoisse constituent la trame de l’apport littéraire de Nodouchane en Iran.

Objective: This study explores the effect of recruiting topics highly valued by students along with the interest-igniting mode of reading texts in the site of practice, collectively framed as funds of identity (FoI), on willingness to read (WTR).Methods: To this end, three groups of students were recruited. Over a 17-session extracurricular experiment, all the three groups received books in and out of tune with their FoI, elicited through an initial-semester researcher-made questionnaire. One group (n = 20) received e-books with few interactive features, the second group (n = 20) received e-books with no interactive features, and the third group (n = 20) received print books. WTR and attitude changes toward e-books were assessed using initial- and final-semester questionnaires. Students were also required to send summaries of their readings and keep journals throughout the experiment. They finally gave a post-treatment interview.Results: Qualitative sets of data in juxtaposition with quantitative ones lent support to the positive influence FoI and e-books—as on-site emerging FoI—exercised on WTR and attitude change toward e-books.Conclusions: FoI operationalized through e-books increased learners' WTR. In light of the patterns of changes observed, FoI of students are suggested to be taken into consideration for obtaining better educational results.

This study examined the comparative effects of online and offline blended teaching on EFL learners’ listening comprehension. Based on quasi-experimental design, this study engaged an experimental (No=30) and control group (No=30), each receiving two different types of treatment. For the experimental group, the teacher taught English listening activities using a mixture of online and offline mode, while the for the control group the teacher offered face-to-face offline mode treatment of listening. Independent sample t-tests and paired samples tests results showed a significant positive effect of blended learning on the participants’ listening skills such that the experimental group improved their listening comprehension more than the control group This is justified on the grounds that online learning with more accessibility, relatively low cost, time efficient, and suitably combined with offline learning can offer self-paced instruction for learners whereby they self-manage their learning and progress at their own convenience.

This research aims to explore how the cognitive demands of tasks affect the acquisition of English verb tenses and their association with grammatical metacognitive awareness among language learners. The study addresses two key questions: 1) Differential impacts of tasks varying in cognitive load on the acquisition of verb tenses, 2) The predictive role of learners' metacognitive strategies in task conditions. Employing a quasi-experimental design, the study involved 120 first-semester Bachelor of Arts students from Azad University South Branch in Tehran, Iran. Participants were assigned to four groups exposed to different task conditions: reading, reading with textual enhancement, cloze exercises, and reading with writing tasks. Instruments included Grammar Judgment and Editing Tests, Pawlak's (2018) Grammar Learning Metacognitive Strategies Inventory, and the Oxford Placement Test. The analysis involved the learners’ performances on the Grammar Judgment and Editing Test, which were compared from the pretest to the posttest. One-way ANOVA was utilized. Additionally, comparisons among different task conditions in the posttest revealed which tasks resulted in higher learner performance. Results indicated significant improvements in tense structure proficiency associated with higher involvement tasks. This study bridges gaps in understanding optimal task designs for language learning and underscores the importance of metacognitive strategies in the Iranian EFL context.

Focusing on the intersection of translation and activism, the current study aimed to address the issue of publishers’ activist agency in the socio-political context of post-revolutionary Iran. In so doing, it mainly drew on Tymoczko’s (2010a) conceptualization of political and ideological agency and activism as engagement and her classification of its different forms. The data came from a body of publishers’ notes, written on Persian translations of six English books selected through criterion sampling from the works that apparently enjoyed a level of prestige among the international readers , and reflected the Other’s views on religious, philosophical, political, and socio-cultural issues, which considering the fundamental values of the Islamic Republic of Iran that the post-revolutionary State tries to keep, could make them a possible site of translational activism. The results showed that in their notes the publishers had encoded their engagement by using a combination of different forms of engagement, i.e., publicizing, witnessing, rousing, inspiring, and mobilizing; they also revealed their interest in introducing the unfamiliar territory of the foreign to the Persian-speaking readers, and in increasing their understanding of the Other’s culture. They emphasized the importance of tolerance, pluralism, openness, and mutual respect in cultural exchanges but introduced the source Islamic culture and its set of moral values as criteria for determining the validity of the Other’s presented ideas and beliefs and rejecting what did not meet such criteria.

Cet article s’interroge sur la traduction des métaphores politiques dans le discours diplomatique des hommes d’Etat iraniens au cours des deux périodes qui précédent et suivent le PAGC. En optant le modèle de la traduction des métaphores proposées par Hagström, cette étude vise à découvrir les méthodes et les stratégies de traduction que les traducteurs utilisent lorsqu’ils sont confrontés à des métaphores politiques venant des cartes conceptuelles éloignées. Il en ressort que pour les sphères sociolinguistiques éloignées (Iran vs pays occidentaux) tout un large éventail des stratégies est utilisé afin de restituer les allusions métaphoriques. En outre, il paraît que les stratégies de la traduction des métaphores politiques sont plus variées dans la période de Pré-PAGC, alors que durant la période de Post-PAGC les stratégies sont moins variées et elles se contentent de restituer une traduction littérale (reprise de la même métaphore de la culture source et sa restitution dans la langue-culture cible), réclamant ainsi une lecture plus active de la part des destinataires

The present study aimed at addressing ESP instructors' perspectives towards ESP learners' needs at Kurdistan University of Medical Sciences (KUMS). That is, we sought to investigate whether or not the learners’ needs in ESP classes are met satisfactorily. Using census rather than sampling, a total number of 10 ESP instructors were selected as the participants. Face-to-face semi-structured interviews were conducted with each participant individually. The results obtained from the interviews yielded 13 dominant themes. It was revealed that instructor-oriented themes were mainly concerned with perceived/felt needs, subject specialists/language instructors, a-priori/negotiated syllabus, team teaching/solitary teaching, instructors as suppressors of needs, receptive/productive skills, transmissive/transformative instructors, and positive/negative reinforcement. However, students' unheard voices in material selection, sense of belonging to the class, students' ratings of instruction and heterogenous/homogenous class groupings were mainly associated with student-oriented themes. Finally, content gradation was found to be associated with coursebook/material-oriented theme. Each of the recognized themes played either a facilitating or hindering role in making learners' needs met. Henceforth, delving into the role of such themes in ESP classes would open new insights into the instructors' viewpoints towards their leaners' needs. The frequency of the retrieved themes was a sign of commonality and generalizability among the majority of instructors; however, the indirect and unidimensional analysis of learners' needs could be remedied by inspecting the learners' actual needs through their own perspectives in future studies

Request is used quite often in Malaysian Chinese people’s daily life. Most previous researchers focused on request speech act in mainland Chinese language. However, very little attention is paid to the request speech act in Malaysian Chinese. This study aims to investigate the request speech act in Malaysian Chinese Mandarin. Role play method was employed to elicit data needed for this study. 25 Malaysian Chinese participants and 1 Malaysian Chinese interlocutor were recruited to role play 12 scenarios. The collected data underwent analysis using a revised framework for coding. The results unveiled that the most commonly utilized strategy was conventionally indirect strategy, followed by direct strategy. The least frequently used one was non-conventionally indirect strategy. More external modifiers were used than internal modifiers. Variables of social distance, and ranking of imposition had impacts on request speech act in Malaysian Chinese Mandarin. Social power did not influence the use of ‘query preparatory’ and ‘want statements’ strategy. This study can be of great value with regard to theory and practice. Theoretically, it revises and validates the CCSARP theoretical framework with Malaysian Chinese Mandarin data. Practically, it can improve communication skills in Malaysian Chinese people’s everyday interactions and help them maintain positive relationships.

The current study examined the effect of scaffolding through presenting examples and pictures on EFL learners’ vocabulary learning and retention.For this purpose, six research niquestions were posed and a quasi- experimental design was applied with two groups of learners who were selected as experimental groups. This research was carried out with a sample of 60 English students from Iran Zaban Institution. The data were collected using three instruments. Primarily, a standard test of Nelson which had 50 items was used to assess general proficiency of the learners for the purpose of their homogeneity. Then, in order to investigate the learner’s lexical knowledge before executing the scaffolding strategies used by examples and pictures, the researcher prepared a vocabulary test used as pretest. At the end of the treatment the students’ lexical knowledge was assessed by a posttest. Also a vocabulary test was used in order to measure their vocabulary retention after two weeks. The results indicated that employing examples helps vocabulary learning as well as retention. In addition, it was shown that using pictures helps both vocabulary learning and retention, and employing examples and pictures have almost the same effect on vocabulary learning. Finally, the results are discussed and compared with the previous ones, implications are explained, and some suggestions and recommendations are provided.

L’interprétation est une activité complexe comportant des processus cognitifs dans le cerveau de l’interprète ou plus précisément dans sa mémoire de travail, responsable du stockage temporaire et du traitement des informations lors des activités cognitives. La performance d’un interprète est liée au fonctionnement de sa mémoire de travail et ses composantes. Du fait que l’administrateur central est le système principal de la coordination des systèmes auxiliaires et du contrôle attentionnel dans le modèle le plus influent de la mémoire de travail présentée par Baddeley, nous cherchons plus précisément, dans cet article, à examiner son rôle en interprétation et sur la performance de l’interprète tout en s’appuyant sur la Théorie du sens de Seleskovitch et Lederer en vue d’aborder l’interprétation du point de vue traductologique. Pour ce faire, nous avons choisi dix étudiants en traduction dans les universités iraniennes passant des cours d’interprétation. Après un test de mémoire de travail, nous avons fait, d’abord, un test d’interprétation en vue d’examiner la performance des étudiants dans les conditions normales d’interprétation. Ensuite, les étudiants ont passé un autre test d’interprétation, mais cette fois-ci, avant de commencer l’interprétation, nous avons imposé une charge cognitive supplémentaire sur son administrateur central au moyen d’une tâche cognitive afin de le saturer. Les résultats ont éclairci que la surcharge cognitive sur l’administrateur central a significativement baissé la performance des étudiants. Ils illustrent bien combien la performance de l’interprète est tributaire du fonctionnement de l’administrateur central et que son rôle est donc crucial en interprétation.