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This study, contrary to the conventional research on PCK, which attempted to enhance the teachers’ PCK and single out its driving factors, aims to use PCK as an outcome-based lens for evaluating Iranian EFL teachers’ programs. To this end, two current EFL teacher-education programs (i.e., State and Islamic Azad universities on the one hand and Farhnagian Teacher Education University on the other), each with its specific approach to developing EFL teachers’ PCK, were selected. Along with administering a glocally developed and validated PCK questionnaire among 263 student-teachers, this study ran a one-on-one semi-structured interview with 80 student-teachers to capture a crystal-clear evaluation of the outcomes the programs were to cultivate. The results of running qualitative and MANOVA analysis methods showed the student-teachers trained in the program with a more finely-tuned PCK instruction, which was accompanied by four continuous courses of teaching internship, were more cognizant of the role of PCK in their professional development and enjoyed a statistically significant index of developed PCK. Although there existed some similarities between these programs in terms of reviewing high school English course books, evaluation and assessment, and applying technology in teaching English, student-teachers in both programs were not completely aware of different components of PCK, including curriculum design and materials development, language teachers’ technological knowledge, and professional development. The results imply that content knowledge, PCK, and internship should be fettered together. The findings suggest that EFL teachers’ PCK can be applied as an effective lens for delving deeply into teacher training programs.

Given the unquestionable significance of academic discourse in knowledge sharing, the present study investigates research articles published in high-ranked journals in two disciplines of Applied Linguistics and Medical Sciences. Considering the fact that abstract sections in a research article are factual representations of the details of the paper, they are of great importance. Moreover, academic writers attempt to publish more valued and engaging articles using numerous writing norms, a well-known way of which is Nominalization. The study follows genre analysis design and includes a corpus of 30 research articles in Applied Linguistics and 30 articles in medical sciences, half by natives and half by non-natives published between 2015 and 2024. Meticulous analysis and article-to-article comparison indicated higher frequency of verbal nominalization in all sets of articles and no statistically significant difference between native and non-native academic writers in both fields. However, there was a considerable difference between the deployment of nominalization between the academic writers in applied linguistics and medical sciences, the former outperforming the latter group. It is believed that the results of this study will help English for Specific- and for Academic Purposes practitioners in the inclusion of more writing instruction practices in their curriculum.

The translation of Islamic religious terms is of critical importance, as these terms play a vital role in conveying Islamic concepts. Errors in translating such sensitive content may lead to distortions in meaning. This study investigates the strategies employed by three distinct groups of translators when rendering Islamic religious texts for non-Muslim audiences: 1) experienced translators with seminary knowledge, 2) experienced translators without seminary knowledge, and 3) inexperienced translators. Employing a descriptive research design, data were collected through a task-based method and a questionnaire. Participants were asked to translate ten Persian sentences containing key religious terms into English. The translated outputs were analyzed using Larson’s (1984) classification for translating non-equivalent terms. Statistical evaluation, including Mean, ANOVA, and LSD tests, was conducted to assess the findings. The results indicate that experienced translators with seminary knowledge predominantly utilized loanwords with explanatory additions. Furthermore, a significant difference was observed between this group and the other two in terms of translation strategies.

With the advancement of new teaching methods and approaches in foreign language teaching and learning, critical thinking has gained popularity in modern language education. This quasi-experimental study evaluated the possible impact of synthesizing critical thinking dispositional features and action learning on the Iranian intermediate EFL students’ argumentative composition improvement skills. From the 400 EFL learners at Islamic Azad University, Kurdistan branch, one hundred and fifty mingled intermediate-level EFL university learners were chosen based on their scores received from the OQPT and equally distributed into three experimental and two control groups. All participants were given two standard writing tests during the pre and post-treatment phases, followed by CCTST principles. In EG1, the researcher taught argumentative writing based on critical thinking dispositional features; in EG2, he taught argumentative writing based on the principles of action learning approach; and in EG3, he taught argumentative writing by synthesizing critical thinking dispositional features and the principles of action learning approach. Two control groups received conventional writing instruction: one group consisted of only males (EG1), and the other only females (EG2). The study's results revealed that while the participants in both The EGs and CGs elicited a statistically important development in the posttests, those in the three EGs all outperformed those in the CGs. In the order of significance, critical thinking dispositional features, then action learning approach and lastly synthesizing critical thinking dispositional features and action learning approach had a meaningful impact on improving the argumentative essay writing skills of Iranian intermediate EFL students.

La conceptualisation change l’enseignement de la grammaire et des exercices de conceptualisation peuvent susciter chez les apprenants une réflexion personnelle et collective sur les structures de la langue. Dans la présente étude, notre objectif est de savoir comment nous pouvons conceptualiser la collocation lexique verbal. Ce travail suit la théorie de Besse en matière de la conception des exercices de conceptualisation. Pour ce faire, deux groupes de 30 apprenants ont participé à l’expérience : un groupe « expérimental » composé des étudiants de niveau avancé avec lesquels nous avons conceptualisé la collocation lexique verbal et un groupe « contrôle » composé des étudiants de même niveau d’un institut de langue à Téhéran qui ont étudié ces collocations dans le manuel et à l'aide d'exercices d’une façon ordinaire. Les résultats ont démontré que la conceptualisation de la collocation lexique verbal s’est avérée efficace dans l’usage de ces collocations.

La traduction automatique (TA) occupe une place cruciale dans le paysage des technologies linguistiques modernes dans un contexte de mondialisation accrue. En s’appuyant sur des algorithmes sophistiqués et des réseaux neuronaux profonds, les systèmes de TA tels que Google Traduction et DeepL permettent une traduction rapide et accessible. Cependant, ces systèmes se heurtent à des limites importantes lorsqu’ils traitent des structures avec une complexité grammaticale et culturelle, particulièrement en ce qui concerne les dimensions liées au genre. Nous essayons d’explorer les enjeux de la traduction automatique dans les langues genrées à travers une étude comparative des performances de Google Traduction et de DeepL pour la traduction de l’anglais vers le français en nous basant sur la question des noms de métier, représentatifs des stéréotypes genrés. En se fondant sur une analyse rigoureuse des résultats obtenus à partir de notre corpus conçu intentionnellement pour interroger les capacités de ces plateformes à prendre en compte des indicateurs de genre, cette recherche met en lumière les limites des systèmes actuels, notamment leur incapacité à répondre aux exigences contextuelles et culturelles des langues genrées.

Les locutions sont essentielles pour maîtriser une langue et leur acquisition favorise la communication. De plus, les cartes mentales aident à visualiser et comprendre ces combinaisons de mots, facilitant ainsi leur acquisition. La carte mentale aide aussi le mémoire de travail et mémoire visuelle, car elle permet d'organiser l'information de manière structurée. En utilisant des images, des couleurs et des mots-clés, elle stimule les connexions neuronales, rendant l'apprentissage plus interactif et engageant. En raison de l'absence de cartes mentales dans l'enseignement du FLE en Iran, nous nous proposons d'étudier les locutions figées et non figées à l'aide de cartes mentales. Dans cette étude analytique, notre objectif est de savoir comment les cartes mentales peuvent aider à acquérir les locutions. Nous avons ciblé des étudiants de deux groupes. Ceux ayant appris ces locutions par le biais de cartes mentales ont obtenu les meilleures notes. Les résultats ont montré l'efficacité des cartes mentales dans l'utilisation de ces combinaisons de mots.