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In our modern technological world, Computer-Assisted Language learning (CALL) is a new realm towards learning a language in general, and learning L2 vocabulary in particular. It is assumed that the use of multimedia annotations promotes language learners’ vocabulary acquisition. Therefore, this study set out to investigate the effects of different multimedia annotations (still picture annotations, dynamic picture annotations, and written annotations) on L2 vocabulary learning. To fulfill this objective, the researchers selected sixty four EFL learners as the participants of this study. The participants were randomly assigned to one of the four groups: a control group that received no annotations and three experimental groups that received: still picture annotations, dynamic picture annotations, and written annotations. Each participant was required to take a pre-test. A vocabulary post- test was also designed and administered to the participants in order to assess the efficacy of each annotation. First for each group a paired t-test was conducted between their pre and post test scores in order to observe their improvement; then through an ANCOVA test the performance of four groups was compared. The results showed that using multimedia annotations resulted in a significant difference in the participants’ vocabulary learning. Based on the results of the present study, multimedia annotations are suggested as a vocabulary teaching strategy.

This study investigatesvariability in English yes/no questions as well as the commonalities among yes/no question variants produced by members of two different varieties of English: Canadian English native speakers and Iranian EFL learners.Further, it probes the role of gender in theEnglish yes/no question variants produced by Canadian English native speakers and those produced by Iranian EFL learners. A modified version of the Edinburgh Map Task was used in data collection. 60 Canadians and Iranians performed the task and made English yes/no question variants considering the informal context. Based on the results, the same types of yes/no question variants were produced by both groups. However, with respect to quantity, Canadians made more variants while the context of use was similar. Another difference noticed was the most frequent variant: Iranians’ frequent variant coincided with the informal context, yet the Canadians’ frequent variant did not. Regarding gender, Iranians did not produce any gender-based variant; while Canadians showed that their production of yes/no question variants was gender-oriented. These findings revealed that both Canadians and Iranians from two different varieties of English syntactically behaved similarly, but their sociolinguistic behavior was not the same.

این مقاله به بررسی رابطه بین ترجمه و متن اصلی در ترجمه ژان ژیونو با مشارکت لوسین ژاک و جان اسمیت از اثر معروف انگلیسی زبان موبی دیک می پردازد. در این مقاله می بینیم که به هنگام برگردان یک نوشته به زبان دیگر چگونه میل به نوشتار در مترجم ظهور می کند. آیا یک مترجم خود را در افق دید نویسنده اصلی قرار می دهد یا افق دید خود را بر متن ترجمه شده تحمیل می کند؟ ژیونو خود معتقد است که به هنگام ترجمه این کتاب به شدت تحت تاثیر آن قرار گرفت. در حالیکه افق دید این کتاب کاملاً متفاوت از افق دید ژیونوست و به عکس تاثیر خود را در آثار لوسین ژاک به جا گذاشته و در آثاری چون نبرد کوهستان، درود بر ملویل، پاره هایی از بهشت، رنگ و فضای کتاب موبی دیک را می بینیم.