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Cet article porte sur la traduction économique français-persan. S’appuyant sur la théorie de la Stylistique comparée, élaborée par Vinay-Darbelnet, il a pour but de déterminer quels procédés sont à la disposition du traducteur pour l’aider à résoudre les difficultés qu’il rencontre. Quelles sont les meilleures façons de traduire des termes techniques ? Quels sont les procédés les plus efficients ? Cette analyse se penche ainsi sur les principaux enjeux de la traduction du texte économique. Les textes financiers et bancaires se situant dans la sphère des textes spécialisés, mais aussi dans celle des textes des Sciences humaines, la principale problématique de leur traduction serait liée d’abord à la terminologie, mais aussi à la structure syntaxique particulière de ce genre de texte. Les enjeux seraient donc de trouver de bons équivalents aux niveaux lexical et phraséologique, mais aussi de plier (et non pas forcer) les longues phrases et les phrases complexes du texte français à la structure syntaxique de la langue persane.

Research within EFL education highlights specific challenges in fostering critical reading and collaborative learning skills among students, extending to the implementation of Virtual Literature Circle (VLC). Notable issues include persistently low engagement levels and limited participation observed within conventional instructional methods. Moreover, there exists a substantial gap in providing meaningful collaborative learning experiences in English as a Foreign Language (EFL) contexts, emphasizing the need for alternative approaches. This study investigated the impact of VLC within a Critical Reading class tailored for EFL students. Through a sequential explanatory mixed-methods design involving a cohort of 25 EFL students at STKIP PGRI Sidoarjo, the study examined their engagement with VLC and subsequent skill development. The findings revealed promising advancements, with students demonstrating increased engagement and active participation during VLC sessions. Additionally, students reported enhanced critical reading skills and a deeper understanding of literary texts through collaborative discussions within VLC. However, challenges persist, including the importance of diversified group dynamics, structured facilitation, and support mechanisms. Notably, students expressed a preference for the collaborative learning format facilitated by VLC over traditional instructional methods. These findings underscore the critical importance of VLC in addressing challenges and enhancing collaborative learning experiences for EFL students.

In cognitive stylistics, “deixis” is deemed one of the core linguistic elements through which both the physical and ideological stances of the participants in fictional narratives, namely the narrator and the character(-focalizer)s, are demonstrated. This study aims at investigating the cognitive functions of the different kinds of deixis, i.e., perceptual, spatial, temporal, social, textual, and compositional deixis, in The Bell (1958), a critically acclaimed novel by the British philosopher and novelist Iris Murdoch. Because of its special narrative discourse, in particular the use of variable internal focalization, Murdoch’s novel proves to be a proper case for exploring how deixis impacts upon the (implied) reader’s cognition of the story. Thus, utilizing a descriptive-analytic method, the present research examines the text worlds and mind styles shaped in this novel through various kinds of deixis, among other textual elements, and explores the relationship between these text worlds and the way they inform the reading process. To achieve this goal, this qualitative study draws upon the cognitive deixis theory to examine selected extracts from Dora Greenfield’s and Toby Gashe’s discourses in this novel, as two of the major character-focalizers. The findings suggest that deictic expressions serve a significant function in appreciating the characterization of the fictional personages, their relations, and consequently the narrative’s overall theme, thereby affecting and somehow directing the reading process. This mainly occurs through the reader’s cognitive pushes and pops in and out of the different layers of the narrative discourse as well as projecting the narrator’s and character-focalizers’ text worlds or deictic fields and constantly shifting among them. By foregrounding the role of deixis in narration, this study carries significant implications for cognitive stylistics of prose fictional narratives, providing a deeper appreciation of the relationships between characters and between characters and fictional settings in such texts.

The most crucial part of learning a language is speaking. The majority of EFL students struggle to express themselves verbally. Ten students from the English department took part in the research to address these problems. Some actions were performed to accomplish the goal. Due of the epidemic, the teacher substituted the customary classroom setup with a WhatsApp group. To start the class, he distributed the YouTube URL link. The pupils viewed and listened to the YouTube videos. They were able to use some of the provided tools to understand the subject as they went along. The pause, rewind, and fast forward buttons allowed them to pause, go back in time, and move forward. By recording their finished work on film, the students were able to recount the educational process. They started scribbling to increase their verbal fluency. They were writing on a piece of paper as they talked. Following the conclusion of the study, the students answered the questionnaire. The data from the teaching-learning process and the questionnaire were examined using a mix-method approach. Conclusion: Students' listening, vocabulary, grammar, and speaking skills are enhanced by using the offered URL, the WhatsApp group application, YouTube, recounting, and scribbling. Additionally, their practice was becoming less jittery and interrupted. Other educators who teach speaking and related courses could find this kind of discovery useful.

Technology-enhanced language instruction has attracted researchers’ attention in language teaching and learning in recent decades. Accordingly, the present mixed-methods study attempts to investigate the effect of Computer-Assisted Language Learning (CALL) on EFL learners’ vocabulary development and listening comprehension. In doing so, 60 intermediate EFL learners were conveniently chosen for the quantitative phase of the study and were divided into one experimental group (n=30) and one control group (n=30). The teacher-researchers taught vocabulary tasks and listening skills to both groups, using computer software for the experimental group and the traditional method for the control group for 10 sessions for 5 weeks straight. To look into the effect of CALL instruction, quantitative methodology was employed. By analyzing the mean scores of the learners’ pre-test and post-test, it was revealed that the incorporation of computer software in English Language Teaching (ELT) classes resulted in learners’ significant improvement in vocabulary learning and listening comprehension. Then, the qualitative phase of the study began and 24 learners from the same experimental group were invited to semi-structured interviews to share their experiences of CALL classes with the researchers. The qualitative analysis of learners’ data manifested two thematic categories: 1) technology is an asset to EFL learners, and 2) technology makes the input more comprehensible. The findings of the study contributed to the conscious use of technology-enhanced instruction through computer and mobile tools to provide an interactive learning atmosphere for EFL learners, and to help them develop language skills and sub-skills, which seems beneficial for both EFL learners and teachers as ubiquitous technology is becoming an inevitable member of teaching and learning community.

The purpose of this research was to evaluate whether or not Artificial Intelligence (AI) tools are effective in improving language pragmatics training for university students in Iraq who have an intermediate level of English proficiency. The research made use of a mixed-methods approach, which combines qualitative and quantitative data in order to investigate how artificial intelligence affects the acquisition of pragmatic competence (RQ1), learner perceptions (RQ2), and the effectiveness of AI in comparison to traditional methods (RQ3). The results of the study indicated that the intervention including the AI tool resulted in a statistically significant improvement in pragmatic competence scores when compared to the conventional method of instruction. Learners who were part of the experimental group also reported having favorable impressions of the effectiveness of the artificial intelligence tool. They highlighted the program's emphasis on practical application, as well as its interactive features and individualized feedback. This research makes a contribution to the field of language instruction by demonstrating the potential of artificial intelligence to develop a more interactive and individualized learning experience for pragmatics, which will ultimately lead to improved communication skills among students.

The current study aimed to investigate the effect of synchronous and asynchronous computer-mediated communication (CMC) on Iranian EFL learners’ reading comprehension and self-efficacy. To this end, 56 elementary EFL learners were assigned to one of the two experimental groups. Those trained in online video and audio instruction were assigned to the synchronous CMC group (N=27), while the participants who were taught through offline and recorded instruction were assigned to the asynchronous CMC group (N=29). Before and after the treatment, a questionnaire on reading self-efficacy and reading comprehension tests were administered. Independent samples t-test and Mann-Whitney U test were used to compare the reading comprehension and self-efficacy scores of the students in the two groups. Meanwhile, paired samples t-test and Wilcoxon test were used to do a within-group comparison of the pretest and the posttest scores. The findings showed that although both synchronous and asynchronous CMC significantly affected the reading comprehension and the self-efficacy of EFL learners, the synchronous instruction was more effective because the means of the synchronous group in the reading comprehension and self-efficacy posttests were higher than the means in the asynchronous group. This study has important implications for EFL teachers, EFL students, and syllabus designers.

La conception classique qui préconise la non-traduction des textes sacrés, est aujourd’hui fortement mise en question. Les études récentes réalisées par les traductologues et linguistes démontrent les paradoxes dans les différentes pratiques concernant le transfert du sens des métaphores dans les textes sacrés. Dans leur ouvrage The Theory and Practice of Translation, Nida et Taber développent le concept d'« équivalence dynamique » (« dynamic equivalence »), selon lequel une traduction réussie doit, avant tout, chercher des équivalences dans la langue-culture cible afin de produire le même effet que le texte original. Dans l’étude présente, nous essayons d’identifier les choix traductifs des mots de l'arabe en français dans la traduction de Muhammad Hamidullah et de Dr. Fakhri. Nous avons choisi les dix dernières sourates du Coran comme modèle, car elles contiennent des versets riches en métaphores et des mots difficiles à traduire, ce qui pose des défis aux traducteurs.                                                                                                                           Cette comparaison est faite selon la théorie de Nida et nous cherchons à répondre à la question : quelle traduction se rapproche le plus de la théorie de Nida ?