درخت حوزه‌های تخصصی

Seeking to promote multicultural and multi-linguistic interaction and peaceful co-existence, pluralistic education is a democratic construct that encompasses diversity in language, culture, mindset, understanding, socio-cultural orientation, and communicative styles. Moreover, teacher effectiveness is a crucial factor in English as a Foreign Language (EFL) teaching/learning. Combining the two concerns, this study aimed at exploring EFL teachers’ perceptions of pluralistic teacher effectiveness. It benefited from a basic interpretive design. A group of 30 Iranian male and female EFL instructors participated in the present study, selected through convenient sampling from State and Azad universities in Iran. A one-on-one semi-structured interview was used to collect data. The data were analyzed using thematic analysis. Data analysis revealed the following perceptions of pluralistic teacher effectiveness among EFL teachers : Building Verbal Relations with all Students, Identifying Learning Styles of all Students, Mastery over Content in Different Fields, Teaching through Different Teaching Methods or Strategies, Showing Care and Support to all Students, Teaching Reflectively, Being Accountable, Generating a Friendly Class Environment, Using Technology, Having Motivational Skills, Using Diverse Assessment Methods, and Enacting Classroom Fairness. The findings have some implications for EFL teachers, teacher educators, and teacher education curriculum planners.

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.

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.

The present study aimed at investigating Iranian English as a Foreign Language (EFL) teachers’ emotional experiences that could affect their professional identity. Due to the qualitative nature of the study, seven high school teachers of Mashhad and Zabol were selected through purposive sampling. Data were gathered through semi-structured interviews. Qualitative analysis of teachers’ interviews through open, axial and selective stages of coding resulted in the four components of 1) teachers’ sense of appreciation for teaching; 2) teachers’ sense of connectedness to other colleagues; 3) teachers’ sense of competence in teaching; and 4) teachers’ sense of commitment, which were found to influence their professional identity. The study's findings contributed to acknowledge the significance of teachers’ emotions as determining factor in their professional identity. On the practical side, teacher educators can gain insight into the importance of teachers’ emotions in shaping their identities in EFL classrooms. The study demonstrated that teachers’ emotional experiences can greatly influence the formation of their identities. Findings have significant implications for both teachers and students. When teachers are aware of their emotions and their effects on their professional identity, it can lead to better outcomes for learners. A teacher who is emotionally stable, confident, and motivated is more likely to inspire and engage students, resulting in increased student achievement, motivation, and engagement in the classroom. By equipping teachers with the necessary skills to navigate their emotions, teacher education programs can contribute to the overall improvement of teaching practices and ultimately enhance student learning outcomes.

Emotions are important in the educational processes, influencing teachers' interactions while trying to teach in real and online classes. Therefore, this study investigated the transitional emotions experienced by English as a foreign language (EFL) teachers as they shifted from real/in-person classroom settings to online teaching, using an emotional geography model. Moreover, we aimed to explore the emotion regulation strategies that they used during their transitioning. Following a descriptive narrative design, we probed the transitional emotions of 10 Iranian EFL teachers while transitioning from real to online classrooms. The findings of the thematic analysis showed five key themes. First, physical geography may enhance cognitive change, resulting in positive emotions. Second, issues with the internet negatively impact classroom quality, leading to negative emotions. Third, situational modifications may help teachers adapt and meet their instructional needs amidst online challenges. Fourth, attentional deployment may serve as a strategy for improving professional geography. Lastly, situation selection and response modulation may aid in the development of moral and socio-cultural geography. These themes illustrate the interconnection between emotion regulation strategies and geographical models of emotions, highlighting their importance in transitioning from real to online teaching. Therefore, we concluded that emotion regulation strategies were helpful in solving the challenges that EFL teachers faced concerning their transitional emotions.

Postmodern literature possesses distinct characteristics that are evident in both its content and form. This research first attempts to identify the postmodern features in a corpus of English postmodern literature and examines their possible translatability across linguistic and cultural barriers. To this end, a corpus of ten English postmodern short stories by Donald Barthelme along with their corresponding translations into Persian was developed. Drawing on the integrative model of analysis developed for this study, the postmodern features in English stories were identified and their corresponding translations were analyzed at various levels. The results of the study indicate a high degree of translatability for postmodern features, as they experienced minimal transformation during the translation process. In fact, the translated stories remained remarkably postmodern, with the preservation of these features to a significant extent. However, it is important to exercise caution when interpreting this high degree of translatability. While translators may consciously strive to maintain these features, it is also possible that postmodern elements, which are predominantly manifested beyond sentence-level structures, may go unnoticed or remain untouched by translators. Additionally, the preservation of postmodern features in translation could be a result of translators' reluctance to intrude upon the creative process.

Cet article étudie le rôle de la parodie dans Les États et Empires de la Lune de Cyrano de Bergerac qui, durant le XVIIe siècle, période de changements intellectuels majeurs, adopte une approche novatrice en parodiant les normes sociales, la science, la philosophie et la religion. Distinguant entre parodie au sens restreint et parodie au sens large, nous avons examiné la ‘parodicité’ chez cet écrivain. Ainsi notre étude se penche-t-elle sur la relation entre la parodie et les débats intellectuels de l'époque, mettant en lumière les opérations parodiques utilisées pour remettre en question les croyances et idéaux du XVIIe siècle. Nous soulignons l'importance de l'effet comique dans la parodie de Cyrano, affirmant que cette forme d'expression contribue à innover, critiquer et divertir tout en offrant une perspective captivante sur le monde. La parodie chez Cyrano, loin d'être un simple procédé, fonctionne en tandem avec des opérations telles que l'anachronisme et l'inversion pour stimuler la réflexion du lecteur, créant ainsi une véritable œuvre originale. On met également l’accent sur l'importance de la réception de la parodie, notant que chaque lecteur peut créer sa propre interprétation humoristique et que la parodie chez Cyrano révèle une vérité constamment redéfinie. La méthodologie de notre recherche est basée sur une analyse approfondie des éléments parodiques présents dans l'œuvre de Cyrano de Bergerac, en appliquant les théories de Gérard Genette et Daniel Sangsue. Il ressort de notre étude que la parodie chez Cyrano fonctionne comme un moyen habile d'exprimer diverses idées philosophiques et scientifiques, tout en apportant une perspective fraîche et captivante sur le monde. En parodiant des concepts religieux, philosophiques et scientifiques de son époque, Cyrano suscite des réflexions et des questionnements chez le lecteur, tout en offrant un divertissement subtil. Le rire parodique de Cyrano et sa neutralité constante soulignent la nature toujours mouvante et renouvelée du sens, offrant ainsi une réflexion profonde sur la vérité et la perception dans la littérature.

The present study, using a sequential mixed-methods design, mainly aims at determining the extent to which teacher stroke and teacher time perspective contribute to teacher creativity. In doing so, the participants consisted of 110 EFL students from English private institutes in the quantitative phase of the study, and a pool of eight learners were selected to participate in the qualitative phase of the study. A number of instruments were used to measure teacher stroke, time perspective and creativity. To analyze the data, the Pearson moment-to-moment correlation, multiple regression, content-based categorization, and inter-coder reliability were used. The results revealed that there was a statistically significant association between teacher stroke and teacher creativity as well as between teacher time perspective and teacher creativity. Furthermore, the results of multiple regression determined that teacher time perspective was the most possible predictor of teacher creativity since this variable provided the most robust contribution to explaining teacher creativity. The results elicited from the responses to the interviews with the students provided nine themes including: positive feelings, energizer, motivation, time management, involvement, fun, active participation, self-confidence, and trying something new. Finally, a number of practical implications are offered from EFL teachers and students and some further suggestions are made.

Audiovisual translation has been the subject of substantial scholarly inquiry, with fansubbing being recognized as a unique mode within this field. Fansubbing involves translating and subtitling of foreign videos such as films into another language by fans, rather than by licensed translators. Performing a kind of play labor, fansubbers typically do not receive monetary remuneration for their efforts. Instead, they are motivated by their fandom’s satisfaction, gaining visibility and receiving likes. The concept of visibility has been subject to varying interpretations, with the first and most prominent example being Venuti's notions of visibility and invisibility. The advent of digital platforms provided translators with an opportunity to establish a digital presence and voice, which has opened up new avenues for enhancing the notion of translator's visibility. Adopting a quantitative strand of research, this study examines a corpus of 200 K-pop (Korean pop) music video subtitles translated by Iranian fansubbers, focusing on different aspects of translator's visibility across textual, paratextual, and extratextual domains. As per the study results, fansubbers exhibit a higher degree of visibility in the paratextual domain (47%), followed by the textual domain (26%) and the extratextual domain (17%). The most commonly employed strategy for enhancing visibility was mentioning social media ID before or after the subtitle content. Many other strategies were overlooked by fansubbers, either due to a lack of awareness or restrictions imposed by superiors. Different aspects of visibility identified in this study donate valuable insights for subtitlers seeking to enhance their visibility and engagement with respective communities.

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 ?