درخت حوزه‌های تخصصی

Understanding and producing relative clauses (RCs) presents significant challenges for second language learners, particularly when L1 and L2 relativization strategies differ. This study investigated the effect of Persian (L1) on resumptive pronoun (RP) usage in English RCs by Iranian EFL learners (N = 90 English Literature and Translation Studies majors), examining the Noun Phrase Accessibility Hierarchy Hypothesis (NPAHH). The study had two primary objectives. First, we hypothesized that lower-proficiency learners would demonstrate more negative transfer. Participants were categorized into high- and low-proficiency groups using the Oxford Placement Test. Results revealed significant between-group performance differences, though error patterns based on the RC head's grammatical function were similar across groups. Both groups showed highest accuracy for object-function RCs, suggesting strong L1 influence. Second, testing the NPAHH revealed that learners (regardless of proficiency) exhibited lowest error rates for object-position RCs, followed by subject, complement, and genitive positions. This pattern partially aligns with but does not exactly match the NPAHH's predicted difficulty hierarchy (subject > object > complement > genitive). The findings highlight how L1 transfer interacts with universal accessibility constraints in RC acquisition.

This study aims to investigate how humorous language and content are rendered in audiovisual translation. Focusing on the animated film Minions , the study compares two Persian dubbed versions produced by Kaszadeh (2015) and Khajavi (2015). The entire film was analyzed, and humorous instances were identified and compared with their Persian equivalents to examine the translation strategies employed. The findings reveal notable differences between the two translations. Kaszadeh predominantly relies on free translation, while Khajavi more frequently employs cultural equivalence. Furthermore, Khajavi’s version demonstrates a higher degree of fluency, suggesting a more effective transfer of cultural nuances and contextual references into Persian. These results underscore the impact of translation strategy choice on the naturalness and reception of humor in dubbed animated films.

Effective feedback has a pivotal role in translator education. However, its implementation has remained unclear as the nature of translation tasks is multidimensional. Thus, this article proposes a framework, which is grounded in the seven principles of good feedback practice identified by Nicol and Macfarlane-Dick (2006), to integrate high-quality feedback into translation classrooms. The seven principles emphasize clarifying performance standards, promoting structured self-assessment, ensuring timely and constructive feedback, encouraging dialogic interactions, supporting learner self-esteem, enabling iterative revision, and examining student performance to refine teaching methods. The customized version for translation classrooms emphasizes the use of rubrics, annotated models, exemplars, reflective journals, peer review, group translation projects, and low-stakes assessment cycles to encourage autonomous and self-regulated learning. The holistic view of the process indicated the reciprocal nature of feedback: while learners benefit from targeted feedback and opportunities for revision and resubmission, instructors also gain insights into students’ needs and the areas that call for pedagogical adjustment. When feedback is systematic ally aligned with the course goals, learning strategies, and metacognitive development, strategic competence, critical awareness, and autonomy in translation learners can be facilitated. In effect, the proposed framework offers a structured model that can enhance both instructional effectiveness and translation learners’ performance, which contributes to the broader systematization of translator education.

The representation of future pre-configuration through policy-making processes has been an in-vogue area of study in the field of discourse analysis. Equally important is the reconstruction of future pre-configuration in the institutional translations of political text and talk. The objective of this study is to investigate the conceptualization of futurity in the preemptive policy-making in the speeches of the Iranian Supreme Leader and their English institutional translations. The data for the present study comes from 20 speeches of the Iranian Supreme Leader and their translations, spanning from 2015-2020, issued by the Office of the Supreme Leader. We employed semantic-syntactic analytical tools such as mood, modality, and aspect to study the conceptualization of futurity in the policy discourse. In conclusion, the findings of the study indicate that these reconstruction of futurity in the preemptive policy-making process in the English institutional translations are to a greater extent similar to the semantic-syntactic properties of the original texts. However, modalization and mood transformation are instances of differences between original and translated versions of texts. Besides, we argued that any instance of the occurrence of similarity or differences stems from on-line dialectic relationships between micro-pragmatic and macro-pragmatic factors

This study strived to specify and particularize Iranian medical field specialists and EFL teachers’ predominant and overriding textual interventions, which fall within the ambit of convenience editing. To this end, we required 20 field specialists and 20 EFL instructors to edit the unedited versions of 80 published medical research articles in a way that rendered them apt for publication in quality medical journals. We categorized the obtained data of the edited articles using an editing strategy framework that distinguished four editing micro-strategies and five macro-strategies. The findings revealed that medical specialists and EFL teachers’ micro-editing strategies outnumbered their macro-editing ones. Furthermore, there were significant differences between the editing micro-strategy uses of the above-mentioned groups of the participants. The results highlighted the need for a synergic collaboration between the medical field specialists and the EFL teachers to ameliorate medical articles’ formal, stylistic, and genre-related features and to expedite their publication process. 

The primary objective of this research was to explore how the mindsets and perseverance of English as a Foreign Language (EFL) teachers in Iran impact their well-being. Using Structural Equation Modeling (SEM), data from 375 EFL teachers, selected through convenience sampling, were analyzed. The results revealed a direct and positive correlation between a teacher's growth mindset and their well-being. Additionally, the study found that the relationship between a teacher's growth mindset and well-being was influenced by their level of grit. These findings suggest that educators can significantly contribute to fostering growth mindsets and perseverance among EFL teachers, thus improving their well-being. Ultimately, this research underscores the importance of these teacher characteristics in enhancing the well-being of EFL instructors and offers practical guidance for educators aiming to support them.  

L’analyse des mécanismes résultant de l'expérience abstraite ou de la rencontre sensorielle du sujet actif avec l'univers a été négligée du point de vue de la sémiotique classique et celui-ci résiste à des concepts tels que : « présence », « expérience », « corps » et « le sensible ». Landowski défend l’idée du sens constituée d’une condition à la présence et il introduit les quatre régimes d’espace dans lesquels le sens de discours dépend de l'interaction sensorielle-perceptive entre le sujet et le monde extérieur. Dans ses régimes, l’espace-tissu est en interaction avec la programmation, l’espace-volute se présente par l’ajustement, l’espace-abîme est manifesté par l’assentiment et l’espace-réseau est en rapport avec la manipulation. La question principale de cette recherche consiste aux régimes du sens de Landowski se présentant dans le texte littéraire. Pour trouver la réponse, cette recherche applique les régimes d’espace de Landowski à savoir l’espace-volute et l’espace-abîme sur La montagne du dieu vivant de J.M.G Le Clézio dont les récits mettent en scène de beaux passages sur l’interaction entre les personnages et les espaces différents. Cet article aurait pour objectif d’examiner l’interaction entre le sujet et l’espace dans un texte littéraire à partir de la théorie des régimes du sens de Landowski pour effectuer le pouvoir de l’espace sur la perception humaine. Par une analyse sémiotique, cet article montrera enfin la relation entre le sujet et l’espace tout en se basant sur les phrases du sujet parlant et l’espace qui l’a entouré. Cette relation produit un sens profond. 

Criticism of a translation evaluates its quality, accuracy, and effectiveness in communicating with the target readers. To ensure objectivity, such criticism requires a defined model. Pym’s (2007) model is based on two main concepts: directional equivalence and natural equivalence. Directional equivalence highlights the difference between the translation and the original, which is easily recognizable. In contrast, natural equivalence pertains to what different languages and cultures inherently produce within their own systems to convey a message, function, or referent. These two concepts make Pym’s model effective for broad evaluations of translations. This study applied Pym’s framework to objectively criticize the Persian translation of Melville’s (2021) Moby Dick to investigate the type of equivalence—directional or natural—the Persian translator employed. To do so, a comparison was made between the original and its translation to examine the translation techniques adopted by the translator at the micro-level, leading to the determination of his overall strategy at the macro-level based on Malone’s (1988) taxonomy of translation techniques, including matching, zigzagging, recrescence, repackaging, and reordering. The findings revealed that the translator employed all of Malone’s techniques but leaned toward those that prioritized naturalness over directionality. This approach enabled the production of a translation that maintained a close relationship between the source and target languages, ensuring effective communication with Persian readers. The findings of the current study offer pedagogical implications that may be beneficial for translation students, novice critics, and translation teachers.

Extensive reading (ER) has been widely recognized for its impact on vocabulary acquisition, yet its role in shaping L2 learners’ affective learning experience remains underexplored. In the early 20th century, Palmer proposed ER (see Day & Bamford, 1998) to lead to enhanced reading abilities and motivate L2 learners to read. Although ER’s potential in language development has been widely studied, few empirical studies have examined this connection within the framework of L2MSS. Selecting Dörnyei’s (2005, 2009) L2 Motivational Self-system (henceforth, L2MSS) which links learners’ future self-concept to their motivation and learning behaviors as our theoretical framework, we measured offline ER’s influence on not only Iranian EFL learners’ vocabulary development but also on their L2 learning experience. In so doing, we selected an experimental group (EG) ( N =32) and a control group (CG) ( N =28) from two university-level intact classrooms who were passing their General English course. The experimental group (EG, N=32) read three proficiency-matched graded readers over an 8-week period, while the control group (CG, N=28) used only the coursebook, Select Readings: Pre-Intermediate . The graded readers were selected in such a way to match learners’ current language proficiency as determined by an Oxford and Cambridge Quick Placement Test (OCQPT). Our participants’ baseline vocabulary knowledge was assessed using a teacher-made test, while their baseline L2 learning experience was measured through Li’s (2025) L2 Learning Experience Scale measuring six subcomponents: positive emotion, negative emotion, engagement, relationship, meaning, and accomplishment. The findings showed that both groups had little knowledge of the target words before the treatment. However, post-treatment results showed that the EG significantly outperformed the CG in vocabulary knowledge and reported greater gains across multiple L2 learning experience subscales. These findings have important implications for integrating extensive reading into general English curricula to foster both lexical growth and learner motivation.