درخت حوزه‌های تخصصی

Tous les œuvres d’Antoine de Saint-Exupéry, écrivain français du XXe siècle, ont été traduites en persan et son Petit Prince a été traduit près de 70 fois en Iran. Ses éditions se multiplent chaque année, en moyenne, avec un tirage de 1000 à 3000 exemplaires. Il est intéressant donc d'examiner les traductions et les retraductions de cette œuvre en persan. La problématique de cette recherche est de traiter les retraductions de cette œuvre et la raison de leur apparition en donnant comme exemple la traduction en persan d’une expression dans Le Petit Prince. Nous voulons voir de quelle manière celle-ci a été perçue par les traducteurs et pourquoi. Dans cet article, après avoir présenté les perspectives théoriques des théoriciens de la traduction et de la retraduction tels que Berman, Chevrel, Gambier et Meschonnic, nous exeminerons les traductions différentes en persan de « créer des liens » dans Le Petit Prince. Pour comprendre ce qu’entend l’écrivain par cette expression, nous metterons en œuvre sa pensée et sa philosophie. Nous esseirons d’analyser et de remarquer les raisons de l’émergence de ces retraductions, des différences entre ces traductions et des compréhensions différentes de cette expression en persan. On va voir également le vrai sens de cette expression et son équivalent juste en persan. Nous verrons si ces divergences dans la traduction de cette expression est à cause de la pluralité de son sens ou non.

This study aimed at describing a causal model of variables influencing preservice EFL teachers΄ technological pedagogical content knowledge (TPACK). A descriptive correlational design was used to meet the objective of the study, therefore, 138 (67 male and 71 female) fourth-year student teachers in Teacher Education University were selected through convenience sampling method. A questionnaire including seven sections each of which measuring an aspect of TPACK was utilized. The sections of instrument were borrowed from those validated by Sahin (2011) for evaluating content knowledge, pedagogical knowledge, pedagogical content knowledge, and technological knowledge, and by Chai, et al. (2011) for measuring technological knowledge, technological pedagogical knowledge and TPACK. Path analysis and Pearson correlation were used for inferential statistical analysis. Results showed that there existed significant positive correlations between the TPACK constructs. Additionally, content knowledge and pedagogical knowledge, unlike technological knowledge, were found to have a direct impact on TPACK. Moreover, it was found that, among the measured variables, content knowledge had the greatest total effect on TPACK whereas that of pedagogical content knowledge was the minimum. Therefore, the results of this study have implications for curriculum design, policy decisions and teacher education planning.

The goal of the present study was to realize whether L1 (first language) or L2 (second language) affects the third language (L3) learning. Three mirror-image groups learning English were compared, as early learners of sequential Persian-Arabic bilinguals. The first group used L1 Persian-L2 Arabic languages. The second and the third groups used L1 Arabic-L2 Persian languages. Moreover, the first and the second groups used Persian, and the third group used Arabic as a language of communication. The Oxford Quick Placement Test (OQPT) was administered to select initial L3 English learners. Sixty English learners participated in the study. The translation task and Grammaticality Judgment Test were administered to elicit English attributive adjectives. To compare the performances of the three groups, the non-parametric equivalent of One-Way ANOVA, which was the Kruskal-Wallis test, was used. Mann-Whitney U tests were applied to recognize the probably significant differences among groups. None of the Cumulative Enhancement Model (CEM), the L1 Factor Hypotheses, the L2 Status Factor, and the Typological Primacy Model was confirmed. However, the influence of the dominant language of communication on L3 learning supported data. Groups one and two had better performances in the comprehension and production of attributive adjectives. Group three obtained the lowest mean score. This study lets us determine the influence of earlier acquired languages, Persian and Arabic, on the initial stage of learning L3 English attributive adjectives. The results indicate that the language of communication has a substantial effect on transferring from the first and second languages into the L3 language.  

Appraisal theory has provided researchers with a powerful analytical tool to explore how language users express their feelings, attitude and judgments in texts. The present study was conducted to explore the use of appraisals in Persian recounts with a focus on the attitude subsystem. Forty-eight online recounts were selected (22 female writers and 26 male writers). The analysis was conducted two times at a one-week interval using the UAM corpus tool software. The results indicated that women generally used more attitude resources in their recounts compared to men and they also used more affect than men, both men and women encoded their evaluation more explicitly rather than implicitly, and in both types of recounts, attitude subsystems appeared in a special order in terms of frequency. In conclusion, predominant use of attitude in Persian recounts can be considered as evidence of effectiveness and applicability of the appraisal theory.

Toulmin's (1958) model of argumentation and Abdi et al.'s (2010) model of metadiscourse, mapped onto Grice's (1975) Cooperative Principle, are both attempts to elaborate on the process and contribute to the goal of obtaining persuasion. This study is an attempt to integrate the use of metadiscursive and argument strategies to provide a common logical rationale for their employment. Through a qualitative investigation of 40 ELT research articles (RAs), we propose a convergent framework for employing CP-based metadiscourse and argumentation model in RA arguments. As a result, endophoric markers were identified to be used as warrants to meet quantity, while transitions, frame markers, and code glosses were found to be employed as conclusions and data to fulfill manner. Furthermore, evidentials were found to be employed in conclusion, backing, and warrant; hedges were seen to be used as qualifiers; and finally, disclaimers were recognized to be employed in rebuttals; to meet quality. The findings reveal that argumentations are built metadiscursively which has implications for writers and educators. For writers, it could help to develop a deeper understanding of the positive role of metadiscursive strategies in RA arguments and as such could guide a more efficient employment of it to facilitate persuasion. For educators, the findings could provide a model for building and ensuring basic logical and rhetorical characteristics of an argument in academic writing. 

The timing of corrective feedback (CF) provision has been a controversial issue in SLA research. Despite widespread research, there is still disagreement on whether the erroneous structures should be addressed immediately or at a delayed time after task completion. This study investigates the comparative effects of immediate and delayed feedback on developing subject-verb (s-v) agreement by Iranian EFL learners. To this end, 28 university students were divided into immediate (n=14) and delayed (n=14) CF groups after the administration of the Oxford Placement Test. The study involved a pre-test, three treatment sessions and a post-test. The two feedback groups received treatments followed by either immediate feedback provided after task completion or delayed feedback delivered after 3 days of task completion. The tests and treatments contained various activities including multiple-choice, cloze, fill-in-the-blanks and picture description task. The results of the analysis of test scores on the pre- and post-tests were indicative of the outperformance of the immediate CF group, implying that the immediate feedback may be more beneficial for developing s-v agreement accuracy than delayed feedback. The findings of this investigation can bear efficient implications for language teachers and researchers.