درخت حوزه‌های تخصصی

The present study is a theoretical attempt to illustrate how Fillmore's Scenes and Frames Semantics (SFS) could be employed as a framework to portray the process of understanding and translating hybrid texts. It first reviews the origin of SFS; then it maps SFS onto Nida’s linguistic model of translation process and the Interpretive Theory of Translation; it examines in the next section, within the framework of SFS, different forms of understanding and translating hybrid and pure texts with reference to the selection of linguistic frames and more importantly the activation of scenes. The paper explains all four processes of hybridization, dehybridization, rehybridization and hybridity preservation using SFS. The study concludes that, although hybridity is a complex phenomenon, Fillmore’s scenes and frames semantics can adequately explain and justify its different aspects and manifestations. Moreover, it revealed that understanding, seen in SFS model, has an element of individuality and this gives rise to a broader perspective on translation where there can potentially be as many valid translations as there are translators. This has significant implications for our conception, analysis and assessment of translation.

The importance of input has been a broadly documented concept in the field of second or foreign language acquisition. However, kinds of input and ways of its presentation are among the controversial issues in L2 classroom research. Therefore, this study was designed to compare the effects of three kinds of input-based instruction on intake and acquisition of the English causative structures by Iranian EFL learners. A total of 105 university students in four intact classes were randomly assigned to four different conditions: processing instruction (PI), textual input enhancement (TE), consciousness-raising (C-R), and control (CO). A pretest/posttest (immediate and delayed) design was used, where participants’ ability to interpret and produce the target structure was assessed through administering a multiple choice interpretation test and a sentence-level production test. Moreover, a grammaticality judgment test was run to assess the amount of intake. Results revealed that learners in the PI group significantly outperformed learners in the other groups on both immediate/delayed production posttests. The findings also indicated that, C-R group could not retain the significant effect of instruction on delayed production posttest and TE tasks were not effective in improving the learners’ production of the target structure. Moreover, the PI group outperformed the other groups on grammaticality judgment test too. Based on these findings, we can conclude that PI which encompasses the most outstanding features of both focus on form and meaning instruction might be a more effective approach in helping EFL learners to acquire the target grammatical forms.

"ارتباط زبانی در یک فضای تعاملی ایجاد می گردد و در آن حداقل دو نفر تبادل نظر می کنند. صحبت کردن گوینده و درک سخنان وی توسط شنونده به عوامل زیادی از جمله شناخت زبان مورد نظر و قواعد و آداب ارتباطی و فرهنگی آن بستگی دارد. نویسنده این مقاله با دنبال کردن هدفی آموزشی، در نظر دارد تا چگونگی برقراری ارتباط زبانی را در یک کلاس زبان خارجی بررسی کند. این مطالعه اجمالی به خوانندگان امکان مشاهده محاسبن و معایب (اگر در بعضی موارد وجود داشته باشد) فعالیت های مختلف در کلاس های زبان را خواهد داد. مقاله حاضر با چند پیشنهاد که حاصل تجربه نویسنده آن است جهت ارتقا سطح بیان شفاهی زبان آموزان جوان ایرانی به پایان می رسد.