درخت حوزه‌های تخصصی

Testing pragmatic competence has always posed daunting challenges to researchers and practitioners. As a step to address the gap in pragmatic testing, this paper delineates the procedural stages of developing and validating a context-sensitive Multiple Choice Discourse Completion Test (MDCT). Following a unitary view of validity, tenable argument and empirical evidence was accumulated to support the construct validity of the test. While 136 advanced learners of English took the developed test, it exhibited reasonable internal consistency (α= .72). Furthermore, the results of correlational studies revealed acceptable association between the scores of this MDCT with both a written version of the same test and a previously validated test of pragmatics from the literature endorsing its concurrent validity. Also, the MDCT proved efficient in differentiating between native speakers and EFL learners as suggested by the results of an independent samples t-test. Finally, a pretest-posttest experimental study with 26 intermediate EFL learners was designed to check the sensitivity of the test towards developments in learners’ interlanguage after which a t-test analysis corroborated the construct validity of the test. This array of evidence denotes that the suggested MDCT can be reliably used in EFL contexts as a valid measure of pragmatic competence.

Dynamic assessment (DA), premised on Vygotsky's Sociocultural Theory (SCT), constitutes a valuable venue for language teachers to promote the dialectical praxis and awareness of language assessment and teaching in the EFL context. In spite of the surge of interest in the importance of DA in assessing the dynamically emergent abilities , little has been written down regarding EFL teachers' attitudes toward DA. The current study attempted to fill that void by unearthing Iranian EFL teachers' beliefs about DA and also to determine if there is a statistically significant difference between university and language institute teachers' attitudes with regard to DA. To this end, forty Iranian EFL teachers in the two contexts (i.e., universities and language institutes) were selected through purposive and snowball sampling procedures. Adopting an exploratory design, the researchers collected the data through an Email interview. The results of the Chi-square tests indicated that there is no significant difference in the attitudes of university and language institute teachers toward DA, and both groups held a positive attitude toward it. In addition, the content analysis of the data resulted in the emergence of three major themes namely, teachers' classroom assessment practices, EFL teacher's attitudes toward DA, and impediments to applying DA principles in EFL classes. The findings of this study cater for implications for teachers to voice their concerns about the edifice of language testing and assessment in Iran.

The main priority for university translation educators is to improve the quality and outcomes of translation courses. To achieve such a goal, the instructors are required to integrate learners' needs, identified with the help of a needs survey, into syllabus content. Accordingly, the present study was conducted to identify the Iranian English majors' difficulties in translating English texts since once a problem is identified, exploring the best pedagogical solutions would follow. The aim was accomplished through qualitative descriptive research conducted at Islamic Azad University, Shiraz Branch tracing the errors committed by the English majors in their exam papers in academic years 2016-2019. Following the model proposed by Miremadi (2008), the syntactic and lexical problems were identified in the exam papers collected during six semesters. Moreover, three more categories were added to the list as the data analysis moved forward: culture problems, stylistic problems, and miscellaneous errors with detailed subdivisions. What appeared to be worthy of attention in the results was the students' weakness in text and sentence segmentation to find the function of the components to approach textual meaning, resulting from the students' poor English language proficiency. The results also revealed the students' poor topical knowledge as well as the lack of knowledge of translation techniques and strategies.