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The present study aimed firstly at investigating the impact of translators' style on figurative language translation from English into Persian. Secondly, it intended to find which strategies were most frequently adopted by Persian translators to translate figures of speech into Persian. Lastly, the study sought to check the extent of transference of figurative features of literary texts in English-Persian renderings. To achieve these purposes, the English novel, Little Women by Alcott (1880) and its three Persian translations by Raiszadeh (1997), Akhavan (1996), and Morvarid (2000) were used as the materials of the study. The original novel, along with its three selected translations, were first studied carefully by the researchers and about fifty percent of the novel was chosen to be analyzed in terms of figures of speech, which are part of stylistic features of any literary text. Then, the figures of speech in the stated sample, besides the Persian equivalents of each of them used by the three translators, were identified. Finally, a hybrid model incorporating 5 strategies retrieved from Newmrak's (1988) and Baker's (1992) models of translating figurative language was utilized to examine the identified tropes and determine the type and number of strategies employed by any individual translator. The obtained results revealed that figurative language devices were translated from the source into the target language through a variety of strategies, which can be indicative of the translator’s stylistic tendencies.

این تحقیق سه نوع تفکر کلامی که در روش تدریس ادراکی جامع رایج است را مورد بررسی و مقایسه قرار داد تا تاثیر این سه شیوه به زبان آوری فکر را در فراگیری وجه مجهول در بین فراگیران زبان دوم مشخص کند. بنابراین چهار کلاس پایه دوازدهم از یک دبیرستان انتخاب شدند و به بطور تصادفی به سه گروه آزمایش و یک گروه گواه تقسیم شدند و به تمام دانش آموزان وجه مجهول آموزش داده شد. در واقع به هر کدام از سه گروه آزمایش به یکی از شیو ه های رایج آموزش ادراکی سیستمی: الف) تفکر کلامی درونی، ب) تفکر کلامی بیرونی، ج) تفکرکلامی درونی و بیرونی آموزش داده شد وبه گروه گواه به روش معمول استقرایی آموزش داده شد. نتایج تحقیق نشان داد که هر سه شیوه ادراکی سیستمی در یادگیری وجه مجهول توسط فراگیران موثربود. البته شایان ذکر است که از سه روش فوق دو روش تفکر کلام بیرونی و روش تفکر کلامی بیرونی و درونی از روش تفکر درونی موثرتر بودند. در حقیقت علت این برتری را می توان در ماهیت منحصر به فرد روش تفکربیرونی جست که همزمان به دو شکل باعث توسعه ذهنی می شود. شکل اول توسعه ذهنی از طریق مفاهیم می باشد که از ویژگی بارز آموزش ادراکی سیستمی است و شکل دوم حالت توسعه ذهنی از طریق تعامل می باشد که از ویژگی های بارز ارزیابی پویا است. به عبارتی دیگردر روش تفکر بیرونی بستری فراهم می شود تا دو مدل آموزش ادراکی سیستمی و ارزیابی پویا نمایان شوند.

This study was an attempt to investigate the effect of collaborative form-focused activities on grammar learning of elementary EFL learners. To this end, 58 adult male Iranian EFL learners at elementary level of proficiency in three classes of language institutes were chosen. They formed the three groups of the study. The grammar section of Cambridge Michigan Placement test was used to ensure the homogeneity of the groups. Then, a grammar pre-test was administered to all groups to ensure that the participants were unfamiliar with the target grammatical items (irregular past tense of the verbs). At this stage, the treatment started and while one experimental group received collaborative planned form-focused activities, the other experimental group received collaborative incidental form-focused activities. The control group underwent regular classroom patterns and methods. After the treatment sessions, all the groups took a grammar post-test and their knowledge of the target irregular past tense was checked. Finally, SPSS software was used to run t-test. The results revealed that there was a significant difference between the three groups regarding grammar learning, and that the group who experienced collaborative planned form-focused activities outperformed the other two groups.

With the advancement of technology and its role in making life more convenient, some EFL teachers prefer to use it in their classrooms. In view of this, the current study aimed to explore the effect of Anki and WhatsApp on the vocabulary retention of Iranian EFL learners. The study’s design was quasi-experimental with three groups of WhatsApp-based vocabulary instruction, Anki-based vocabulary instruction and the traditional one. Sixty EFL learners studying English in a language institute participated in the study, and were divided into three groups of twenty. To ensure their homogeneity, a Solution Placement Test was given to them. After the treatment, the post-test was given to them to check their vocabulary retention. The results of the repeated measures ANOVA indicated that Anki-based and WhatsApp-based vocabulary instruction were effective in enhancing their vocabulary retention. The results of MANOVA showed that there were significant differences among the three groups in their vocabulary retention.

Acquiring vocabulary has always been recognized as a significant and challenging part of language learning process. In this study, the researcher examined the extent to which form recall of target lexical items by learners of English as a foreign language (EFL) is affected by a) repetition and b) by the type of target item; single words versus collocations. The treatment consisted of non-communicative, (partly) decontextualized activities, in which the target items were taught and examined. For this purpose, 27 Iranian intermediate EFL learners were chosen and divided into two groups of A with 14 and B with 13 participants. In all activities, the participants had to supply the target items’ forms. Data were collected in a classroom setting in two groups, differing only in the type of target item. In class A, the research focused on single words and in class B the focus was on collocations. A pre and post test was administered to the participants before and after the treatment. The findings show a large effect of spaced repetition on form recall of single words and collocations. However, the participants in class A who were treated with single words outperformed the other group.

AbstractThis study aims to highlight the key roles played by metacognitive strategies training in the development of listening comprehension skill and self-regulation strategies of EFL learners. The participants of this study (N = 60) were female Iranian students assigned to two groups of experimental and control in Kish English Language Institute. Learners in the experimental group received 6-week instruction on the listening metacognitive strategies, while those in the control group received no strategy instruction. Four instruments were used in this study: a pretest of listening comprehension, Metacognitive Awareness Listening Questionnaire (MALQ), Academic Self-Regulated Learning Scale (A-SRL-S), and a posttest on listening comprehension. The analysis of the data revealed that metacognitive listening strategies training improved the listening performance of the learners in the experimental group compared to those in the control group. It also showed that there was a statistically significant difference between the two groups in the use of problem-solving, planning-evaluation, mental translation, and personal knowledge strategies. The results also showed that learning metacognitive strategies helped language learners to regulate their use of self-evaluation, organizing, goal-setting, seeking assistance, environmental structuring, and responsibility strategies. Additionally, regression analyses demonstrated that self-regulation strategies accounted for 37% of variance in the EFL learners’ listening comprehension, while metacognitive listening strategies accounted for 6 % of the variance. The findings of this study suggested that (a) listening metacognitive strategies training can have benefits on listening skill development, increase use of self-regulatory and metacognitive strategies, (b) learners who used more metacognitive strategies revealed a high level of self-regulation strategies use.

This study is an attempt to find the realization of visual literacy in Iranian high school English textbooks. To this purpose, the density and number of the tags in the three volumes of the senior high school English textbooks were qualitatively investigated. The results showed that Book 1 emphasizes the Affective/Perceptual aspect of the visuals, whereas Book 3 puts more emphasis on Critical/Ideological aspect of the visuals. Furthermore, it was found that as grades of the books advance, the density and number of the tags decrease. The results based on Callow’s (2005) dichotomy also indicated that as the grade of the English textbooks advances, the visual literacy moves from the receptive aspect to more productive one. It can be inferred that in developing high school English textbooks, there seems to be no association between the visuals and the corresponding tags despite the variety of the visuals.