درخت حوزه‌های تخصصی

Situated-learning translation training approach has been proven to be an efficacious translation training approach in cultivating translators' long-life learning, translation competence as well as translator competence. However, previous studies have mainly delved into the effect of simply one single trend of this modern translation training model on student translators' competencies and sub-competencies and have not compared the effects of different situated-learning trends. To fill this gap, this mixed-methods study was set out to explore the comparative effects of cognitive-apprenticeship (CA), simulated project-based (SPB), and integrative (I) training methods on students' legal translation quality (TQ), their critical thinking ability (CTA), as well as employed problem-solving strategies (PSS). To this end, 71 undergraduate translation students were assigned to three experimental groups of CA, SPB, and I. The quantitative phase involved a quasi-experimental, pretest-treatment-posttest design and the qualitative phase was established on the grounded theory method. Data analysis results indicated that CA and I groups outperformed their counterparts in most subscales of TQ and CTA. The results of the thematic analysis of TAP data also showed that the largest variety of linguistic and non-linguistic PSS was respectively used by G3 and G2.

This study aimed to compare the effect of two types of assessment, i.e., self-assessment and peer assessment, on reflective and impulsive EFL learners’ speaking skill. To this end, a group of 51 (24 impulsive and 27 reflective) intermediate EFL learners were selected based on their performance on a PET (Preliminary English Test), and the Impulsiveness Sub-Scale of Eysenck’s Impulsivity Inventory. They were randomly divided into two experimental groups (i.e., self-assessment and peer assessment), each containing impulsive, and reflective learners. In the self-assessment group, the assessment was based on the Speaking Self-Assessment Sheet designed by Babaii, Taghaddomi and Pashmforoosh (2015). In the peer assessment group, the assessment was based on the Peer Assessment Rating Sheet by Yamashiro and Johnson (1997). At the end of the treatment, the participants received the speaking section of another PET as a posttest. The results of two-way ANOVA revealed that (a) the assessment type and cognitive type had no significant interaction, (b) self-assessment and peer assessment had the same effect on impulsive and reflective learners’ speaking skill, (c) irrespective of the assessment type, learners with different cognitive types performed differently, with the reflective learners outperforming their impulsive counterparts.

The present study intends to study Iranian EFL teachers’ attitude towards post-method pedagogy (PMP) and its implementation in private language institutes. The participants of this study were 80 male and female EFL teachers from different private institutes in two cities of Mazandaran province in Iran. For the purpose of data collection, this study applied a Likert type questionnaire. In order to analyze it, minimum, maximum, mean, and standard deviation were calculated, then different tests including Friedman test, Wilcoxon test, Pearson Correlation, and Independent T-test were utilized. Considering the findings of the study, one cannot conclude that teachers have a positive attitude toward post-method principles. In fact, the findings show uncertainty about the actual emergence of PMP principles in EFL institutes in Iran and the fact that there is a long distance to the actual realization of principles of Particularity , Practicality, and Possibility , especially the last one. Furthermore, there is a significant relationship between respondent teachers’ familiarity of some principles of PMP and their experience, field of study, and education degree.

The present study investigated the university practitioners’ attitudes towards using computer assisted language learning (CALL) in teaching English language at Islamic Azad universities of Khuzestan Province. This study was also to examine the English as foreign language (EFL) MA and PhD teachers’ computer literacy and its effects on using CALL facilities in English classrooms. The participants of this study were 135 university teachers at the Islamic Azad Universities (i.e., 12 Branches). The research instrument was a questionnaire extracted from Shin and Son (2007) in 5-point Likert scale. Findings showed that that there was lack of technological equipment for using CALL. 

The present research aimed to investigate gender-specific charactonyms and their meanings in Persian Translations of John Bunyan’s (1678) The Pilgrim's Progress. It also aimed to reveal translation strategies applied by both translators in their translations, Siyahat-i Masihi (‘سیاحت مسیحی’) by J. L. Potter in 1926 and Seir-o Solouk-i Za’ir (‘سیر و سلوک زائر’) by Golnaz Hamedi in 2002. To do so, SL gender-specific charactonyms and TL equivalents were compared together at Evelyn Hatch’s (1992) macro-level analysis. According to Hatch (1992), characters, as one of the elements of a story, play a significant role and affect the macrostructure of the story. Then, Alexander Kalashnikov’s (2011) two types of charactonyms were used to analyze the translations. The results show that Potter preferred to preserve the titles of gender (masculine and feminine) in his translation. In contrast, Hamedi more tended to distance the gender of the charactonyms having deeper meanings. This led to affect the novel due to the omission of the characteristics and additional information behind the charactonyms.

Whether negative evidence should be incorporated in or excluded from an SLA or FLA setting has long been a major concern for practitioners and researchers in the SLA and FLA domains. Some (Bowen, Madsen & Hilferty, 1985; Lightbown & Spada, 1990; Fathman & Whalley, 1990; Ferris & Roberts, 2001; Lyster & Ranta, 1997; Askew & Lodge, 2000; and Ashwell, 2000) endorse the use of corrective feedback while others do not (Krashen, 1982; VanPatten, 1988; Dekeyser, 1993; and Truscott, 1996). What these researchers; however, fail to take under advisement in this realm is learners and teachers’ Attitudes towards Error Correction (ATEC). The present experiment wishes to address the issue from this angle, i.e., how teachers and learners’ attitude converge and/or diverge as far as their attitude towards error correction is concerned. Some 410 students and 34 teachers were invited to fill out the questionnaires. Additionally, 45 students and 13 teachers were interviewed to delve into the versatile facets of error treatment qualitatively. The results showed which error treatment techniques the students and the teachers most and/or least favored. Not only does the analysis of the data support Vahdani and Mirsaidi's (2007) claim on students' ATEC, but also data analysis suggests common grounds can be detected between students' attitudes and those of their teachers. It can, therefore, be concluded that corrective feedback has won the favor of learners and teachers and that in their now statistically tenable estimation it should be factored in FLA settings.

Proper use of source material in second language writing is an essential skill in the academic writing process. The present study investigates source use and plagiarism level in the essay writing process by the English as a foreign language (EFL) student in one of the international universities in Tashkent, Uzbekistan. Thirteen first-year students who failed and then retook the language program were chosen for the purpose of the study. A mixed-methods research design was used to collect the data (i.e., language programs over two subsequent academic years were analyzed for their relevance to the process-based writing). To evaluate the students' opinions on both programs and correct academic citation, a paper-based questionnaire was circulated. The data analysis revealed a positive influence of program two on organizing ideas, incorporating source-text ideas, and using more academic and error- free sentences. A comparative analysis of the plagiarism level and writing performance in students' papers in both programs was performed using the Wilcoxon signed-rank test, which showed a positive difference in the overall writing scores but an insignificant difference in the level of plagiarism. F indings of the study identified that the engagement of the EFL undergraduate students in process-based writing made a positive impact on writing from sources and overall performance.