درخت حوزه‌های تخصصی

As a special tourism and cultural product,Red Tourism has distinct Chinese characteristics and cultural features. Translation, as an important carrier of Red culture, needs a high degree of cultural awareness which is one of the theoretical achievements of sociology. Only when we are fully aware of our own culture and are full of confidence can we better spread the Red culture. Based on the current research of Zhejiang Red Tourism translation, this paper analyzes the translation problems and causes of these problems from the perspective of cultural awareness. The findings suggest that the translation of Red Tourism should be based on the self-awakening, self-reflection and self-creation of Red culture. This study aims to put forward some strategies to interpret and translate cultural terms and translate without damaging the spirit of Red culture. The proposed strategies can promote the overseas communication of Chinese Red culture, especially Zhejiang Red culture.

The representation of future pre-configuration through policy-making processes has been an in-vogue area of study in the field of discourse analysis. Equally important is the reconstruction of future pre-configuration in the institutional translations of political text and talk. The objective of this study is to investigate the conceptualization of futurity in the preemptive policy-making in the speeches of the Iranian Supreme Leader and their English institutional translations. The data for the present study comes from 20 speeches of the Iranian Supreme Leader and their translations, spanning from 2015-2020, issued by the Office of the Supreme Leader. We employed semantic-syntactic analytical tools such as mood, modality, and aspect to study the conceptualization of futurity in the policy discourse. In conclusion, the findings of the study indicate that these reconstruction of futurity in the preemptive policy-making process in the English institutional translations are to a greater extent similar to the semantic-syntactic properties of the original texts. However, modalization and mood transformation are instances of differences between original and translated versions of texts. Besides, we argued that any instance of the occurrence of similarity or differences stems from on-line dialectic relationships between micro-pragmatic and macro-pragmatic factors

Digital formative assessment was considered as using digital tools and technology to apply formative assessment in the EFL classrooms. Moreover, language learners’ vocabulary retention and spelling abilities are at the heart of language learning. Therefore, the present study examined the effects of digital formative assessment in improving Iranian pre-intermediate EFL learners’ spelling achievement and vocabulary retention in Mashhad. Fifty (N=25 male & N=25 female) pre-intermediate EFL learners into two groups took part in the study. The study was an experimental study with pre-test and post-test designs. The experimental group used the Spelling Bee application in contrast to the control group. This application could present corrected words to students when they did something wrong. Moreover, the teacher gave feedback to students during tasks. The control group did their tasks on the sheet and got feedback from the teacher. KET (Key English Test) test, vocabulary, and spelling test were used as the instruments of the study. At the beginning of the study vocabulary and spelling tests were presented as a pretest to participants in both groups. The participants answered the spelling and vocabulary tests as the post-tests. After the posttest, a delayed posttest was presented to assess vocabulary retention. The obtained results revealed that the use of the digital formative assessment had no significant effect on pre-intermediate Iranian EFL learners ’spelling achievement and vocabulary retention. Administrators, EFL teachers, and EFL language learners, can take advantage of the result of the present study.

Delivering supervisory feedback to teachers is considered a challenge in teacher education and evaluation. This study analyzed the rhetorical features and effectiveness of the academic commentary that observers write at the end of observation forms. The study aimed to explore the qualitative section of an observation form that is filled out by observers during classroom observation and obtain an understanding of macro and micro features, and how they are perceived by observers and observees through a questionnaire. For this purpose and on account of the Swalesian approach (2004), we gleaned 200 commentaries written by different observers across the country, examined the recurring rhetorical patterns of structure, and subsequently developed a questionnaire to elicit the effectiveness of these features in academic commentaries. The result revealed that as a review genre the extracted framework enjoyed a rhetorical structure generically representative of a common practice in characterizing academic commentary in the Iranian context, and in terms of effectiveness, although there were discrepancies, the majority of observers and observees were found to have shared concepts of how to establish rapport, present evaluation, and finalize the academic commentary.  

Despite the widely recognized significance of values education in a rapidly changing world and teachers’ education-related beliefs, little research has investigated how English as a Foreign Language (EFL) teachers navigate values in their classrooms. The study reported in this paper explored in-service EFL teachers’ perceptions of values education and their conceptions of their moral roles, aiming to develop an instrument related to values education. To this end, this exploratory sequential mixed-methods study recruited 10 EFL teachers selected through maximum variation sampling. Semi-structured interviews were conducted with the teacher participants and the data were analyzed inductively through thematic analysis. Furthermore, the existing literature and the insights gleaned from the initial phase of the study led to the development of a questionnaire, which was administered to 332 EFL teachers in the quantitative phase of the study. Six overarching themes were identified through thematic analysis of the interview data, namely relational values, personal growth, academic excellence, regulatory values, teachers’ personal standards and global values with teachers prioritizing students’ motivation and wellbeing over other value types. In addition, confirmatory factor analysis of the developed questionnaire verified a five-factor structure. Only 23 items out of 53 initial items were retained in the final version of the questionnaire. Overall, the results revealed that master obligation of teachers, associated with nurturing students’ dignity was prioritized over teachers’ prima facie obligation which promotes students’ learning and intellectual growth. After a detailed discussion, implications and suggestions for future research are presented in the end.

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.