درخت حوزه‌های تخصصی

Resistance literature deals with concepts such as subjugation and deliverance. Translation of this type of literature has played an important role in transferring such concepts to other countries. The purpose of this study is to present a quantitative-analytical study of the novels of resistance literature translated from English to Persian during the four administrations which were in power in Iran between 1978 and 2005. To this end, historiography approach proposed by Pym (2014) was applied. Primarily, the themes of the novels were classified based on Harlow (1987) and DeShazer’s (1994) model of classification of resistance literature. The themes include race discrimination, class conflict, war, colonialism, post-colonialism, and totalitarianism. Then, the translated novels of each administration were examined to see which ones covered the above themes. The results indicated that only 6% of the published translations of the period under study was allocated to resistance novels. It can be concluded that translation of resistance novels was marginalized, and Iranians were basically reading novels covering themes other than resistance literature.

The present study was aimed at investigating intermediate Iranian EFL learners’ feedback preferences on their L2 writing and examining the possible differences between learners with entity and incremental language mindsets with respect to their feedback preferences. To this end, 150 EFL learners were recruited from several language institutes in Isfahan, Iran, and their language proficiency level was measured through a proficiency test. The learners were then given the Language Mindsets Questionnaire and the Feedback Preferences Scale to fill out. Frequency counts, mean scores, and chi-square for independence were employed to analyze the collected data. The results of the study indicated that teacher-student conferencing, self-correction, peer correction, and correction using prompts were the types of feedback that the learners preferred to receive, and the difference between entity and incremental mindset holders reached statistical significance for teacher correction with comments, self-correction, and teacher-student conferencing. Regarding the strategies the learners utilized to handle feedback, the two groups of learners were significantly different just in terms of asking for teacher explanation. Finally, thinking prompts received priority in the following order, L1/L2, word, and rule, while goal and fit were not favored by the learners; thinking prompt did not turn out to cause significantly different preferences in the EFL learners with entity or incremental mindsets. The significance of the obtained results are discussed and the implications of the study are then proffered

Television can be considered a rich, helpful, and valuable source to expose L2 learners to huge amounts of comprehensible input so that they can improve their L2 knowledge and, in particular, their L2 vocabulary knowledge. This study aimed to discover how effective sustainable and extensive TV viewing can be in L2 vocabulary learning, considering the language of the on-screen text (L1 or L2) and instruction type (preteaching L2 items or not). Eighty L2 learners (58 female and 22 male), who had an intermediate English proficiency and were divided into four groups, participated in the intervention over an academic term in a language institute. Participants viewed 14 episodes of a TV series under four experimental conditions: (1) captions and preteaching, (2) captions without preteaching, (3) subtitles and preteaching, and (4) subtitles without preteaching. A pre/posttest design to examine the gains regarding both L2 vocabulary meaning and form was adopted. Results suggested that extensive exposure to TV series positively affected the participants’ L2 vocabulary learning, both in terms of meaning and form. Participants exposed to L2 captions outperformed those who had received L1 subtitles, concerning both L2 vocabulary meaning and form. Finally, the analyses showed that, overall, the groups that had undergone preteaching performed better, regardless of the language of the on-screen texts.

This study aimed at investigating the effectiveness of flipped instruction on the Iranian upper-intermediate English as a Foreign Language (EFL) learners’ appropriate use of request and refusal. The participants of the study included 60 upper-intermediate EFL learners from a language institute in Tehran, Iran, who were selected through the Quick Placement Test (QPT) from a total of 80 learners who were originally picked up based on convenience sampling in the form of two intact classes. Then, the two classes were randomly assigned to two groups namely, flipping group and control group. The two groups were subjected to 12 treatment sessions wherein instruction on the appropriate use of request and refusal was offered to the flipping group through explicit flipped instruction and to the control group through non-flipped instruction. The instruments used to collect the data included the Quick Placement Test (QPT) and Written Discourse Completion Test (WDCT). The results showed that flipped instruction significantly affected the EFL learners’ appropriate use of request and refusal. According to the findings, EFL teachers are recommended to use flipping methods in an attempt to enhance EFL learners’ appropriate use of request and refusal.

< p>Cette contribution accorde un statut « parasite » aux interactions en situation de corruption (ISC) étant donné qu’elles n’ont pas un caractère conventionnel. Toutefois, elle postule que celles-ci utilisent les séquences encadrantes à des fins stratégiques. D’une manière générale, les rituels conversationnels d’ouverture instituent, par le truchement de la validation interlocutoire, la collaboration dans les activités sociales. Ceux qui renvoient à la clôture favorisent l’établissement d’une histoire conversationnelle entre les participants. Or, envisager l’étude des séquences d’ouverture et de clôture dans une perspective strictement structurelle n’avancera pas nécessairement la connaissance du comportement langagier des participants engagés dans les ISC. Partant de ce constat, l’article se donne pour tâche de mettre en exergue la façon dont les participants utilisent les formules figées de la langue pour servir leur but corruptif. Pour finir, il se focalise sur les enjeux de la ritualisation dans les représentations filmiques des interactions en situation de corruption.

Standard political discourse is replete with ambiguity and vagueness. Politicians frequently use vague language to hide their inadequate knowledge, show their low interest in the issue, and/or evoke emotion. This study reports on a qualitative content analysis of vagueness in two Iranian presidents' political interviews within a pragmalinguistic and sociopolitical paradigm. The data consisted of nine question-answer exchanges extracted from seven internationally live broadcast interviews. A total of 57 instances of vague language use were analyzed in terms of 21 pragmalinguistic vagueness strategies. Implications are that vagueness in political discourse is motivated by a multiplicity of factors such as face management, sociopolitical and situational adaptation, conflict avoidance, and personal characteristics of the interviewers and the respondents. Vagueness was also found to be a sign of diplomatic prudence or wisdom.

Despite their substantial role in natural discourse, idioms often intimidate EFL students. Therefore, finding effective ways of mitigating students’ frustration has been a fundamental consideration in language teaching. Mnemonics, as associative memory tools, are largely acknowledged to be instrumental in reducing the cognitive load involved in language learning, particularly in learning lexical items. This study was conducted to explore the effects of linguistic, verbal, and visual mnemonics on empowering language learners in the recall and recognition of English idioms. Two-hundred seventy intermediate-level EFL learners preparing themselves for IELTS took part in this study. The participants were in nine groups of 30 members each. They were divided into three main groups, each of which was taught idioms using one of the above-mentioned mnemonics. The MANOVA procedure was used to analyze the collected data. The results revealed statistically significant differences among these instructional strategies in case of recall, with linguistic mnemonics being the most influential. The findings of the study can have theoretical implications for researchers in that they can shed light on some of the dark corners of the field and spark interest for further research. The findings can also have some pedagogical implications for teaching programs, curriculum developers, educational policymakers, teachers, and language learners. Developing a clearer understanding of how these mnemonics influence idiom learning can help the stakeholders make more informed decisions about how to treat idioms.