درخت حوزه‌های تخصصی

Les défis de la traduction, notamment les enjeux de la traduction audiovisuelle, et plus particulièrement les sous-titres sont fort multiples. D’une part, les difficultés liées aux contraintes spatio-temporelles pour la lecture des sous-titres et d’une autre part, l’utilisation des allusions, métaphores et les implicites émanant de la critique des problèmes sociaux, politiques et culturels, via le « faire rire du public », décuplent la difficulté de cette tâche. La question qui se pose ici est de dépister comment l’interprétation du traducteur/sous-titreur est capable de façonner et d’orienter la réception du public. Pour y répondre, nous hypothétisons qu’en utilisant les outils d’interprétation propices (l’induction de tonalité, l’option des équivalents communs dans la langue cible, l’inclusion des informations supplémentaires et des constations personnelles hors des sous-titres), le sous-titreur pourrait clarifier les messages implicites du (con)texte de départ et ainsi augmenter les capacités interculturelles et réceptives du public. Cet article vise donc à étudier le rôle interprétatif du traducteur sur la performance de lecture et les modes de réception de public. A cet effet, quinze sous-titres multilingues de diverses comédies de stand-up provenant de sites TED et YouTube sont choisis et analysés selon la théorie générale de réception. Compte tenu des limites spatio-temporelles des sous-titres, nous avons constaté que le traducteur, tout en jouant son rôle d’interprète, devrait fournir des explications supplémentaires et acceptable exclusivement dans la mesure où ces dernières conduiraient à une meilleure réception de la traduction et qu’elles ne compromettraient aucunement la perception, la compréhension et la concentration de l’auditoire.

De toutes les fonctions assumées par les enseignants, celle qui suscite le plus de souci est probablement l’évaluation des apprentissages dans le cadre d’une perspective actionnelle, surtout l’approche par compétence. L’évaluation est une phase essentielle du processus d’apprentissage et contribue à la fois à l’approfondissement de l’apprentissage et à la satisfaction des apprenants. Dans cette visée, l’évaluation est liée au processus d’apprentissage, est intégrée à la progression et se situe à l’intérieur du processus et dans son déroulement. Mais, cette partie très importante de l’apprentissage reste parfois cachée aux yeux des enseignants et sa qualité n’est pas tenue en considération de la part des enseignants et des institutions. De ce fait, afin de soutenir l’apprentissage et de reconnaître l'état de développement des compétences lors du bilan des apprentissages de fin d’un cursus d’apprentissage, le processus d’enseignement du FLE suppose un ajustement des pratiques évaluatives qui favorise la progression des apprentissages. Dans ce but, connaître les pratiques d’évaluation des enseignants du FLE semble indispensable. Dans cette étude, nous aborderons l’agir évaluatif des enseignants lors de prendre des décisions sommatives. Cette étude a été menée auprès de soixante-dix enseignants de différents instituts des langues en Iran.Les résultats de cette recherche démontrent que les pratiques d’évaluation des enseignants ne sont pas bien adaptées aux perspectives nouvelles d’évaluation. Les résultats permettent donc de concevoir des programmes de formation de professionnalisation de l’évaluation des enseignants du FLE.

In this research, we carried out a meta-analysis of the effects of teacher scaffolding on EFL learners’ reading proficiency in which 28 experimental and quasi-experimental studies published from 2008 to 2022 and 39 effect sizes were reviewed and synthesized. Three questions guide this analysis: What is the overall effect of teacher scaffolding on EFL learners’ reading proficiency? To what extent moderator variables such as learners’ educational levels and proficiency levels modify the effect of the teacher scaffolding? What is the magnitude of publication bias in this analysis? The overall effect size was found to be 0.89, which represents a large effect size based on Cohen, Manion and Morrison’ (2007) scale. The effect sizes of moderator variables were calculated and it was reported that the scaffolding has the most effect in elementary learners and elementary school level. The symmetrical funnel plot together with the fail-safe N test indicates that publication bias does not have any significant effect on the effect size reported in this study. The findings of this meta-analysis have implications for EFL teachers, researchers, policy makers and curriculum developers.

Despite the fact that there exists a considerable amount of literature on pedagogically-oriented stylistics, a significant number of the often-cited articles turns out to be based on trust and intuition. This is what has been accentuated by prominent figures as Hall (2007), Carter (2007, 2010), Zyngier and Fialho (2010), among others, while calling for more robust empirically-based studies. The present study is undertaken to review 13 studies published from 2015 to 2022. In doing so, an adaptation of a coding framework was employed to serve as guideline for this review study. In this vein, three overarching themes were detected: 1) stylistics as accessible toolkit for teacher training, 2) stylistics' significance in curriculum and syllabus development and 3) stylistics as an opportunity for cooperation between higher education and language teachers. By detecting these emergent themes some uncharted areas of stylistics-inspired pedagogies as well as some rectified issues were revealed. Despite this, there still remains the issue of underreporting which is indeed undermining to the credibility of pedagogical stylistics. Thus, a set of recommendations were accordingly provided for further advancement in studies concerning pedagogical stylistics.

With the improvement of technologies in language learning and teaching, new models and approaches are being proposed to enhance the students’ performance. One of the practical models is Flipped Classroom (FC), which has been attracted by many teachers and researchers, especially in the K-12 education system. This study explored the effect of the online FC approach on the improvement of EFL learners' performance in high schools in Iran with a quasi-experimental design. To run the experimental study, through convenience sampling forty-three high school students were divided into an experimental group and a control group and to evaluate the efficacy of the online FC approach. The comparison of the results of experimental and control groups’ pre-test and post-test scores by an independent samples t-test revealed that incorporating the online FC approach into EFL educational context remarkably improves the EFL students' learning performance. It is significantly applicable for learning a language, especially during the Covid-19 pandemic which majority of the classes have been running online. Additionally, to manage online FC more efficiently, some suggestions are provided for teachers.

“Flipped” or inverted classrooms are designed to utilize class time for application and knowledge building, while course content is delivered through the use of online lectures and watched at home on the students’ time. It is believed that flipped classrooms promote student engagement and a deeper understanding of the class material. The implementation of flipped classroom has been conducted in China’s higher education for more than a decade. However, its implementation in Hotel English courses has not received any attention. By doing a needs analysis, it was proved that the implication of flipped classroom model would be promising in Hotel English courses. Hence, the author redesigned the Hotel English course based on the results of the needs analysis. This course is expected to improve the cultural awareness of the students and offer them with more opportunities to practice speaking English, especially in an authentic situation. Meanwhile, their problem-solving ability and critical thinking ability can be upgraded. As a result, the students can be well prepared to enter their future career not only in hotel industry but other areas.

Textbooks in ELT perform different functions since their content can serve different purposes. Particularly, the content of textbooks can affect learners’ views to a great deal. Accordingly, designing ELT textbooks can generate much disagreement. Thus, textbook content is considered important and demands critical evaluation. This study explored the representation of national identity in the English Vision textbook series for Iranian senior high schools. For this aim, corpus analysis and content analysis were carried out, respectively, aimed at providing a description of the terms associated with nationalities, and describing aspects of national identity represented in the textbooks. The data in the corpus analysis phase were collected through obtaining frequencies of reference to nations and in the content analysis phase by means of a researcher-made checklist. Results revealed that Iranian identity is the most frequent aspect, for which 13 categories of reference were observed. Similarly, six major themes were found regarding aspects of national identity. This study offers implications for Iranian education policy-makers, textbook designers, and education practitioners.

Despite widespread coverage of language policy in the literature, there has been scant research probing into English language education policy at tertiary levels in general and the higher education context of Iraqi Kurdistan in particular. The present qualitative study investigated EFL students' perceptions of English language education policy, current educational policies, and the purposes for learning in Kurdish contexts across genders and study fields. To this end, a version of Yang's (2012) questionnaire was adapted and administered to university EFL students majoring in soft and hard sciences (N=300, male 34%, female 67%) at two private and state universities in Iraqi Kurdistan. The statistical analysis of the obtained data revealed students' positive attitudes toward learning English as an international language in both soft and hard sciences. Notably, students stressed that all Iraqi Kurdish students should learn the English language in English- and Kurdish-medium classes. They also considered English competence as a significant academic accomplishment. However, some of them felt dissatisfied with the status quo of English education in their institutions. The findings of this study offer insights and recommendations for English education policymakers, administrators, and instructors at tertiary levels.        

Simultaneous decoding and encoding of information substantiate the foundations of natural processing of language in translation. The present study analyzed two Persian translators’ pragmatic strategies in translating the Quranic temporal discourse marker thumma into Persian. The source text corpus consisted of 6 sections of the holy Quran and was selected randomly; and the target text corpus is comprised of two Persian translations of the same sections. Theoretical perspectives in discourse and translation studies were applied in approaching parallel corpora analysis in the study. The findings indicate that different types and combinations of Persian temporal discourse markers were applied in 53% of the cases by the translators. Moreover, in 47% of the instances, it was replaced with Persian elaborative, contrastive, and inferential discourse markers. This creative, flexible, and innovative discourse construction approach was substantiated on the basis of the recognition of differences between discourses, cultures, and languages. Consequently, this dynamic approach was employed in the construction of an appropriate discourse for the addressee. The bases, resources, and foundations of these dynamic and discourse sensitive translation strategies were discussed pragmatic awareness raising in explicit teaching of these elements, development of sensitivity to unsteady social contexts in language use, and utilizing the findings in lexicography, translation quality assessment, and syllabus design were suggested.