درخت حوزه‌های تخصصی

L’hétérolinguisme amène la traduction à son majeur dilemme de refléter l’hétérogénéité ou de l’abandonner afin de présenter un texte homogène. Cet article propose d’examiner la question de la traduction de l’hétérolinguisme à travers un regard contextuel porté sur la dimension hétérolingue de Parce que je t’aime et La fille de Brooklyn de Guillaume Musso et la traduction en persan de ces deux œuvres. Dans cette optique, après un bref aperçu théorique sur les motivations de l’hétérolinguisme, ses représentations ainsi que sa traduction, nous procéderons, dans un premier temps, à une analyse textuelle visant à observer la place , la fonction et les modalités de l’apparition de l’hétérolinguisme dans Parce que je t’aime et La fille de Brooklyn ; et puis, nous nous pencherons sur la problématique de la traduction de l’hétérolinguisme pour savoir comment et à quel degré l’hétérolinguisme présent au sein de ces deux œuvres est assumé dans les traductions en persan.

Given the complexity of spoken interaction, acquiring conversation skills has been difficult for most EFL learners, and as EFL classrooms largely depend on hypothetical scripted material, learners lack explicit exposure to naturally occurring language essential for real - life interaction . This paper reports on a quasi - experimental study aiming at assessing the impact of conversation analysis- ( CA ) informed language - in -( natural )- talk log assignments on the development of Thai EFL learners ’ conversation skills . Eighty - eight second - year undergraduates at a university in southern Thailand took part in the study . As part of a monitored self - study task, the participants completed ten language - in - talk log assignments with self - selective use of audiovisuals available online . The quantitative data was collected using pre - and post - test role - plays . The qualitative data was assessed through completed log assignments, close analysis of the role - plays, and written interview for data triangulation . The findings suggested that the log assignment intervention significantly enhance participants ’ conversation abilities, including turn construction, turn delivery , and the sequential organization of turn - taking . The qualitative results also show that via CA - informed requirements of the log assignment, students became more aware of conversation mechanisms and language use in real - life interaction . This paper recommends that language - in - talk log assignments be incorporated into existing EFL conversation lessons .

This paper discusses cultural and cognitive factors that may affect the degree of the aptness of metaphors. A given metaphor may have different degrees of aptness across different cultures. Geographical features of the area and the role of the base concept in the lives of people are cultural aspects that may affect the degree of the aptness of a metaphor for people of a culture. A metaphor with ‘lighthouse’ as the base domain would have a higher degree of aptness for people living near the sea compared to people living far away from the sea. Folktale and religion are also important aspects of culture that may have some degree of influence on the aptness of metaphors. In summary, the cultural dimensions of the concepts that are involved in the base and target domains of a metaphor could affect the degree of the aptness of that metaphor for people of that culture. Finally, the roles of metonymic relations and semantic features in the degree of aptness are discussed.

The present study examined the comparative effects of Etherpad-based writing instruction and face-to-face writing instruction on EFL learners' writing quality and writing self-efficacy. It also aimed at finding the learners' attitude towards the influence of Etherpad and their reason for success/ failure in this writing course. To this end, ninety students were selected through convenience sampling and randomly assigned to one of the two instruction groups. In addition to an IELTS writing task, Self-efficacy in Writing Scale (SWS) was administered. During the course, the students received instruction on writing an argumentative essay. After the treatment, the SWS and another IELTS writing task were given. Subsequently, a semi-structured interview was conducted with twenty Etherpad-based learners to find their attitudes towards the reason for their success/ failure and the effectiveness of Etherpad. The results revealed that the Etherpad-based group significantly outperformed the face-to-face group in the writing posttest and demonstrated a higher level of writing self-efficacy. The interview data showed that the students attributed their success to both internal and external factors. Whereas, they ascribed their failure to internal factors rather than external ones. It was also revealed that the students found Etherpad as a predictor of their success in writing performance.

Classrooms can be regarded as dynamic systems in which behaviors of teachers and students affect each other mutually and in a spiral manner. In this study it was intended to investigate differences in interpersonal behaviors of a more vs. a less favorable teacher at micro- and macro-levels. To analyze classroom interaction dynamically and in real-time, State Space Grid technique was applied. On the macro-level, teacher profiles were determined based on vector method. 211 students of six classes rated the behavior of their own teacher and an imaginary ideal one. One teacher who was closest to and one farthest from that ideal were identified and their classes were video-taped. Two raters coded behaviors with a joystick and then content and structure of interaction were analyzed. Differences on the micro-level were especially noticeable in the strength of attractors, not in their position. Structurally, the behavior of the more favorable teacher had higher variability and less predictability. On the macro-level, the more favorable teacher had Authoritative, and the less favorable one had Directive profiles. The results of this study can be used in promoting interactive ground of the class and in teacher education programs.

Writing is considered one of the most difficult skills in EFL/ESL. Thus, meticulous recognition and classification of students’ errors in certain contexts is a worthwhile endeavor which provides us with both diagnostic and prognostic power. Accordingly, a total of 430 students in 15 English writing classes held during 12 consecutive semesters in a private university in central Taiwan were the subjects of this study. They composed 5703 essays which were rated and coded by the authors. Adopting and modifying the error taxonomy proposed by Zheng & Park (2013), the authors classified a sum of 63460 errors into four main groups with their subsequent subcategories. This study revealed that the highest problematic areas for Taiwanese university students were ‘misformation’ with 51.55% of the whole including errors in tenses, parts of speech, prepositions, subject/verb agreements, and run-on sentences. Then, ‘omission’ errors ranked second with 21.30% including errors in articles, plural suffix-s, and relative pronouns. Finally, the third and fourth error types were ‘others’ with 15.13% including spelling, capitalization, and wrong vocabulary, and ‘addition’ with 12.01% containing errors in articles, unnecessary words, and conjunctions. This study provides numerous genuine samples from the students’ compositions being annotated based on the applied error taxonomy. Thus, the data presented in this study can provide researchers with a practical framework for future studies in error analysis, as well as pedagogical implications in the field.

Researchers stated that learning and applying certain set of lexical bundles of native lecturers by non-native lecturers would help students improve their proficiency through incidental vocabulary input. The present study shed light on the lexical bundles in hard science lectures used by Native and Non-native lecturers in international universities with the main purpose of analyzing the structural and functional similarities and differences in their usage. The secondary purpose was to finalize and present a list of explored lexical bundles employed by Native lecturers in these lectures which could be helpful for students and also Non-Native lecturers. The corpus of this study consists of five and a half hours of three different native university lecturers’ lectures and about five and a half hours of three different non-native university lecturers’ lectures who were teaching hard science (nuclear physics and electronic engineering). The data were analyzed using n-gram tool in lextutor.ca website which is a free online software to analyze the lexical bundles of more than two corpora and compare them. Functional and structural analysis gave the following results. Findings showed that lexical richness of both Native and Non-Native lecturers was not good enough to expose students to rich environments to help them improve their English proficiency. In light of structural classification, the results revealed that dependent clause fragments in addition to verb structure phrases were the most widespread and Noun phrase + of-phrase fragments were the least employed structures of the identified lexical bundles in the lectures of Non-Native and Native lecturers. In terms of structural analysis, it was concluded that stance bundles were the most frequent function bundles used by both groups. Therefore, there were both similarities and differences in the structural and functional classifications of lexical bundles in the lectures of native and non-native lecturers.

The present study intended to design some materials based on the guidelines of González Davies (2004) for ‘legal texts and correspondence translation’ course of graduate students majoring in translation studies. To this end, first a checklist on the basis of Gentry and Gable's (2001) model was designed to find out the participants’ perceptions of the tasks. Next, the researchers designed related tasks based on Gonzales Davies’ (2004) guidelines inspired by Kiraly’s (2000) constructivist approach. In the third phase, the participants were given the designed tasks published in a book during10-12 sessions. Finally, the researchers held a semi-structured interview with the participants to find out their perceptions towards classroom activities as well as their translation ability. The results indicate that the participants had positive perceptions regarding the designed tasks. The findings have implications for translation classroom courses.