درخت حوزه‌های تخصصی

در روزگار جهانی سازی به چه زبانی باید ارتباط برقرار نمود؟ این پرسشی اساسی است. از آنجایی که زبانها قابل مبادله نیستند و هر یک از آنها جهان بینی خاص خود را به همراه دارند، ترجمه بهترین راه برای برقراری ارتباط است. در ارتباطات بین المللی، مترجمان ضامن خوب برگزار شدن جلسات هستند. هنگامی که سخن رانها به زبان خود سخن می گویند، مترجمان شفاهی عقاید ایشان را از زبان مقصد به طبیعی ترین شکل ممکن با حفظ معنا، لحن و ویژگیهای خاص سخنران به زبان مقصد منتقل می کنند. این مقاله بر تحقیقی اشاره می کند که در ایران انجام شده و در آن بیست نفر از مترجمان شفاهی حرفه ای و نیمه حرفه ای شرکت داده شده اند. هدف این مقاله تحلیل عوامل زبانی و فرازبانی ای است که می توانند بر فرآیند و محصول ترجمه ی شفاهی تأثیرگذار باشند. می کوشیم که کارآمدی یا ناکارآمدی نظریه های مربوط به ترجمه ی شفاهی را در سطح کاربردی و با توجه به کار مترجمان شفاهی ایرانی ای که در این مقاله به آنها پرداختیم بررسی کنیم. نتایج به دست آمده اهمیت عوامل زبانی و فرازبانی در ترجمه ی شفاهی را برجسته می کند.

در مقاله حاضر بر اساس تجزیه و تحلیل مثال های متعدد، هدایت نحوی صفات و افعال مرتبط با آن ها به لحاظ واژه سازی در زبان روسی و نحوه بیان آن به زبان فارسی بررسی می شود. در زبان روسی صفت و فعل می توانند به عنوان جزء اصلی گروه واژه و جمله به کار روند و حالت نحوی کلمه وابسته به خود را تعیین کنند. به طور مثال: شبیه به توپ، راضی از پسر، وفادار به قول، به پیروزی ایمان داشتن. نتایج به دست آمده نشان می دهد، هدایت نحوی صفات و افعال مرتبط با آن ها به لحاظ واژه سازی براساس روابط زیر صورت می گیرد: 1. بین هدایت نحوی صفت و فعل تفاوت کامل وجود دارد؛ 2. بین هدایت نحوی صفت و فعل شباهت کامل وجود دارد؛ 3. بین هدایت نحوی صفت و فعل تشابه و تفاوت نسبی وجود دارد. در بیشتر مواقع مفهوم هدایت نحوی صفت و فعل در زبان روسی با استفاده از انواع حروف اضافه: برای، از، به، و ساختار رایی و همچنین ساختار اضافه ای به زبان فارسی بیان می شود.

This study scrutinized the relationship between utilizing language learning strategies, academic fields, and reading ability in reading comprehension test performance of Iranian postgraduate EAP students. The participants were 947 students, who answered a reading comprehension test and a learning strategy questionnaire successively in one session. The gathered data were subjected to a set of parametric statistical analyses, including descriptive statistics, one-way analysis of variance, Tukey HSD and Duncan tests. The findings manifested significant differences among the participants in different fields in employing overall, direct, and indirect strategies. A statistically positive relationship was found between the participants’ reading ability and use of overall, cognitive, compensation, metacognitive, and affective strategies. The findings reflected that the actual ability of language learners was significantly influenced by some nonlinguistic factors, and the observed scores did not represent their true ability. The findings can provide an empirical evidence for Bachman’s (1990) as well as Bachman and Palmer's (1996, 2010) conceptual frameworks of language use due to the impact of nonlinguistic factors on language ability of L2 learners in test-taking process. The findings can help language teachers improve instructional reading programs, decrease error of measurement, and narrow the gap between more successful and less successful learners in different fields of study.

In spite of the significant role of teachers in the efficacy of classroom management particularly in teaching English as a Foreign Language, the issue has not been addressed sufficiently especially in relation with other individual variables. Hence, this study made an attempt to investigate the association between Iranian EFL teachers’ classroom management, reflective thinking and transformational leadership style. 247 English Foreign Language teachers took part in the study. To measure the variables of the study, Teachers Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001), Reflective Thinking Scale (Choy & Oo, 2012) and Multifactor Leadership Questionnaire(Avolio, Bass & Jung, 1995) were used. Structural Equation Modeling (SEM) was applied to test the hypothesized model of associations. After confirming the hypothesized model (= 1.275; RMSEA=.02; RMR =.03; GFI =.97; AGFI =.93; NFI =.97; CFI =.99; IFI =.99), the results revealed significant internal correlations among the main as well as the sub-scales of the study. Multiple regression analysis further confirmed the direction of the path model proposed for the study. Generally, it was concluded that reflective thinking and transformational leadership improve teachers' efficacy of classroom management which, in turn, facilitates teaching processes. Implications are discussed.

The role of teachers in the educational context could go beyond simply teaching the subject matter. It is not uncommon for some students to be greatly influenced by certain teachers and even consider them as their role models. An interesting and novel way of inferring the impact a teacher has on the students is through revealing the status of the teacher as perceived by the students. The present study pursued two goals: first, to construct and validate a teacher status scale (TSS); and second, to reveal the relative status of English language teachers as compared to other school teachers in students’ perceptions. Regarding the first goal, an 18-item teacher status scale was designed and, using the data collected from 200 students, its construct validity was substantiated through Rasch model. As for the second goal, 650 junior high school students rated their 300 teachers. The data was then analyzed using Chi-square test. In addition, 135 students participated in short interviews and a total of 530 minutes of recorded interviews constituted the qualitative data. Based on the results, English teachers were found to have the highest status of all school teachers as perceived by the students. Finally, statistical results were discussed, and implications were provided for English language teaching in the formal context of education.

To direct m-game to be a possible didactic option for Iranian TVT (Technical Vocational Training) trainees, in this study m-game-mediated (Mobile Game-Mediated) materials delivery was incorporated into the conventional teaching method in the blended ESP reading skill platform. So, 52 male trainees fromTechnical and Vocational College of Isfahan were selected by convenience sampling. Afterwards, 48 trainees were defined as homogeneous using Englishtag Test to learn ESP in 16 triads under two different blended learning scenarios in 18 sessions in the academic year 2014-2015. While the first group of the trainees practiced in the blended learning situation with ready-made displaying device and materials, the second-group trainees practiced the same content through the medium of their own self-made PDA (Personal Digital Assistant) and materials; in this way, their learning performance assessed continuously in and outside the classroom. To employ tree-prong approach, interest survey and focus-group interview were embraced, as well. Overall, descriptive and inferential analyses of the collected data disclosed that trainees who were involved in the process of materials development were more excited and learned more than their counterparts who practiced via prefabricated devices and materials. Consequently, self-made (vs. prefabricated) m-game-mediated blended platform was found to be more liable to teaching and learning ESP reading skill.