درخت حوزه‌های تخصصی

В настоящей работе рассматриваются проблемы перевода персидско-таджикской философской лирики на русский язык, прежде всего, их лингвокультурологический аспект. Одной из причин, по которой перевод персидско-таджикской поэзии на русский язык представляет значительные трудности, является необходимость адекватной передачи культурно-этнических смыслов, содержащихся в антропонимах, географических, этнографических и общественно-политических реалиях, метафорах и символах, адекватное восприятие которых важно для правильного понимания смысла всего произведения. В статье приводятся примеры различных способов перевода таких единиц на русский язык – транскрипция, использование русскоязычного эквивалента, использование атрибутивных конструкций с уточняющими словами. В результате сопоставления различных вариантов перевода на русский язык делается вывод об оптимальных способах передачи заложенного в лирике смысла. Таким образом, при переводе персидско-таджикской поэзии необходимо осуществлять не только лексико-семантические, грамматические и синтаксические трансформации, но и реализовать передачу лингвоэтнической и лингвокультурологической информации. Иными словами, необходим не только подбор точных языковых средств, но и трансляция культурных, исторических и морально-этических сведений, содержащихся в исходном языке.

This study aimed at investigating the comparative effect of using self-assessment vs. peer-assessment on young EFL learners’ performance on selective and productive reading tasks. To do so, 56 young learners from among 70 students in four intact classes were selected based on their performance on the A1 Movers Test. Then, the participants were randomly divided into two groups, self-assessment and peer-assessment. The reading section of a second A1 Movers Test was adapted into a reading test containing 20 selective and 20 productive items, and it was used as the pretest and posttest. This adapted test was piloted and its psychometric characteristics were checked. In the self-assessment group, the learners assessed their own performance after each reading task while in the peer-assessment group, the participants checked their friends’ performance in pairs. The data were analyzed through repeated-measures two-way ANOVA and MANOVA. The findings indicated that self-assessment and peer-assessment are effective in improving young EFL learners’ performance on both selective and productive reading tasks. Further, neither assessment method outdid the other in improving students’ performance on either task. These findings have practical implications for EFL teachers and materials developers to use both assessment methods to encourage learners to have better performance on reading tasks.

The unprecedented growth of English and arrival of English as an International Language (EIL) has generated a new fledged argument about English language teachers’ role and status around the world. To date, much of the debate on the native/non-native distinction in EIL settings and factors contributing to sharpen distinctions has remained unsettled. This gap motivated this study on the English teachers’ grasp of their role and their stance in the EIL setting of Iran. For this purpose, this study adopted both quantitative and qualitative approaches to explore the nature of the English teachers’ attitudes through an EIL scale and teachers’ narrative accounts through Telegram groups. The three-level positioning analysis (Bamberg, 1997) of English teachers’ narrative accounts contradicted their perceptive evaluations of their status, as non-native English teachers. The results proved that, despite highlights of blurred distinctions, English teachers in Iran still believe that English belongs to the native speakers and position native speaker teachers as better models for pedagogical practices. The results have implications for teachers’ beliefs and the role of teacher education programs