درخت حوزه‌های تخصصی

Culture is an integral facet of teaching and learning English as a foreign language. This qualitative study examined EFL teachers’ perceptions toward fostering their students’ cultural awareness in Iranian language schools. Based on a researcher-developed protocol, semi-structured interviews were conducted with twelve EFL teachers from Tehran, Karaj, and Urmia, Iran, whose teaching experiences ranged from 6 to 19 years, with the purpose of identifying their perceptions, experiences, and challenges regarding fostering students’ cultural awareness. The interviews drew upon emergent methodology to categorize the interviewees’ value-laden comments into six major attitudinal themes of meaning of culture, the role of English culture and social norms in EFL teaching and learning, the materials and activities teachers employ to foster their students’ cultural awareness, benefits of teaching English culture in Iranian language schools, EFL teachers’ challenges regarding teaching English culture, and teachers’ suggestions or recommendations regarding teaching culture in the Iranian EFL context. The findings illustrated that despite the fact that Iranian EFL teachers preferred to include cultural content in their courses, they faced a variety of challenges regarding teaching English culture and social norms. Further, Iranian policymakers, stakeholders, and educators are expected to provide professional training opportunities for EFL teachers in teaching English culture. Thus, teaching culture should be underscored in EFL classes and instructors are required to explore and apply various effective strategies and authentic materials to enhance their language learners’ cultural knowledge. The implications are presented and discussed in more detail in the paper.

La présente recherche étudie les différents moments du cours de la traduction des textes faciles en français, polémique étant donné le niveau élémentaire dans lequel se trouvent les étudiants. Cette recherche est menée afin de mettre la lumière sur les atouts pédagogiques de ce cours en ce qui concerne l'apprentissage de la langue, mais aussi sur une approche méthodique de l'acquisition de bonnes habitudes des opérations traduisantes dès ce niveau. A cet effet, la distinction faite par Delisle dans les étapes de ces opérations : la compréhension, la réexpression et la vérification, a constitué la base théorique de cette étude. A chaque étape, nous avons démontré les pratiques communes de ce cours avec d'autres cours de langue, ce qui pourrait faire de cette discipline un appui pour les autres cours. L'objectif de cette unité de valeur étant d'initier les étudiants aux notions de base de la traduction, nous avons essayé d'établir un plan qui permettrait de suivre cet objectif méthodiquement tout en introduisant le métalangage de la traductologie. Des extraits des copies des étudiants nous ont servi d'illustration des erreurs qui pourraient parvenir à chaque étape pour les étudiants persanophones. Une brève analyse d'erreurs nous a permis de mieux développer des propos théoriques de cette étude.

The lack of a comprehensive information system and application model in the supply chain of agricultural products in Iran has caused this part of the country's economy to be ineffective despite its potential.Therefore, the aim of the current research was to investigate the Barriers against the orchards production chains  in Meshginshahr located at Ardabil province, Iran. To reach the aim of the study,  the semi-structured interviews were used to collect research data from 16 interviews including farmers, faculties and managers in the field of farming production chains. Then we analyzed the data by applying the Strauss and Corbin method and the paradigm model through Max QDA software. Sampling was theoretical sampling and was done using targeted and snowball methods. Based on that, 16 interviews were conducted with gardeners, university professors and managers in the field of Barriers to the development of agricultural production chains. The open codes included 38 concepts and the core codes also included 44 major categories, which were finally identified into four groups of selective categories including Barriers to i) product production; ii) input supply; iii) product distribution; and iv) customers . Based on the findings of the research on the risk of supply of input resources, the weakness of regulations and rules in supply of inputs, production information barriers, strategic production barriers, competition barriers in production, environmental risks, planning-management, financial-credit, technical-technical barriers, Product distribution cost barriers, lack of regulations in the distribution system, and sales barriers; Barriers related to the production sector are of the Barriers to the development of production chains of agricultural products. Barriers related to the production sector are one of the Barriers to the development of production chains of agricultural products.