درخت حوزه‌های تخصصی

Researchers and scholars have been attracted by the idea of using integrated writing task along with independent writing task to best assess the EFL learners’ writing competence. This study was conducted to compare the writing performance of EFL students in integrated and independent writing tasks. It also aimed to find out if writing performance varies with task types. A number of thirty Iranian EFL students participated in this study, and each student wrote on two writing tasks of IELTS Academic module. The written essays were rated by three experienced raters using IELTS rubrics. Paired sample t-tests revealed that test takers performances did not differ significantly across these two tasks. Besides, two one-way ANOVAs indicated the difference between the raters in rating integrated writing task while they were not performed differently in rating independent task. The results are followed by a number of suggestions with the aim of improving the EFL students’ performance in writing skill.

Two parallel but contradictory trends have come to characterize the early decades of the twenty-first century.  On the one hand, the traditional principles of international law highlighted in the UN Charter, such as the principles of state sovereignty, non-intervention, and the state officials’ immunity, have become considerably weaker norms.  The dimension of moral sovereignty of governments, by contrast, has gained much traction, as more and more states tend to prioritize the protection of internal jurisdiction over the promotion of human rights. However, at the same time, the notion of the responsibility to protect (R2P) and transitional justice in practice have cast their specter over countries’ internal developments, misconduct, and human rights violations, holding them accountable  to domestic and international laws. These conflicting trajectories have come to a head during and in the aftermath of the 2011 Arab uprisings.  Charged with human rights violations, the ruling elites of Libya, Tunisia, and Egypt faced trials—both locally and internationally by the International Criminal Court. The UN Security Council authorized applying R2P to protect Libyan people and International Criminal Court issued the arrest warrants against Libya's Muammar Gaddafi, Saif al-Islam Gaddafi, and Abdullah Gaddafi. In Tunisia, an absentee trial for the deposed President Zine El Abidine Ben Ali was held.  In Egypt, however, the trial of Hosni Mubarak and those associated with his regime bypassed the so-called transitional justice model, while following the all too familiar pathway to promoting stability under the guise of national reconciliation. This paper’s central thrust is that political interests of the new rulers of Egypt, most notably the Supreme Council of Armed Forces (SCAF), the Muslim Brotherhood, and the military-backed interim government have turned the accepted and modern notion of transitional justice process on its head, while pursuing instead an authoritarian and managed judicial process in the name of state sovereignty and national stability.  

This study explored the EFL teachers’ written corrective feedback (CF) techniques and their EFL students’ ability to integrate the CF while revising their texts. A total of 72 EFL students and 4 EFL teachers participated in this study. The data were collected through explicitation interviews administered to teachers and students, as well as through students’ written productions. A content analysis was carried out employing three pre-established categories: types of students’ errors (Guénette & Lyster, 2013), types of teachers’ feedback (Guénette, 2010), and types of students’ revisions (Ferris, 2006). Results showed that error identification with error code was the most frequent type of written CF used by the two teachers in the pre intermediate groups and one of the teachers in the upper intermediate group; whereas, the other teacher in the upper intermediate group used mainly direct error correction without comment when providing feedback. In addition, results showed that although students from different levels undertook revisions of their errors in different ways, most were ultimately able to correct their errors.

В статье рассматриваются эмоции, репрезентированные через образы персонажей романа М.Ю. Лермонтова «Герой нашего времени». Автор последовательно анализирует элементы текста, в которых эмоции мужских и женских персонажей номинированы, непосредственно выражены и описаны. Количество лексических единиц и элементов текста, участвующих в репрезентации той или иной эмоции, заносится в таблицы. Автором найдена и подробно описана репрезентация следующих эмоций: радость, печаль, удивление, гнев, любопытство, презрение, отвращение, стыд, чувство вины, страх. Автор приходит к выводу, что в романе «Герой нашего времени» создана андроцентричная эмоциональная картина мира. В ней персонажи-мужчины репрезентируют больший спектр эмоций, в большем количестве, используют больше выразительных средств, чем персонажи-женщины. Автор объясняет это тем, что писатель, создавший произведение, как и герои-нарраторы в тексте, является мужчиной. Кроме того, на репрезентацию эмоций влияет форма повествования (дневник Печорина) и культурный контекст.

Статья содержит информацию о процессах терминологического заимствования в подъязыке информационных технологий в период становления терминологического ядра данной отрасли, в 50-80 гг. ХХ в. Проанализированы лексическое и семантическое заимствования. Последнее представлено разновидностями: полное семантическое, вторичное (частичное семантическое), словообразовательное. Лексические заимствования – слова со всеми своими фономорфологическими и семантическими характеристиками. Семантическое заимствование означает подбор лексического эквивалента заимствуемому понятию в языке-реципиенте. Словообразовательное калькирование – процесс, при котором словообразовательная структура иноязычных слов передается в результате поморфемного перевода русскими корнями и аффиксами. Частичное семантическое, или вторичное, заимствование происходит при наличии в двух языках слов с совпадающим фономорфологическим обликом в сопоставимо близких значениях. Предложена методика разграничения слов-продуктов семантических преобразований и вторичных заимствований. Известное в языке значение сопоставляется с новым значением с целью определения наличия семантических преобразований на основе развития основной или дополнительных сем, а затем – со значением в предполагаемом языке-источнике.