درخت حوزه‌های تخصصی

This article studies the role of ‘selving’ and creative interpretation in literary translation. Specifically, it analyzes one of Basil Bunting’s successful translations of Obayd Zākānī’s Mush-o Gorbeh, a picturesque and catchy poem in rhyme and rhythm, laden with animal characters, which was considered to be both a masterpiece of children’s literature and a very important political satire. Bunting, a translator of Persian classical poems into English, had both political and poetic missions as a spy and an up-and-coming poet. This study turns to the theories of translation by Steiner, Benjamin, and Bassnett, among others, to show the challenges of translating Persian poetry. Through an in-depth analysis of this translated work in dialogue with Bunting’s other works, this manuscript shows how the two missions sometimes overlapped. Ultimately, however, it is argued that literary translation functions as an aesthetic ‘other’ place where the translator can act as a cultural double agent, working to the advantage of both cultures.

Background: Researchers have always been interested in the focus of attention and the quiet eye. However, the effect of distance of attentional strategy in different anxiety conditions has remained unclear.Aim: The purpose of this study was to determine the effect of attentional strategies on gaze behavior and the performance of dart throwing in novices under anxiety conditions.Materials and Methods: The participants were 42 female, Alzahra University students, aged 18-35 years. Participants with high trait anxiety (score higher than 24) were excluded using the Sports Competition Anxiety Test through a state anxiety questionnaire. Participants were randomly divided into two groups of high and low-trait anxiety. They performed the dart-throwing task counterbalanced in four different attention strategies (distal external attention, proximal external attention, internal attention, and control). The participants in the high-anxiety group were told that if they performed each throw correctly, they would receive a cash prize, and the low-anxiety group performed the throwing without anxiety and any instruction. At the same time as dart throwing, gaze behavior data was recorded with an eye tracker device. After the anxiety manipulation, the individual's anxiety was measured with Competitive State Anxiety Inventory-2.Results: The results showed that the low-anxiety group performed better than the high-anxiety group (P=0.01). Also, external attention had a lower radial error in both high and low-anxiety groups. No significant difference was found in the average duration and number of fixations between different attentional strategies and groups. The comparison of the mean showed that in the low anxiety group, the fixation duration in the external attention strategy was longer, and in the high anxiety group, the fixation duration in the external attention and control strategies was longer than other strategies.Conclusion: The present study supported the preplanning hypothesis, attentional control theory, and inhibition hypothesis, but was inconsistent with the restricted action hypothesis. These results showed the importance of the effect of anxiety on gaze behavior and performance in directing future research.

This meta-analysis provides a comprehensive evaluation of research studies on computerized dynamic assessment (C-DA) in English language teaching and learning, addressing the need for a systematic overview in light of recent technological advancements. A systematic search across three databases (ERIC, Web of Science, and Scopus) initially identified 2807 articles, with 22 C-DA studies meeting the inclusion criteria after screening. Findings reveal that C-DA significantly enhances language learning outcomes, particularly in reading and listening and writing skills, with large effect sizes reported across multiple studies. Interventionist approaches and quasi-experimental designs were most commonly used, reinforcing the strong impact of mediation on bridging learners' actual and potential performance. While C-DA demonstrated substantial improvements in skill-based outcomes, its effects on affective factors like anxiety and intrinsic motivation were more modest. These findings highlight C-DA’s potential as a transformative tool in language assessment and instruction, particularly when mediation is tailored to learners' needs. However, integrating C-DA with complementary strategies may be necessary to address psychological and motivational factors.