درخت حوزه‌های تخصصی

Dans l’univers de la traduction, s’il s’agit de deux langues complètement différentes, ce qui fait tomber le traducteur/la traductrice dans le piège de simplification c’est le choix d’un équivalent équivoque pour un mot polysémique. Ce choix mène le lecteur du texte traduit au malentendu ou bien à la male compréhension. Le but de cette recherche est d’éclairer les orientations linguistiques concernant la traduction de la conjonction or en langue française et percevoir son idée de «la transition» et sa valeur d’«opposition». La partie théorique de cette recherche concerne l’étude des différents sèmes de la conjonction or et leurs sens divers d’après les différents ouvrages grammaticaux. Ensuite, nous vérifions quelques phrases littéraires dans lesquelles cette conjonction a été traduite selon sa valeur d’opposition. En ce qui concerne le résultat de cette recherche, nous indiquons comment le traducteur arrive à traduire la valeur d’opposition de la conjonction or et comment cette traduction conduirait à la perte d’une partie du sens. Cette recherche contrastive et analytique, reliant une question de la grammaire à des concrétisations traductionnelles, essaye de dévoiler la raison pour laquelle cette imprécision à l’égard de cette conjonction est née dans la traduction persane tout en s’approchant des règles syntaxiques des grammairiens du français et du persan.

Recent research has highlighted the fact that explicit focus on language forms including explicit grammar instruction is likely to direct learners’ attention to pertinent grammatical structures and can result in their grammar structure noticing and acquisition. This study examined contextualized the explicit grammar teaching method in school. In this research 160 learners and eight teachers took part. The study was carried out in two different contexts (online and in-person). There were four experimental groups (n=80), and four control groups (n=80). The contextualized explicit grammar teaching method was employed as the treatment for the experimental groups. Contextualized grammar practices were provided using different images, videos, and copies. Explicit grammar exercises were also available at the conclusion of every instructional session. The control groups did not receive the treatment but received implicit grammar instruction instead. A quasi-experimental and a qualitative method were employed. A pre-test, three post-tests, and an unstructured interview were conducted. The data analysis was carried out using SPSS 24 software. The increased performance of the experimental groups on the post-test revealed the effectiveness of the treatment. The unstructured interview uncovered the observed differences between the teachers in teaching contextualized explicit grammar in online versus in-person classes. It was argued that the improvement in learners’ grammar learning in the experimental groups stemmed from the utility of explicit contextualized grammar instruction for empowering them to notice the functions of the examined structures and to relate them to their background knowledge.  The findings of this study can aid teachers in choosing a suitable instructional approach that can assist learners’ accuracy in writing.

Persian lexicography in Anatolia or Asia Minor is a part of prominent linguistic activities that began in the sixth and seventh lunar centuries. According to historical documents, during the Ottoman period, the Persian language was profoundly noticed by Turkish people. It was considered one of the three languages (alsane-ye salase) ​​of the world of science (Turkish-Persian-Arabic) in that territory. The evidence of this claim is the large number of literary and educational works written in Persian in that territory. Among these works, dictionaries form a large group of works aimed at teaching the Persian language. Therefore, studying these dictionaries can help linguists find out language learning facts and know the status of the Persian language among the people of this land. In this article, the dictionaries containing the Persian words, either as the source or as the target language were looked for and reviewed. Most of the approximately 150 dictionaries gathered were in the form of manuscripts kept in Turkish and Iranian libraries. Out of this number, about 89% of the works were original contexts, and the rest were documents of previous studies. The results of this research have been presented statistically both in terms of the content regarding the language, form (prose or verse), purpose, and the subject and historical development. According to the findings, most dictionaries belong to the period of pre-Tanzimat, and the number of prose Persian-Turkish dictionaries was the maximum compared to other forms of dictionaries. Also, the maximum number of verse-formed dictionaries, mostly known as Tuhfe, was written during this period.