The Effects of Implementing Summative Assessment, Formative Assessment and Dynamic Assessment on Iranian EFL Learners’ Listening Ability and Listening Strategy Use
الموضوعات : نشریه زبان و ترجمه
Davood Ghahremani
1
(Islamic Azad University, Science and Research Branch, Tehran, Iran)
الکلمات المفتاحية: Summative assessment, Formative Assessment, Dynamic Assessment, Listening Strategy Use,
ملخص المقالة :
Every society has its own culture, values, and ideology. Translations convey the meaning as well as cultural and ideological values, beliefs, ideas and norms from source culture to target culture. One type of translation which nowadays is popular among people, and can attract so many audiences in different ages is Audiovisual Translation (AVT), particularly dubbing. If there is difference between values of source and target culture, it may cause conflict, i.e. some words and sentences in source culture can be used without any problem but they may be considered taboo in the target culture, and the people of target society might avoid using them. If the translator transfers such taboo words and sentences to the target culture, she/he will violate the norms of the society. Therefore, audiovisual translator should be equipped with different strategies in order to tackle such problems in the process of translation. This study attempts to determine the most frequent strategies in dubbing taboo words and sentences in romantic films which have been dubbed from English into Persian within the third decade after the Islamic Revolution in Iran by using Toury’s (1995) framework for classification of norms. This study will also investigate the norms which contribute to dubbing taboos from English into Persian in that period of time.
