The pivotal role of English language textbook in language pedagogy is widely recognized by language teachers in various ESL and EFL contexts. As for the Iranian EFL context, English learners usually face tremendous difficulty in attaining EGP due to the traditional reliance on old approaches in designing course-books and generally out-dated teaching methodologies. To fulfill this gap, a new course-book, based on a communicative approach, was introduced for the seventh grade in public high schools in Iran during the academic year 2013-2014. The present research, aims at evaluating this new English course-book. Specifically, it attempts to investigate the effectiveness of the course-book from the students’ and teachers’ perspective. Data was obtained through a 50-item five-point Likert Scale questionnaires. In the researcher’s assessment, these Mean values clearly signify that the majority of participants were not satisfied with the overall efficacy of the reviewed features of the textbook. This calls for revision of the current coursebook. The findings of the present research, reflecting the assessed and analyzed views of both students and teachers, could serve the interests of textbook designers and policy makers. تفاصيل المقالة

Having in mind the high level of challenge in writing as a foreign language, this research provided Iranian EFL learners with audiovisual feedbacks as an alternative of common written feedback and focused on its’ meaningfulness in order to provide an incentive medium for the participants and increase their moti-vation. One hundred young adult female learners in addition to six English language teachers took part in this study. The data was gathered through opinionnaires, interviews and learner’s composition papers and the triangulation method was used to analyze the data. The findings indicate that audiovisual meaning-focused feedbacks are not only effective in increasing the learners’ motivation to write but also have the ability to change the negative view of the learners towards writing which can help learners further their efforts in also achieving educational progress in English. تفاصيل المقالة

Translation of a literary text is a difficult task, for understanding literature requires knowledge of various linguistic levels of a literary text in addition to strategies and methods of translation. To this should still be added cognitive-based translation training which helps practitioners preserve the aesthetic aspects of a literary text. Focusing on short story as a genre with both oral and written literary features, the researchers have attempted here to clarify the position of a literary text on the one hand, and the intricacies of its translation on the second. The body of discussion generally captures five distinct levels of analysis, i.e. the linguistic level, the literary level, the symbols-in-art level, the cognitive level, and the level of analyz- ing the relationship between literary language, semiosis, cognition, and creativity (the art-symbol level), and the features pertaining to each level, which draw the route-map of translation. In addition, translation is also seen as a tool, among other factors, for introducing the short story genre into Persian literature. تفاصيل المقالة

The present study aimed to shed light upon the differences of social practice of Persian translations of The Girl You Left Behind written by Jojo Moyes (2012) with original text in English based on Fairclough's (1995) model. In this regard, through a careful analysis of the source and target texts, English social prac- tice instances were selected along with their Persian equivalents as the corpora of the study to investigate the differences between the grammatical and lexical features of the social practices. The English and Per- sian social practices were analyzed and compared in accordance with Fairclough's (1995) framework. The results showed that the translators manipulated the social practice of the target texts by exercising their ideologies through applying their grammatical and lexical choices that led to ideological manipulation in the translations. In addition, the results revealed that autonomous creation has been the most frequently observed strategy, which can be interpreted as the common tendency among translators to resort to creat- ing an equivalent. تفاصيل المقالة