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Open Access Article
1 - The Legacy of Postmodernism: The Heightened Power of Lexicon over Syntax
بهروز عزبدفتریThis paper is composed of three parts: part one deals with the trends of language study, the interest of philosophers in determining the meanings of ʻ meaning ʼ, sentential meaning versus pragmatic meaning, and the powerful role of words in conducting social affairs, wi MoreThis paper is composed of three parts: part one deals with the trends of language study, the interest of philosophers in determining the meanings of ʻ meaning ʼ, sentential meaning versus pragmatic meaning, and the powerful role of words in conducting social affairs, wielding political leverage, and expressing imagistic fancies in poetry. The second part, drawing on Vygotsky’s (1973) views, seeks the genetic roots of thought and speech. The third part focuses on a discussion regarding external speech, egocentric speech, and inner speech. This part also highlights differences between Vygotsky’s view and Piagetʼs view regarding the nature and functions of these parts of speech. Manuscript profile -
Open Access Article
2 - On the Relationship Between Foreign Language Classroom Anxiety and English Achievement
فرهاد قربان دردی نژادThe aim of this study was to examine the relationship between foreign language classroom anxiety and English language achievement among high school third-graders. A sample of 239 students (110 males and 129 females) was assessed for their levels of foreign language anxi MoreThe aim of this study was to examine the relationship between foreign language classroom anxiety and English language achievement among high school third-graders. A sample of 239 students (110 males and 129 females) was assessed for their levels of foreign language anxiety using FLCAS. Participants’ scores on their final English test were also used as the measure of their English achievement. The results revealed foreign language classroom anxiety significantly and negatively correlated with English achievement. Implications for both teachers and learners and suggestions for further research are provided. Manuscript profile -
Open Access Article
3 - The Effect of Output on Subsequent Input in EFL Contexts
مینا کاظم زاده سعید تاکیThis study sought to investigate the effect of output processing on subsequent input processing. To this end, a recall task was used to measure the effect of output on subsequent input processing. The participants were selected from learners of English as a foreign lang MoreThis study sought to investigate the effect of output processing on subsequent input processing. To this end, a recall task was used to measure the effect of output on subsequent input processing. The participants were selected from learners of English as a foreign language (EFL). They were homogeneous in terms of their language proficiency. The participants were assigned to two treatment groups: one output and one non-output. The output group went through three phases beginning with writing a story in English based on four cartoon pictures. Then, they read a model story describing these cartoon pictures. Finally, they were asked to recall the story in as much detail as possible. While the non-output group went through only the last two steps (input and recall). The results showed that when the participants produced the output and then received the input, they could recall the subsequent input better. Manuscript profile -
Open Access Article
4 - A Comparative Study of Translation Quality as Done by Bilinguals and Trilinguals: A Case Study of Persian Bilingual and Kurdish Trilingual Translation Students of English in Iran
شیما مومنی اکبر افقریIndividual case studies by linguists have concluded that early bilingualism is advantageous to children’s cognitive and linguistic development. Also, the existence of more than two languages in the brain suggests that multilinguals enhance cognitive control when c MoreIndividual case studies by linguists have concluded that early bilingualism is advantageous to children’s cognitive and linguistic development. Also, the existence of more than two languages in the brain suggests that multilinguals enhance cognitive control when compared to bilinguals. Accordingly, this study examined the differential roles of bilingualism and trilingualism (multilingualism) on the quality of translation. Participants were 48 BA students of translation. In order to homogenize them in terms of English language proficiency, Oxford Placement Test was administered. The participants were asked to translate 30 sentences from English into Persian. After collecting the participant’s translations, three raters evaluated the quality of their translations. The results revealed that the performance of the trilinguals on the translation was significantly higher than that for the bilinguals. Moreover, the correlation between trilingualism and the quality of translation was higher than the correlation between bilingualism and the quality of translation. Manuscript profile -
Open Access Article
5 - EFL Reading Comprehension Questions in Iranian High School Books: A Critical Thinking Perspective
زهرا شارقی مجتبی مطلبی کیاIn line with the studies in EFL/ESL contexts confirming the positive relationship between critical thinking ability and reading comprehension, this study intended to investigate how frequently critical thinking was used in the questions of EFL reading comprehension in I MoreIn line with the studies in EFL/ESL contexts confirming the positive relationship between critical thinking ability and reading comprehension, this study intended to investigate how frequently critical thinking was used in the questions of EFL reading comprehension in Iranian high school books. To this end, Critical Reading Questions (CRQs), Vocabulary in Context (VIC), Literal Comprehension (LC), and Extended Reasoning (ER) were identified. The focus of the study was on ER questions, which lead to critical thinking. The reason was that the crucial problem of the students lies in textually implicit information in the texts. To classify the questions for CRQs, Petersonʼs (2008) model was employed, and to specify critical thinking question types, a framework proposed by Academic Skills Unit (2008) was used as reference. To collect the data, the researchers identified the total percentages and frequencies of questions related to the passages in English Books I, II, III, and Pre-University. The findings revealed very little attention to critical thinking within the objectives of the questions of Books I, II, and III. Fortunately, the Pre-University book could be helpful to provide the students with fruitful exercises which fostered the application of ER questions. This study highlights the need for raising researchers' and teachersʼ awareness of ER-based reading comprehension questions. Manuscript profile -
Open Access Article
6 - Most and Least Difficult Persian Tense Structure: Mozare' in L1-L2/L2-L1 Translation Processes
افروز شهامت نژاد غلامعباس زواریThe intrinsic attraction of translation with the aim of discovering and transferring meaning, on the one hand, and the oceanic complexity of language, on the other hand, have added impetus to the momentum of translation studies. One obvious area is the set of ubiquitous MoreThe intrinsic attraction of translation with the aim of discovering and transferring meaning, on the one hand, and the oceanic complexity of language, on the other hand, have added impetus to the momentum of translation studies. One obvious area is the set of ubiquitous concepts realized in given structures. An instance is the Persian (L1) tense structure ʻmozareʼ with five concepts expressed in their corresponding English (L2) structures. Specifically, this study sought to answer how L1-L2/L2-L1 translations of ʻmozareʼ would be done in terms of processing time needed. To answer the above question, 50 English translation (fe)male undergraduates, at Islamic Azad University of Isfahan (Khorasgan) were, first, screened out to 23 on a restricted PBT TOEFL and, then, tested via a test involving both L1-L2 and L2-L1 translations of mozare concepts. Findings indicated that in L2-L1 translation, the translation of simple present into mozare took longest, that is, was most difficult, whereas in L1-L2 translation, the translation of mozare into present perfect took longest, that is, was most difficult. Pedagogically speaking, findings could be used for both language translator and language teacher trainer programs. Moreover, the research could be replicated for other similar high-frequency multiple-concept structures. Manuscript profile
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