This study attempted to systematically inspect the impact of direct and indirect corrective feedbacks on the writing ability of EFL learners when using product/process based instructions. To do so, 110 female EFL learners, between the ages of 15 and 18, were randomly assigned into four experimental groups to receive four different kinds of treatments, namely product-based instruction with direct feedback, product-based instruction with indirect feedback, process-based instruction with direct feedback, and process-based instruction with indirect feedback. The treatment took 10 sessions. Analyzing the results of the two writing tests (pretest and posttest) showed that direct feedback had significant effects on EFL learners' writing in process-based instruction and product-based instruction but indirect feedback failed to show any significant effect on EFL learners' writing in both process-based instruction and product-based instruction. The results also indicated that direct feedback had significantly better impact on EFL learners writing in the process-based instruction than product-based one. پرونده مقاله

The present research probed the sociocultural challenging variables which may affect EFL learners’ identity formation during their language studies in an Iranian context. A thorough analysis of the literature encompassing EFL teachers’ opinions and EFL coursebook analyses was performed to develop a comprehensive view of the recognized sociocultural domains and variables. Furthermore, an open-ended questionnaire was designed and distributed among 50 adolescent male and female EFL learners at the age range of 13-21 years (M=16) as Erickson’s identity confusion stage to identify the newest sociocultural challenging variables in the present Iranian context. The result of the research led to compilation of a Sociocultural Variables Inventory presenting an extended range of variables operating in the context of Iranian EFL learners’ identity formation. The inventory could act as a basis for research in the fields of TEFL, sociolinguistics, cultural studies, and further interdisciplinary research. پرونده مقاله

This study investigated how the main linguistic traits of stream of consciousness novels are realized in Persian translations and also the frequency of translation strategies used by translators. Accordingly, a restricted set of linguistic parameters which Totò (2014) asserts can show the stream of thought of character(s), is chosen including punctuation, exclamatory utterances, interjections, and lexical repetitions. The corpus of the study is composed of 288 pages drawn from two famous stream of consciousness novels and their corresponding Persian translations: Woolf’s Mrs. Dalloway and its translations by Darioush (1993),Keyhan (2008) and Taheri (2009) and Joyce’s A Portrait of the Artist as a Young Man and its translations by Darioush (1991 ), Badiee (2001), and Alijanpour (2015). Also, to classify the translational choices regarding each linguistic element, Delabastita (1993)’s classification of translational strategies was used. The final results indicated that despite certain losses of linguistic features caused by omissions or other linguistic choices (such as using non-identical translations in the case of lexical-repetition translation), all five translators have successfully conveyed at least more than half of the mentioned features in their translations. پرونده مقاله