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Open Access Article
1 - Culture-Specific Items in the English into Persian Translation of Inferno: Applying the Classification of Vinay and Darbelnet
Seyed Sahameddin Seyed Mohsen Mahshad TasnimiThere have always been problems translating culture-specific items because of the differences between the source and target language cultures. For example, differences exist between languages regarding religions, rituals, clothes, food, and communication norms, though s MoreThere have always been problems translating culture-specific items because of the differences between the source and target language cultures. For example, differences exist between languages regarding religions, rituals, clothes, food, and communication norms, though some cultures may be extremely close. The present study aimed to examine the strategies used to translate the culture-specific items in the novel “Inferno” (Brown, 2013) from English into Persian by the Iranian translator Manizhe Jalali (2013). The data was first extracted from the source text based on Newmark’s (1988) and Aixela’s (1996) theoretical models. Then, Vinay and Darbelnet’s classification (1958) was applied to find the strategies used by the translator to render culture-specific items. To achieve the study's goal, the researcher extracted 1000 culture-specific items from the novel “Inferno.” The Persian translations of these items were studied using a corpus-based and descriptive design to recognize the equivalents chosen by the translator. The content analysis results indicated that the translator used 12 different types of strategies: borrowing, literal translation, adaptation, explicitation, generalization, amplification, transposition, calque, particularization, reduction, equivalence, and implicitation. The results also showed that borrowing, literal translation, and amplification were the most prevailing and frequently applied translation procedures, while equivalence, particularization, implicitation, and transposition were the least frequently utilized ones. It was also found that no modulation strategy was used regarding culture-specific items in the translation of the novel “Inferno” from English into Persian. The results of this study are helpful for general readers, translators, and translation teachers to select the more appropriate translation strategies, which results in a better understanding of literary books. Manuscript profile -
Open Access Article
2 - Experienced and Novice Teachers’ Cognitive Construction of the Noticing Concept in Language Teaching
زهرا زرگران Mohammad Khatib Parviz Birjandi Massood YazdanimoghaddamThe language teaching literature has developed a myriad of compelling evidence to impress the need of attention to language form; yet, this solid knowledge is not inclusive of teachers’ perception of noticing in teaching language form. Accordingly, teachers’ MoreThe language teaching literature has developed a myriad of compelling evidence to impress the need of attention to language form; yet, this solid knowledge is not inclusive of teachers’ perception of noticing in teaching language form. Accordingly, teachers’ cognition in conceptualizing noticing concept was the main aim of this research. The study was also tried to find out teachers’ experience tenor in conceptualizing noticing. For this purpose, a noticing concept inventory (NCI) was developed. A total sample of 689 male and female English teachers was assigned to the study through two phases of factor analysis. Subsequently, 60 teachers responded to the NCI. The empirical findings from the first phase of the study revealed seven noticing constructs, namely 1) Pedagogical effect, 2) Learners’ characteristics, 3) Type of input, 4) Skill type, 5) Task type, 6) Time, and 7) Measurement. In the second phase of the study, the result showed that teaching experience is assigned as a dividing line between experienced and inexperienced teachers in the conceptualization of noticing in teaching. Manuscript profile -
Open Access Article
3 - Margaret Atwood Demarcated Posthuman World
مژگان آبشاویThe present study tries to analyze Atwood’s MaddAddam trilogy in the light of Donna Haraway's “cyborg theory.” Atwood chooses the term “speculative fiction” for her trilogy to speculate the process of identity transformation as a result of MoreThe present study tries to analyze Atwood’s MaddAddam trilogy in the light of Donna Haraway's “cyborg theory.” Atwood chooses the term “speculative fiction” for her trilogy to speculate the process of identity transformation as a result of scientific and technological developments. She aims to warn people against technological developments and economic practices that lead to environmental degradation. The trilogy reveals humanity’s organic connections with nonhuman beings through interspecies gene-splicing and the ensuing hybridity. Here the posthuman as the inevitable outcome of the amalgamation of humanity and technology appears. One of the main pillars of posthuman thought is the use of technology as a means to ameliorate human life by helping overcome the flaws and limitations of the biological body. Atwood's fictional world can be argued to manifest what Haraway explains as the “cyborg theory.” Haraway holds that cyborgs are “hybrids of machine and organism” and their mechanical and organic components are inseparable. Therefore, Haraway's cyborg is a possible figure of new human beings as creatures of social reality. Haraway's theory is clearly present in Atwood's trilogy since the strange hybrid creatures in the novels are the same as Haraway’s cyborgs, and the world portrayed in these stories is a world with extremely advanced technology and progressive projects. Manuscript profile -
Open Access Article
4 - Comparing Explicit Oral and Written Corrective Feedback to Boost Learners’ Grammar
Jafar Izadpanah فیروز صدیقی Leila AkbarpourThis study aimed to determine the effectiveness of explicit oral and explicit written corrective feedback on Iranian EFL learners’ correction of grammatical structures and their attitudes towards C.F.. For this to achieve, the performance of the learners as a resu MoreThis study aimed to determine the effectiveness of explicit oral and explicit written corrective feedback on Iranian EFL learners’ correction of grammatical structures and their attitudes towards C.F.. For this to achieve, the performance of the learners as a result of two types of feedback, namely, Explicit Oral Feedback (EOF) and Explicit Written Feedback (EWF) in the form of metalinguistic feedback (error code and explanation), was studied. Sixty homogeneous Iranian EFL female high school students were randomly assigned to oral and written experimental groups. Afterwards, a grammar test was administered to see the effect of the two types of corrective feedback. The statistical techniques employed to measure such effects were a series of independent paired samples t-tests to analyze the data. The results indicated a significant impact of EOF and EWF groups on correcting grammatical structures, although the EOF outperformed the EWF group.Semi-structured interviews were also conducted with five randomly selected students from each experimental group to check their attitudes about the corrective feedback they had received. The students considered EOF more beneficial than EWF.Implications of using these kinds of feedback in EFL classes and avenues for further research are discussed. Manuscript profile -
Open Access Article
5 - The Lyotardian Question of Linkage in Martin Amis’ The Information
Ali Jamali Nesari Shahram Walidi Hiwa WeisiAt the heart of freedom, justice, politics, power, and the differend in Lyotard’s philosophy lies the question of linkage, a creative tackling of which makes the real difference since it is the space in which phrases, discourse regimens, and finally metanarratives MoreAt the heart of freedom, justice, politics, power, and the differend in Lyotard’s philosophy lies the question of linkage, a creative tackling of which makes the real difference since it is the space in which phrases, discourse regimens, and finally metanarratives form to give power a chance to be both exerted and resisted. In The Information, Martin Amis makes novel choices of phrases and also of the way he links them together so that new implications come to the fore concerning interpersonal power relations on a small scale and metanarratives on a large scale whose determination is the main objective of this library-based study which can boast of a question few studies, if any, have posed so far and also of a novelty apparent in its detailed, palpable depiction of simple, single events like taking a photo or travelling by air to the status of a little narrative that challenges such metanarratives as Marxism and capitalism. The story of two authors as rivals stands at the heart of Amis’ novel, working as a link that relates micro-components to macro-structures to show how a single move at a local level can disturb titanic structures and also how the position of such enormous structures leaves its definite footprints on the tiniest local components. Manuscript profile -
Open Access Article
6 - EFL Learners’ Production of Relative Clause Structure: Evidence from Priming Effect
Parinaz Khayatan Ahmadreza Lotfi بهرام هادیانPriming has become increasingly prevalent in applied linguistics and has recently been used in language teaching, being considered as the speakers’ tendency to reuse the same structure that they encounter in previous discourse on subsequent production. The present MorePriming has become increasingly prevalent in applied linguistics and has recently been used in language teaching, being considered as the speakers’ tendency to reuse the same structure that they encounter in previous discourse on subsequent production. The present research investigated whether priming lead to EFL learners’ possible short- and long-term improvement in producing relative clause (RC) structure. Participants comprised 40 female language learners with an average age of 18-25 years old. They were equally assigned to an experimental group and a control group. The needed data was gathered through a grammatical judgment test and a picture description task. The obtained results revealed that learners’ production descriptively improved shortly after priming intervention and similarly in the long run. However, no significant improvement was inferentially observed in short- and long-term production of relative clause structure. The results were discussed in terms of structural complexity, learners’ current state of knowledge, and their proficiency levels. The findings provide insights on priming as a means of enhancing opportunities for EFL and ESL learners’ grammar production. Manuscript profile -
Open Access Article
7 - Applying Scaffolding Types in Reading Classes: Different Experimental Situations
Noushin Asadipiran Shahram Afraz Seyyed Ayatollah RazmjooThe present mixed-method research has been prepared to probate scaffolding types on EFL learners’ reading ability and reading strategy. To achieve this end, a multiphase design was implemented and the researchers recruited a total number of 80 intermediate student MoreThe present mixed-method research has been prepared to probate scaffolding types on EFL learners’ reading ability and reading strategy. To achieve this end, a multiphase design was implemented and the researchers recruited a total number of 80 intermediate students from Azad University of Bandar Abbas in Iran. The sample was divided into four groups as soft scaffolding group, hard scaffolding group, reciprocal scaffolding group, and virtual scaffolding group. The participants of these groups sat for a pretest of reading comprehension, a posttest of reading comprehension, along a test of reading strategies. In addition, the students’ self-reports and portfolios and the researchers’ observations and notes through filling out the checklists were used. Considering the students’ reading ability development, the results indicated that complex scaffolding enjoyed the highest mean on the posttest of reading. Regarding reading strategies, the findings highlighted that different scaffolding treatments had effects on the development of global, problem solving, and supporting reading strategies among the learners. The hard-scaffolding group had the highest use of reading strategies followed by the virtual scaffolding group. The reciprocal and soft scaffolding groups similarly had less use of reading strategies. Manuscript profile -
Open Access Article
8 - Flipped Task-Based Instruction in Speaking Classes: Learners' Perspectives
Mojdeh Shirvani Ahmad Mohseni Gholam-Reza AbbasianThis study aimed to investigate the impact of flipped task-based instruction (TBI) on EFL learners' speaking skill and attitude towards this mode of instruction. Four intact classes consisting of 60 EFL learners were assigned to control and experimental groups. The data MoreThis study aimed to investigate the impact of flipped task-based instruction (TBI) on EFL learners' speaking skill and attitude towards this mode of instruction. Four intact classes consisting of 60 EFL learners were assigned to control and experimental groups. The data were collected by administering two speaking tests and a questionnaire investigating the participants' beliefs about flipped TBI. The scores of the participants on the two speaking tests were statistically analyzed through an ANCOVA. The results showed that flipped TBI has a positive impact on EFL learners' speaking skill. In addition, the analysis conducted on the participants' scores on the attitude questionnaire revealed that the attitudes of the participants in the experimental groups towards flipped TBI changed positively. The findings of this study can be theoretically and practically employed by EFL teachers and applied linguists. Manuscript profile -
Open Access Article
9 - Using the STAD Model of Instruction to Enhance Learners’ General Achievement and Creativity
َAbolhassan Nazari امید طباطبایی Mohammad Ali Heidari ShahrezaThis study was an endeavor to investigate the impact of Student Team Achievement Divisions (STAD) on Iranian secondary school EFL learners’ overall achievements and creativity. To fulfill the purpose of the study, 142 EFL students were selected based on their perf MoreThis study was an endeavor to investigate the impact of Student Team Achievement Divisions (STAD) on Iranian secondary school EFL learners’ overall achievements and creativity. To fulfill the purpose of the study, 142 EFL students were selected based on their performance on the Oxford Quick Placement Test (OQPT). The students were divided into experimental groups receiving treatment through the STAD model of cooperative learning and the control group devoid of the stated treatment. To recognize the entry behavior pretests were run. The same educational content was taught to both EG and CG during an educational term. To disclose the effect of treatment, a creativity posttest similar to pretest but in reshuffled order in options and items, and also an achievement posttest within the content taught were administered to the students in both groups at the end of the instruction. Furthermore, the mean scores of achievement and creativity tests were compared through an independent samples t-test, and one-way ANCOVA respectively. The outcomes showed the rejection of the both null hypothesis consequently concluding that cooperative learning had a significant effect on the overall achievement of Iranian EFL learners, and creativity. Manuscript profile -
Open Access Article
10 - Using Metacognitive Strategies in Writing Classes
محمدشریف حسینیThe present paper was an endeavor to explore the impact of using metacognitive strategies on EFL learners' writing performance. Also, the learners’ views on the use of these strategies in their classes were assessed. To this end, 40 intermediate learners participa MoreThe present paper was an endeavor to explore the impact of using metacognitive strategies on EFL learners' writing performance. Also, the learners’ views on the use of these strategies in their classes were assessed. To this end, 40 intermediate learners participated in this study. The experimental group included 20 students who underwent metacognitive writing strategies instruction while the control group included 20 students who followed the routine teaching of the writing skill of the language school. All participants sat for the same writing pretest at the outset and the same posttest once the treatment was over. Moreover, a metacognitive writing questionnaire was used to explore the learners’ views toward employing the mentioned strategies. The results indicated that the employment of metacognitive strategy significantly affected the learners’ writing performance. Furthermore, the learners held positive views on the effectiveness of the mentioned strategies regarding planning, monitoring, and evaluating their writing performance, and, among all, monitoring was used mainly by the participants. Manuscript profile -
Open Access Article
11 - Employing Collaborative Strategic Reading in Reading Classes
َAzizeh Chalak Monir TahmasebiCollaborative Strategic Reading (CSR) is a research-based instructional practice in teaching reading comprehension which combines comprehension and cooperative learning. This study investigated the effect of CSR on Iranian high school students’ reading comprehensi MoreCollaborative Strategic Reading (CSR) is a research-based instructional practice in teaching reading comprehension which combines comprehension and cooperative learning. This study investigated the effect of CSR on Iranian high school students’ reading comprehension. Using a quasi-experimental design, 60 female high school students were selected based on their scores on a language proficiency test and were grouped into two experimental and control groups (EG and CG). The CG had its conventional teacher-led context while the EG received CSR as the treatment. Their scores at the onset of the study were collected via a researcher-made comprehension pretest followed by a parallel posttest at the end of the treatment. To analyze the data, independent sample t-tests were run to compare the achievement of the two groups. A semi-structured interview was also conducted to investigate their attitudes toward the employment of CSR. The results showed a significant difference between EG and CG emphasizing the positive role of CSR in improving students’ comprehension. The findings of the interview also showed positive attitudes of the participants and the teacher on the feasibility of the model to help the learners. The results of the study could help material developers in designing more collaborative tasks, activities, assignments, and materials for EFL learners. Manuscript profile -
Open Access Article
12 - Experienced and Novice EFL Teachers’ Adversity Quotient and Their Self-Efficacy: Inspecting the Predictive Capacities
مریم قاسمی فام Mania NosratiniaThis descriptive study primarily sought to investigate the relationship between experienced and novice EFL teachers’ adversity quotient® (AQ®) and self-efficacy and compare the capacity of EFL teachers' AQ® in terms of predicting their self-efficacy am MoreThis descriptive study primarily sought to investigate the relationship between experienced and novice EFL teachers’ adversity quotient® (AQ®) and self-efficacy and compare the capacity of EFL teachers' AQ® in terms of predicting their self-efficacy among the two categories of teaching. Selected through implementing a convenience nonrandom sampling modality, a total of 120 male and female EFL teachers took part in the present study. These participants whose age ranged from 20 to 50 (Mage = 26) were put in two categories of novice and experienced (60 in each group). Stoltz’ (2019) Adversity Quotient Profile® Scale version 10.1 and Tschannen-Moran and Woolfolk Hoy’s (2001) Teacher Sense of Self Efficacy Scale (TSES) were administered online among the participants. Having met the pertinent assumptions, two parametric tests, i.e. Pearson’s correlation coefficient and linear regression, were employed to analyze the collected data. The obtained results revealed that there is a positive significant correlation between novice and experienced EFL teachers’ AQ® and self-efficacy. Furthermore, both novice and experienced EFL teachers’ AQ® was a significant predictor of their self- efficacy. The study concludes with a number of implications for EFL teachers and teacher trainers. Manuscript profile
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