Azadeh Fesanghari; Hamid Reza Shaeiri; Mahmoud Reza Gashmardi; Roya Letafati
Abstract
attention of many language education scholars over the past few decades. For these scholars, teaching/learning process is a phenomenon which is formed in the context of society and is controlled by cultural factors and variables, which is the reason why the effects of cultural variables on teaching/learning ...
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attention of many language education scholars over the past few decades. For these scholars, teaching/learning process is a phenomenon which is formed in the context of society and is controlled by cultural factors and variables, which is the reason why the effects of cultural variables on teaching/learning process cannot be overlooked. The current research aims to study the cultural characteristics of Iranian language learners on the one hand, and explore the possibility of changing these cultural characteristics on the other hand. In order to achieve the research goals and find an efficient, practical pattern in French language teaching/learning process. More specifically, this article examines the effects of employing a network thinking approach on the learning culture of Iranian language learners through Hofstede’s cultural dimensions theory. This research was conducted on 48 undergraduate students of French Language and Literature at Hakim Sabzevari University in the academic year of 2018-2019 using a quasi-experimental method. To examine the elements of learning culture among students, a self-administered questionnaire based on Hofstede’s cultural dimensions was used. The results showed a statistically significant difference in power distance, individualism/ collectivism, masculinity/ femininity, and long-term orientation/short-term orientation and indicated no statistically significant difference in uncertainty avoidance between treatment and control groups. Nonetheless, the research findings suggested that using the network thinking approach could significantly affect Hofstede’s cultural dimensions. It was also found that employing this method can pave the way for gradually changing language learners’ learning culture.
Leila Tavakoli; HamidReza Shairi; Ali Rabi; Ali Karimi Firuzjani
Abstract
Each translator directs his/her translation choices based on vocabulary substitution and coherence of grammatical structures and by taking into account what intentions the source text holds and the importance of the target culture. Given the fact that the translator is under the influence of an interpolation ...
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Each translator directs his/her translation choices based on vocabulary substitution and coherence of grammatical structures and by taking into account what intentions the source text holds and the importance of the target culture. Given the fact that the translator is under the influence of an interpolation space between source and target languages, the semantic approach was employed to analyze the process of meaning transfer. Given the semiotic definition of translation, which is understood as an intercultural and intertextual relationship, the purpose of the present study is to show that in the translation of The Prophet, the work by Gibran Khalil Gibran’s work, which was translated by Hossein Elahi Qomshei, the culture of both source and target languages play a role, following two converging and diverging semantic systems. The function of the converging semantic system is to preserve the cultural morph of the source text, and the function of the divergent semantic system is to create intercultural anomalies. The question is, however, how cultural elements could facilitate the transfer of meaning within the framework of a discursive value in the abovementioned translation. The novelty of this study lies on the fact that it studied the cross-cultural elements in this translation from the perspective of the semantic sign.
Hamid Reza Shairi; Babak Ashtari
Abstract
Translation is an active process in which a meaning is transferred from a source to a target language. During this process, meaning must have accordance with two main semantic sub-systems: signification and evaluation. Signification is related to a signified unit of a linguistic sign and its encompassing ...
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Translation is an active process in which a meaning is transferred from a source to a target language. During this process, meaning must have accordance with two main semantic sub-systems: signification and evaluation. Signification is related to a signified unit of a linguistic sign and its encompassing properties known as seme. However, evaluation includes a range of different actualizations from more tangible referential properties to the most abstract ones. In this research, which is specially marked for its concentration on semantic features and their relationship with evaluation attributes (or values), we will have a look on afferent and inherent semantic features, notions first used by Rastier, and considering the inborn interculturality of translation, we will establish an explanation, in a semantic framework, about meaning-making process and its variations in practice. In this regard, we assume that inherent features satisfy initial needs of translation while afferent properties are for answering its essential needs. Yet evaluation systems and semantic values can always interfere with the discourse meaning-making process during translation and break the boundaries of semantics. The purpose of the present article is to provide an analysis of the semantic features and their status in translation studies based on textual values and evaluation systems of the target language and its culture.
