Ali Abbasi
Abstract
The purpose of this article is to show the creation of sense and the relation between reflection and narrative function in the novel “stranger” by Albert Camus. While studying the structure of this narration, we try to surpass the surface and penetrate the deepest layers of the text, in order ...
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The purpose of this article is to show the creation of sense and the relation between reflection and narrative function in the novel “stranger” by Albert Camus. While studying the structure of this narration, we try to surpass the surface and penetrate the deepest layers of the text, in order to find, not only the meaningful surface structures but also the ones beyond the text. As a reason, we believe that these inner structures contain signification, and these deep structural connections can also create the sense.We believe that there is a direct relationship between narrator and narrative structure; in another words the narrator’s reflection has determined the narrative structure in this novel. Death has a very important place in the nihilism of Camus, and basically this nihilism happens when man feels a distance between self and self (self strangeness), self and others (stranger among others) and self and the universe. As a result, distance and separation are the main reason for this feeling; and that is why the initial, central and terminal part of this narration commences, continues and terminates with the act of death. ?
Zhila Ghaemi; Reza Pishghadam
Abstract
1. IntroductionThe importance of writing as a complex skill in applied linguistics has drawn the attention of many researchers to evaluating textbooks in order to help learners gain self-sufficiency and autonomy in the field of language use and communication. Investigations have shown that developments ...
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1. IntroductionThe importance of writing as a complex skill in applied linguistics has drawn the attention of many researchers to evaluating textbooks in order to help learners gain self-sufficiency and autonomy in the field of language use and communication. Investigations have shown that developments in textbook evaluation can promote the quality of pedagogies and consequently, the quality of learning. Silva and Matsuda (2002) support the idea that writing, as part of applied linguistics, is a way of communication. It is the product of creative, dynamic learning process that spirals naturally upward, and outward toward limitless possibilities, as it is fostered by examples over time (John-Steiner, 1985). It is clear that this complex skill requires support from a rich qualitative pedagogical curriculum based on a process-based approach, which involves students in planning, drafting, revising, and editing (Seow, 1995). Investigations have shown that developments in the textbook evaluation can increase the quality of learning (e.g., Richards & Renandya, 2002; Tompkins, 1990; Zamel, 1982). To simplify the complexity of the writing skill, the teachers' role is salient both as the interpreters of materials and as the one who teaches the principles of writing. According to Zamel (1982), many teachers usually do not evaluate student’s compositions based on the crucial principles of writing. Instead, they present writing as something which has always existed and needs to be developed by practice.Therefore, careful attention to the quality of the content is particularly important. There seem to be problems in the content, the order of the lessons, and the teaching approach in Persian writing textbooks, compared to the ones used for teaching English writing.2. MethodologyThis study was set out as a qualitative one. It attempted to analyze, first, the content of junior high and high school Persian textbooks and the EFL writing textbooks currently being taught at universities. It compared them with each other following three directions, namely subject matter frequencies, subject matter order, and teaching approach to writing. In fact, the study was set out to answer two research questions: “How do Persian textbooks present writing skill?” and “How do EFL textbooks present writing skill?”.3. DiscussionThe results of this study showed that the percentage and frequency of subject matters and pedagogical points related to writing in Persian textbooks are high, yet limited to a form of 'short notice' at junior high school. Although the writing lessons in high school textbooks are in an expanded lesson frame, they are still in the form of definitions or outlines as if they are just for exam purpose or for memorization. This is in opposition to theories of cognitive and conceptual learning (Ausubel, 1963). The results of the second phase of this study presented information that indicated how logically the subjects related to writing were set and organized in EFL textbooks and if they were organized based on the capability of the learner. The results revealed that lessons in EFL textbooks such as 'Writing with confidence' (Meyers, 2006; 2009) follow a logical order. A comparative study between the two systems (Persian and EFL textbooks) showed that EFL writing textbooks were much more carefully organized and designed. The topics in these course books were ordered from easy to difficult in teaching writing. They were written according to an organized pedagogical syllabus, which met learners’ needs and ability. Actually, reminding learners of the principles of writing made the writing process more effective. In contrast to EFL writing textbooks, there was no logical continuity in the order of lessons in Persian textbooks. It seems that Persian textbooks do not follow a logical order to present the relevant subjects and as a result, the topics and their order do not fit the capability of students. The results of the third phase of the study revealed that EFL textbooks emanate process-based approach whereas Persian textbooks implement the product-based approach. All in all, comparing the course books revealed that Persian textbooks do not deal with principles of writing comprehensively.4. ConclusionThe current study sought to compare EFL writing textbooks with Persian junior high and high school writing course books. The results revealed that there were differences in subject frequencies, the order of lessons presented, and the teaching approach. The results have implications for textbook writers. They can make modifications to the development of Persian textbooks. Reviewing the course books could lead to the students’ mastery of Persian written system as, among all factors that affect learning the writing skill, textbooks form one of the most important factors.
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.
Fatemeh Mohaghegh Mahjoobi; Reza Pishghadam; Azar Hoseini Fatemi
Abstract
1. IntroductionCultural infrastructure in adopting appropriate teaching and learning methods in EFL classes is crucial. The meaning of silence is culture-bound and cultural guidelines govern when and why one employs silence. Learning to speak and write in English in Iranian EFL classrooms seems to be ...
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1. IntroductionCultural infrastructure in adopting appropriate teaching and learning methods in EFL classes is crucial. The meaning of silence is culture-bound and cultural guidelines govern when and why one employs silence. Learning to speak and write in English in Iranian EFL classrooms seems to be a process of challenging one’s values. Iranian EFL learners, with a “silence is gold” mentality and accustomed to a dialectic approach in education tradition, experience a totally new atmosphere in English classes including discussions and interaction with their teachers and peers. Thus, diversity of views in educational practices underscores the necessity of understanding the meanings of silence that are common in a given socio-cultural context such as Iran. Also, the relevance of silence meanings to educational practices in Iranian EFL classrooms can assist language learners to gain the most from their EFL classroom and can improve their speaking and writing skills.In Iran, parts of these cultural guidelines come from educational literature, religious teaching and every day culture in a society.2. MethodologyThe present study aimed at uncovering the underlying assumptions about silence in Persian culture within the framework of Hofstede’s(1991) and Hall’s (1976) theories as well as relevance theory (Sperber & Wilson, 1986, 1995) through content analysis. Multiple data collection sources (proverbs, literary and religious texts) were utilized both to provide in-depth information and to increase the validity of the findings. Consults with experts in the field of Persian literature and theology provided a basis for developing the scope and orientation of the research.Didactic literature including poetry and prose on silence was garnered in chronological order during the period of the 4th to the current century. The unabridged dictionary of Persian proverbs (Dahgan, 1383) and ten thousand Persian proverbs (Shakoori Rad, 1382) were selected to draw the proverbs on silence.Religious texts on silence, i.e., Quranic verses and Hadiths by the Prophet Muhammad, Imam Ali and other Imams were obtained respectively from Akhlagh dar Quran (Makarem shirazi, 1378), Nahjolbalaghe (Dashti, 1379), and Nahjolfesahe (Payandeh, 1383).The data collection resulted in a corpus of 600 verses and prose, 250 proverbs as well as 180 verses and Hadiths. Themes that emerged from the coding were analyzed using the software program Nvivo8. The data collection continued until saturation was achieved. Thus, concepts which were closely linked in meaning were formed into categories and categories with similar meanings, in turn, were brought together into a theme. Overall, 13 categories emerged. Then the categories were revised, modified and later collapsed into seven themes.3. DiscussionHighlights of the findings are as follows. The literary texts and proverbs take precedence firstly over intellectual and next over moral functions of silence while the priority in religious texts is first on the moral and next on the intellectual function of silence.The intellectual function of silence drawn from literary texts highlights its role not only in saving one’s face and saving one’s life but also in saving others’ face and saving others’ lives. It seems that in a collectivist culture such as Iran, it is important to maintain unity and harmony. Intellectual function drawn from religious texts serves to protect Muslims “in situations where there is overwhelming danger of loss of life or property and where no danger to religion would occur thereby” (Mo’men, 1985, p. 102). Promoting silence in literary texts related to moral function of silence is under the influence of religious teachings. This function places emphasis on promoting piety and salvation. According to the religious texts, the dangers and harms of tongue are many and there is no rescue from them except silence. Hence, moral function of silence (guarding one’s tongue), on one hand leads to personal self-improvement and salvation and on the other hand, leads to society prosperity by sustaining consensus and avoiding conflicts.4. ConclusionThe results reveal that silence majorly has intellectual and moral functions in Iranian culture. Therefore, it can provide a clearer picture of Iranian culture. The findings of this study provide a detailed and localized understanding of the assumptions of silence which seems necessary to the process of teaching and learning English.
Mehrnoosh Fakharzadeh; Malihe Amini
Abstract
The international circulation of translation has a core-periphery structure, where literary texts travel mostly from the core to the periphery. The unequal literary translation flows between linguistic groups result from the position a linguisitc group occupies at world level. While various studies have ...
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The international circulation of translation has a core-periphery structure, where literary texts travel mostly from the core to the periphery. The unequal literary translation flows between linguistic groups result from the position a linguisitc group occupies at world level. While various studies have attempted to examine this unequal flow of translation from the central languages to the peripheral ones, few have dealt with the flows in the opposite direction. This study aimed to examine the literary translation flow from Persian to Russian as a semi-central language with a time series approach. This approach is sophisticated enough to reveal hidden patterns in a timed series of data. The data which were derived from the Index Translationum produced by UNESCO, were related to a time span of 30 years, starting in 1979 and ending in 2010. The total number of books translated from Persian to Russian was about 210. Time series analysis revealed a general downward trend in the number of books translated from Persian to Russian over the time span. Another downward trend was found in 1990s, and a cyclical component emerged between 2003 and 2009. A decline in the cultural relations between two countries as a result of the Iranian Revolution and adopting an anti-imperialism view towards Russia, the dissolution of the Soviet Union in 1991 with its socioeconomic consequences, the revival of the Russian literary tradition, and having access to the Western literary movements could be responsible for the downward trends in the data. The cyclical pattern can be attributed to Russia’s Eurasian perspective in the late 1990s and also the constructive diplomatic relations with other states during the presidency of Khatami.
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.
Mohammad Reza Farsian; Mahshid Jafarzadeh
Abstract
1. IntroductionGustave Flaubert, the leader of realism and the modern novel, is an influential French novelist. It should be noted that the careful attention in choosing the words distinguishes his style from other writers. His biggest concern in life is social problems. His masterpiece Madame Bovary ...
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1. IntroductionGustave Flaubert, the leader of realism and the modern novel, is an influential French novelist. It should be noted that the careful attention in choosing the words distinguishes his style from other writers. His biggest concern in life is social problems. His masterpiece Madame Bovary is a novel which influences many famous romans. Although some of his works have been translated into Persian, these works have been translated again and again which means his works have the important place in Persian literature. This article will attempt to examine the position of the author, his work, and his influence on Persian writers and their styles.2. Theoretical FrameworkGustave Flaubert is are a list, social and political writer. Flaubert loved literature when he was a young boy. He started writing and created some books that became masterpieces. These were often fanciful stories with the theme of autobiography (autobiography) (i.e. Asmar[Smarh]). His interest in writing history was influenced by his teacher in high school. He went to Paris to study legal rights after completing high school at the age of 18. Death of his father, sister, and his passionate love of Mrs. Eliza Schlesinger (Elisa Schlésinger) influenced his esprit because he did not forget it. That is why his novels are the mirror of his life. Elisa Schlesinger inspired works such as Diary of a madman (Mémoires d'un Fou) (which depicts mystical love), November (Novembre) (which tells the love of land and physical love), and Sentimental Education (L'Éducation sentimentale). He always detested the bourgeois class. He attacked bourgeois type with the character of Homais (Homais) in Madame Bovary (Madame Bovary).The collection of his works can be divided into three categories: the first category is anti quityi son which Salammbô (Salammbô) and Hrvdya (Hérodias) reflect. The second category of works of art such as the legend of St. Julian (La légende de Saint Julienl' Hospitalier) and third category is fictional works such as the Temptation of Saint Antoine (La Tentation de Saint Antoine). At first glance, a kind of contradiction is evident in Flaubert’s work; however ,there is one thing in common behind these different works, and that is the beauty of art.Realistic styles, literary arrays, the structure of rich sentences and deep psychological analyzes illustrate the features of his writing. Deep Flaubert’s thoughts influenced the worldview of the other great writers and writing styles .In writing Madame Bovary, Flaubert opens new windows to realism. Throughout this book, Madame Bovary, the blame against romanticism is evident. Despite the fact that Flaubert inherited his writing style, words, and songs from Romantics, finally he concluded that he should harness the power of his imagination. This article describes the researches on translations of his works too.3. MethodologyIn this article ,first we intend to introduce Flaubert and realism school and we consider their impact on Persian literature. In doing so, the East impact on Flaubert and his writing techniques are examined. Then, the history of translation, its evolution, and the factors involved in translations are exhibited. This article attempts to survey all of the Flaubert’s translations as far as possible.4. Results& DiscussionThere is no doubt that a lot of research on Gustave Flaubert and his work has be end one. We sometimes encounter more than 10 different translations of his novels. Despite the fact that Flaubert is one of the world's great authors, his books were translated into Farsi very late; however, this issue can also be very beneficial. It is important that the translators have their own styles. 5. Conclusions& SuggestionsGustave Flaubert is one of the greatest novelists. Flaubert's careful choice of words and figure of speech is unique and clearly shows the excessive obsession of Flaubert in the creation of a literary work. Translations of western writers altered the writing style and fiction in Iran so that the role of other writers out shines that of Flaubert. However, Flaubert’s work could not be successful (in Iran). Like Balzac the folk did not pay attention to his masterpieces; however, Madame Bovary gained big success among Iranians, and his books were translated into Farsi one after another.
Mazdak Bolouri
Abstract
1. IntroductionThe present study focused on the effects of the women policies adopted by the Reformist and the Fundamentalist administrations on the selection of feminist literary works for translation into Persian after the 1979 Revolution in Iran. The purpose was to assess the influence of power institutions ...
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1. IntroductionThe present study focused on the effects of the women policies adopted by the Reformist and the Fundamentalist administrations on the selection of feminist literary works for translation into Persian after the 1979 Revolution in Iran. The purpose was to assess the influence of power institutions and their policies on the development of translated feminist literature in the Iranian literary polysystem. The two administrations followed very different women policies: the Reformist administration (1997-2005) adopted policies which contributed toward the realization of gender equality and women’s active presence in different areas of social life, and it showed more tolerance toward ideas introduced by Western feminists; the Fundamentalist administration (2005-2013), however, focused on the policy of ‘women in family’ and showed serious opposition with feminism and the ideas rooted in it, encouraging women to adhere to their traditional roles. The study attempted to investigate how such different policies affected the selection and non-selection of feminist literary works for translation into Persian.Lefevere’s (1992) theory of “patronage” was used as the theoretical framework of the study. Patronage is defined as the powers (persons and institutions) that can further or hinder the reading, writing, and rewriting of literature. According to Lefevere (1992), patrons try to regulate the relationship between the literary system and the other systems, which, together, make up a society, a culture. They see to it that the literary system does not fall too far out of step with the other subsystems society consists of. In order to publish their works and distribute them among their readers, the producers of literature should not write anything against their patrons. The ideological component of patronage, then, acts as a constraint on the choice and development of both form and subject matter. The selections of the translator and all those involved in the translation process, including those who make decisions about the selection of texts for translation, are determined by ideologically-based strategies governed by those in power. Before a book is published in Iran, it is required to be sent to a Book Bureau controlled by the administration in order to receive a publication permit. This means that the administration can exert strict control over what is published, and any book which does not match the ideological expectations of the administration might fail to receive the publication permit.2. MethodologyTo investigate how the different policies adopted by the two administrations affected the selection and non-selection of feminist literary works for translation into Persian, a list of “Best Feminist Fiction” (Retrieved in 2016) which consisted of 100 books and was posted on the goodreads website was chosen. The titles of the books were searched on the National Library and the House of Books websites to see which of the books had been selected for translation and which ones were published after they were translated. The publication dates of the published translations were extracted in order to find the number of feminist literary works published under each administration. As for the books which had been translated but not published, the publishers who had sent them to the Book Bureau were contacted to find the reasons behind their non-publication. 3. DiscussionSeventeen novels on the list (19.76%) were translated for the first time under the Reformist administration and thirteen novels (13.26%) were translated under the Fundamentalist administration. All the seventeen novels translated in the first period were published and distributed (100%), while only seven of the thirteen books (53.84%) translated in the second period had the chance to be published. This means that six of the books translated at that time were not published. Contact with the publishers revealed that five of the books did not receive the publication permit and one was not published for economic reasons. 4. Conclusion The results of the study show that the selection of literary works for translation is not an arbitrary and haphazard phenomenon, but is determined by the conditions dominant in the cultural and political system in any society. Under the Reformists, who followed the policy of gender equality and attempted to maximize the presence of women in social life, more feminist novels found the chance to be published, but under the Fundamentalist, who opposed feminism and the idea of gender equality, fewer feminist works were translated and published. The patrons seem to have influenced the formation of translated women literature on two levels: 1) indirect influence, by encouraging the translation of certain works and discouraging translators from translating other literary works; the results of the present study show that not only the selection of works for translation, but also their non-selection is determined by the dominant ideology and the state policies in countries like Iran. 2) direct influence, through the censorship bureaus which control the publication of literary books. It seems that the Iranian literary translators enjoyed more freedom under the Reformists to select and translate feminist literary works, while they faced more restrictions when the Fundamentalists came to power. Textual analysis of the translations of feminist literary works and the manipulations in those works can contribute to the better understanding of the effects of the dominant ideologies on the formation of translated literature in any society.
Saeed Ketabi; Mina Karimi
Abstract
A speaker’s view towards a specific matter such as ‘doubt’, ’obligation’, etc., is expressed through different ways; one of these ways is through using modal auxiliary verbs as well as their verb phrase structures. This study is to compare the presentation of nine central ...
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A speaker’s view towards a specific matter such as ‘doubt’, ’obligation’, etc., is expressed through different ways; one of these ways is through using modal auxiliary verbs as well as their verb phrase structures. This study is to compare the presentation of nine central modal auxiliaries and their related verb phrase structures in pedagogical English textbooks of Iran and Malaysia. For this purpose, all three grades of lower secondary level English textbooks in Iran and Malaysia were used. Also, the British National Corpus was used in order to compare the use of such verbs in English textbooks with their use in the Standard English. The results indicated that there were similarities in the frequency distribution of these verbs between pedagogical textbooks of Iran and Malaysia. But, such verbs are generally more frequent in Malaysian textbooks in comparison with the Iranian ones. In addition, there were some differences regarding their frequency distribution between the textbooks and the Standard English in BNC. The results could have some implications for effective material development in future.
Hafez Shatery; Azar Hosseini Fatemi
Abstract
Mateas and Sengers (1999) view narrative intelligence as an entity’s ability to narratively organize and explain experiences. Likewise, Graesser, Singer and Trabasso (1994) regard narrative intelligence as the ability to comprehend and make inferences about narratives that he is told. Other researchers ...
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Mateas and Sengers (1999) view narrative intelligence as an entity’s ability to narratively organize and explain experiences. Likewise, Graesser, Singer and Trabasso (1994) regard narrative intelligence as the ability to comprehend and make inferences about narratives that he is told. Other researchers state that narrative intelligence is the ability to produce affective responses such as empathy to narratives one hears (Mar et al., 2011). All cognitive processes in people’s lives depend upon narrative intelligence. According to Randall (1999), narrative intelligence is the ability to perceive and produce narrative structures. While the role of emotional and verbal intelligences has been the subject of many studies in the past decade, there has been a dearth of studies into narrative intelligence. As such, the present study aimed to investigate the extent to which EFL classes boost students’ narrative abilities in different educational contexts, namely, private language institutes and public schools. In addition, it is intended to see if there was a relationship between gender (male vs. female) and the narrative intelligence of students in the above mentioned educational contexts. The data were collected using the Narrative Intelligence Scale (NIS) and then fed into SPSS software. The results of the study revealed that EFL learners in private language institutes enjoyed a higher level of narrative intelligence compared to their counterparts in public schools. In addition, it was revealed there was a significant difference between gender and the narrative intelligence of students at the two educational contexts.
Nasrin Ashrafi; Mohammad Reza Hashemi; Hossein Akbari; Ali Khazaeefarid
Abstract
Novel publishing in Iran has always been accompanied by fluctuations arising from socio-political transformations. The present paper seeks to study Iran’s novel publishing market through the lens of socio-political shifts in Iran before the end of the second millennium. The period studied includes ...
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Novel publishing in Iran has always been accompanied by fluctuations arising from socio-political transformations. The present paper seeks to study Iran’s novel publishing market through the lens of socio-political shifts in Iran before the end of the second millennium. The period studied includes 1997 to 1998, when the reformist administration gained victory after the presidential election of 1997. Given the interdisciplinary nature of this research, two theoretical frameworks have been adopted: Even-Zohar’s polysystem theory and Giddens’ theory of structuration. Moreover, Social Network Analysis was used to study the changes in the field of translated novel and domestic novel publishing. Furthermore, in order to understand the structural and causal factors affecting changes in the publication of the novel during this period, semi-structured interviews with publishers were conducted to investigate the structural transformations from agents’ viewpoints. The results of the study show that the structure of the novel has undergone a number of qualitative and quantitative changes over the two years under review, in which the structural and political impact of the situation has strengthened or restricted the active agency of publishers and authors / translators.
Mohammed Pazhouhesh; Azar Hosseini Fatemi
Abstract
Beliefs as triggers of performance and ESL proficiency as the ultimate goal of second language education play a significant role in language learning achievement. Using a qualitative approach, this paper aimed to examine the conception of English language proficiency from the perspectives of EFL policymakers, ...
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Beliefs as triggers of performance and ESL proficiency as the ultimate goal of second language education play a significant role in language learning achievement. Using a qualitative approach, this paper aimed to examine the conception of English language proficiency from the perspectives of EFL policymakers, teachers, and learners in Iran. To this end, a select group of 20 people were interviewed. After audio-recording, transcribing, the interview data were coded via MAXQDA software. Iterative data collection and analysis continued until a point of saturation was reached with 20 participants. Grounded in their perspectives, the findings showed a conceptual gap and diversity of conceptions on the nature, characteristics, approaches, and goals of English language proficiency. Based on the results, a framework for developing ESL proficiency is proposed in which the views of the groups are incorporated, Cummins’ notions on ESL proficiency underlie its theoretical foundation, and the Common European Framework of Reference forms its practical basis. The findings have some implications for practitioners, syllabus designers, policymakers, and learners as well.
Abolfazl Khodamoradi; Mohammad Hadi Mahmoodi; Mojtaba Maghsoudi
Abstract
In recent years, teachers’ professional identity has been considered the core of their professional development. In line with this novel approach, this study aimed at constructing and validating a questionnaire to assess EFL prospective teachers’ professional identity. Through a comprehensive ...
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In recent years, teachers’ professional identity has been considered the core of their professional development. In line with this novel approach, this study aimed at constructing and validating a questionnaire to assess EFL prospective teachers’ professional identity. Through a comprehensive review of related literature and previously-validated scales, the most common subscales and items were carefully identified. After assuring reliability and content validity of the initial questionnaire, a convenience sample of of 186 prospective teachers majoring in teaching English as a foreign language filled out the questionnaire. The results of the confirmatory and exploratory factor analyses indicated that the professional identity of the target group consists of seven components, namely, task orientation (6 items), professional commitment (4 items), self-concept (7 items), self-efficacy (5 items), career motivation (9 items), job attachment (5 items) and collective identity (4 items). Therefore, the validated questionnaire can be used for assessing EFL prospective teachers’ professional identity. This questionnaire can be used as a suitable instrument to assess the professional identity of applicants to teacher education programs and assess the formation and evolution of the professional identity in the target group from admission to graduation.
Reza Pishghadam; Shima Ebrahimi
Abstract
Effective interaction between teachers and learners plays a crucial role in the learning process. In order to create positive emotions and motivation for learners in the classroom environment, there should be a mutual relationship between the sender of the message, namely the teacher, and the receiver ...
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Effective interaction between teachers and learners plays a crucial role in the learning process. In order to create positive emotions and motivation for learners in the classroom environment, there should be a mutual relationship between the sender of the message, namely the teacher, and the receiver of that message, namely the student. Due to the importance of positive emotions in the learning process, the purpose of the present study is to introduce a teaching model that provides the basis for effective communication between learners and their teacher by means of involving their senses more deeply, which consequently leads to producing more positive emotions. Indeed, the teacher is considered as an envolver who controls the class and is authorized to identify and classify various concepts in the classroom. Should the teacher be able to use creative teaching methods for involving senses more, s/he can get the materials internalized more effectively in the learners’ minds. In such situations, s/he helps the learners as a facilitator in their emotionalization process. Moreover, the teacher can become the transvolver, who encourages the learners to move up the ladder of emotionalziation themselves. The authors of the present study have therefore introduced the teachers' roles as envolvers and transvolvers, and have used the two components of communication and senses to divide teaching techniques into envolving and transvolving categories. Envolving techniques have two subsets of centri-communication and centri-sensory, and transvolving techniques are also divided into peri-communicative and peri-sensory. It is expected that by utilizing such techniques, effective communication between the teacher and the students be established and the content be internalized more effectively in the long-term memory.
Masoumeh Mehrbi; Behrooz Mahmoodi Bakhtiari
Abstract
Given the significance of cultural considerations and cultural categories in determining appropriate translation equivalents, this paper discusses the cultuling of ‘insult’ based on Iraj Pezeshkzad’s My Uncle Napoleon translated by Dick Davis into English and the original Persian version ...
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Given the significance of cultural considerations and cultural categories in determining appropriate translation equivalents, this paper discusses the cultuling of ‘insult’ based on Iraj Pezeshkzad’s My Uncle Napoleon translated by Dick Davis into English and the original Persian version of the novel where there can be found so many linguistic segments containing or conveying insulting connotations. Cultuling refers to those pieces of language which are the manifestation of cultural concepts since language is the representation of culture, and it is also bounded by culture. The investigation of insults just like cursing and swearing are common issues in language and culture, especially when considered in two languages. That is the real motive for conducting the present inquiry, and more importantly, perfect translation needs cultural knowledge. As for the research methodology, Del Hymes’s (1967) SPEAKING model as a discourse/ qualitative method as well as frequency effects as the quantitative method were employed. Applying this methodology, the speakers’ motivation for the use of insults is found in this culture. Moreover, the cultural differences leading to and manifested in linguistic differences are discussed. Meanwhile, strategies for appropriate equivalents were laid out. The results are of use and value for the entrenchment of the cognitive-cultural views of translation studies as well as socio-cultural studies of linguistic issues. The data analysis shows that these insults form around the pivotal centers of animals, body part, human characteristics, personality traits, human behavior, dignity, honor, reputation, originality and dependence to family. The results show that sexual(nāmūsi) insults are more frequent for which the cultural explanations were offered.
Meysam Ebrahimi; Mehyar Alavi Moghaddam; Mohammad Davoudi
Abstract
In spite of similarities between Iranian-Islamic rhetoric and English-European rhetoric, figures of speech, figures of expression and semantics have been the focus of the former, while the latter includes accuracy. Also, Iranian-Islamic rhetoric focuses on written rhetoric, whereases spoken rhetoric ...
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In spite of similarities between Iranian-Islamic rhetoric and English-European rhetoric, figures of speech, figures of expression and semantics have been the focus of the former, while the latter includes accuracy. Also, Iranian-Islamic rhetoric focuses on written rhetoric, whereases spoken rhetoric is the focus of English-European rhetoric. A comparative study of rhetoric in Persian and English, especially in the classification of figures of aesthetics, which is the main focus of this study, helps researchers analyze the aesthetic aspects of speech and enriches our knowledge of rhetoric in linguistics. This research tries to address such questions as how to classify rhetoric in Persian and English, the similarities and differences in the rhetoric classification and rhetorical aesthetics of these two languages. It follows a mixed-methods approach and the data are collected through a library survey. The findings suggest that the comparison of figures of speech in English and Persian should be done in light of semantics and figures of expression. The science of figures of speech in Persian is an independent field of study and is more extensive than English rhetoric, which is not understood as an independent field of study. Figures of speech in English are at times intertwined with figures of expression and meaning. The border of figures of speech in Persian is more distinctive than that of English.
Farangis Shahidzade; Golnar Mazdayasna
Abstract
A multitude of studies have highlighted the importance of implementing literary works in language and culture teaching. Despite the growing attention to cultural teaching through literary texts, the number of studies highlighting learning culture through short stories is still limited. This study investigated ...
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A multitude of studies have highlighted the importance of implementing literary works in language and culture teaching. Despite the growing attention to cultural teaching through literary texts, the number of studies highlighting learning culture through short stories is still limited. This study investigated effects of teaching short stories on Iranian English students’ cultural identity reconstruction. Seven source and target stories entailing cultural conceptualizations of faith, love, and justice were taught during a semester. Four undergraduate students of TEFL at Yazd University were selected through purposive sampling. The researchers applied various instruments, including narrative interviews, open-ended questionnaires and diary studies. They collected the data related to participants’ self-images of initial, present, and future phases of learning English. The data were analyzed through qualitative content analysis. The findings identified a three-stage developmental path of cultural identity reconstruction, initiating from being profoundly mesmerized by a foreign culture, followed by appreciating national identity. In the third stage, they experienced a stage of respect for intercultural diversities and had a tendency for active membership in international communities. The participants demonstrated a strong tendency to preserve their cultural identity and move toward globalization. The findings supported the flexibility and multiplicity of cultural identities confirming social constructionists’ views. The findings underline the need for fundamental revision of teaching materials for the course Oral Reproduction in order to strengthen the cultural identity of Iranian English learners on their path towards globalization.
Abolfazl Khodamoradi; Mojtaba Maghsoudi
Abstract
Due to bilingualism and interaction among languages, all languages experience changes at different levels as a result of these language contacts. One of these levels is lexicon which has become a source of concern for policy makers and language planners more than the other language levels. Therefore, ...
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Due to bilingualism and interaction among languages, all languages experience changes at different levels as a result of these language contacts. One of these levels is lexicon which has become a source of concern for policy makers and language planners more than the other language levels. Therefore, this qualitative study was conducted to investigate the plan of replacing the loanwords in high school textbooks with the proposed terms by Academy of Persian Language and Literature. To this end, in a structured interview, 126 participants, including high school students, teachers, college students, and linguists were required to evaluate the necessity of implementing the plan, justify its success or failure, and propose suggestions for increasing its efficiency. The results of this study indicated that the vast majority of participants (97%) did not agree with the implementation of the plan. The reasons they gave for their disagreement were confusion in the audience, lack of coordination in the use of proposed terms in educational settings, and the international nature of technical terms. They also deemed the plan unsuccessful justifying that the audience would not use the new terms in their daily communication and that scientific terms are international in nature. Based on the findings, it can be concluded that the Academy of Persian Language and Literature, while diligently trying to preserve the structure of Persian as the language of science, should reformulate the quality and quantity of the plan through modifying the principles and criteria for selecting technical terms.
English Language and Literature
Rajabali Askarzadeh Torghabeh; Mahdi Qasemi Shandiz
Abstract
Albert Camus acknowledges absurdity and the only way to rebel against the fundamental emptiness of existence is to reach freedom and self-awareness. This transition would include two types: passive nihilist and active nihilist. The purpose of this paper is to examine the concept of the rebel in Camus’ ...
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Albert Camus acknowledges absurdity and the only way to rebel against the fundamental emptiness of existence is to reach freedom and self-awareness. This transition would include two types: passive nihilist and active nihilist. The purpose of this paper is to examine the concept of the rebel in Camus’ philosophy and its representation in Samuel Beckett’s plays. To do so, two of Beckett’s plays, Waiting for Godot and Endgame are examined. The findings reveal a new reading of the ‘Camusian Rebel’. Contrary to Camus’ philosophy, the characters in these works have the courage to commit suicide and do not even try to create meaning out of their lives. They are castrated in speech and communication with the other, contradicting the Camusian definition of absurdity. They parody all Camus’ philosophical assumptions about the meaning of life and nihilism.
Hassan Soodmand Afshar; Fateme Hafez
Abstract
ESP textbooks play a fundamental role in the success of language teaching programs. According to Sheldon (1988), textbooks are the pivotal element of English language teaching programs. Every textbook should be evaluated before use with regard to the specific needs of the students and the classroom. ...
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ESP textbooks play a fundamental role in the success of language teaching programs. According to Sheldon (1988), textbooks are the pivotal element of English language teaching programs. Every textbook should be evaluated before use with regard to the specific needs of the students and the classroom. This study focuses on evaluating Special English for the Students of Computer published by SAMT from both the students’ and teachers’ viewpoints. The aim of the study was to evaluate whether this ESP (or Technical English Language) textbook taught in Iran for BA students of Computer satisfied students' objectives, needs, and wants from students’ and ESP teachers’ perspectives. Participants included three ESP teachers and 83 computer students who completed a Likert scale questionnaire, attended a semi-structured interview and were observed. The results of the analysis indicated that there was no significant difference between the students' and teachers' views regarding practical concern, subject matter, skills and strategies, exercises, design and content of the book. Their overall view was that the textbook, in spite of having certain merits, focused mainly on reading skills and overlooked other skills and sub-skills including speaking and grammatical structure.
Zeinab Sazegar; Hamid Ashraf; Khalil Motallebzadeh
Abstract
Hidden curriculum plays a special role in the educational process, which even implies the explicit objectives of the curriculum. In this regard, the present study aimed at investigating EFL teachers’ viewpoints on the unintended learning (hidden curriculum) at English language institutes. The sample ...
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Hidden curriculum plays a special role in the educational process, which even implies the explicit objectives of the curriculum. In this regard, the present study aimed at investigating EFL teachers’ viewpoints on the unintended learning (hidden curriculum) at English language institutes. The sample of the study included 164 EFL teachers who had taught at the intermediate and advanced levels at English language institutes in 19 cities of Iran, such as Tehran, Mashhad, Kerman, and Esfahan in 2017-2018 selected based on the simple random sampling method. A researcher-made questionnaire with 40 items was developed based on a five-point Likert scale with three main subconstructs: the social atmosphere, the organizational structure, and the interaction between teachers and learners. The reliability of the questionnaire was calculated using Cronbach’s alpha coefficient (0.87), the content validity of the questionnaire was determined by the experts in the field of curriculum studies, and the construct validity of the instrument was evaluated using the Rasch model. According to the findings of the research, from EFL teachers’ viewpoints the social atmosphere, the organizational structure of English language teaching institutes, and the interactions between teacher and learners in the classroom environment can significantly and largely result in unintended learning in learners. In addition, from EFL teachers’ perspective the greatest unintended learning for learners comes from the interactions between teacher and learners, the organizational structure of institutes, and the social atmosphere, respectively.
Jalil Fathi; Ali Derakhshan; Davood Ebrahimi Galedar
Abstract
Exploring the role of teacher academic optimism and self-efficacy seems pivotal in teacher education. Therefore, this study was set to explore the relationship between teacher self-efficacy and teacher academic optimism among a sample of Iranian EFL teachers. More specifically, the predictive influence ...
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Exploring the role of teacher academic optimism and self-efficacy seems pivotal in teacher education. Therefore, this study was set to explore the relationship between teacher self-efficacy and teacher academic optimism among a sample of Iranian EFL teachers. More specifically, the predictive influence of EFL teachers’ academic optimism components consisting of academic emphasis, teacher trust, and teacher efficacy on the perceptions of their self-efficacy constituting student engagement, instructional practices, and classroom management was examined. In so doing, a total of 335 Iranian EFL teachers were recruited to fill out the measures of teacher self-efficacy and teacher academic optimism. Structural equation modeling was conducted to establish the hypothesized relationships. The results of confirmatory factor analysis on the dataset confirmed the fitness of all the employed measures and the structural model. In addition, inter-variable exploratory correlations were identified using the Pearson product-moment correlation coefficient, and path analysis was used to examine the predictive powers of academic optimism factors on teacher self-efficacy. The research findings revealed positive and significant relationships among teacher self-efficacy and teacher academic optimism components. It was also found that academic emphasis, teacher trust, and teacher efficacy could positively predict teacher self-efficacy. These findings have significant implications for practicing EFL teachers, teacher educators, and researchers.
Anita Amiri
Abstract
This study aims at improving the literary translation skills of German language and literature students in Iran by presenting effective solutions. The first part of this article elaborates on the concept of ‘everyday culture’ and the considerable implications it has for literature in translator ...
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This study aims at improving the literary translation skills of German language and literature students in Iran by presenting effective solutions. The first part of this article elaborates on the concept of ‘everyday culture’ and the considerable implications it has for literature in translator education. The second part shows how different methods can be used to improve translation quality and reflect the cultural context of literary texts. The contribution of the theoretical section acts as a research hypothesis for the translation of Persian literary texts into German. To test the research hypothesis, an experiment with control and experimental groups was conducted. After the experiment, translations were analyzed. The results of this research are important for improving Iranian students’ knowledge while translating Persian literary texts into German.
Translation Studies
Pardis Qasemi; Sima Ferdowsi; Najmeh Bahrami Nazarabadi
Abstract
Interest in computer-assisted interpreting tools has increased as a result of the desire to prevent cognitive saturation during interpreting. The present study examined the quality of interpreting numbers by Microsoft Translator and professional simultaneous interpreters. For this purpose, a collection ...
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Interest in computer-assisted interpreting tools has increased as a result of the desire to prevent cognitive saturation during interpreting. The present study examined the quality of interpreting numbers by Microsoft Translator and professional simultaneous interpreters. For this purpose, a collection of political speeches delivered at the United Nations was gathered. The results showed that there was no significant difference between Microsoft Translator and professional interpreters in terms of interpreting numbers. There was a significant difference in the error categories across the types of numbers, indicating that interpreting errors varied depending on the type of number. The findings of this research suggest that Microsoft Translator could be a useful tool for assisting human interpreters during simultaneous interpreting. In other words, Microsoft Translator could provide a quick and accurate interpreting of numbers, alleviating the cognitive burden on human interpreters and enabling them to focus their attention on other aspects of the conversation.
Samad Mirza Suzani
Abstract
1. IntroductionThe various disciplines in the humanities are related by chains of authority. Sociolinguistics, for example, historically refers to linguistics and to sociology for the authority of its founding concepts, just as linguistics in turn might refer to philology, or sociology might look back ...
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1. IntroductionThe various disciplines in the humanities are related by chains of authority. Sociolinguistics, for example, historically refers to linguistics and to sociology for the authority of its founding concepts, just as linguistics in turn might refer to philology, or sociology might look back to history, to psychology, or to political economics. In the same vein, the investigation of discourses of philosophy from a historical perspective might be related to translation and translation studies, so that frames and theories in the interface of philosophy and translation can be historically projected. These chains allow concepts to be borrowed and thus constantly displaced. They also allow authority to be projected back onto the discipline referred to, such that authority itself is also constantly displaced across disciplines in consideration.Proposing frames can enable us to idealize Western philosophy as a set of discourses that do not ostensibly borrow authority from external disciplines. It is, instead, a place where terms and concepts would be elaborated and refined for use in other disciplines; it might supremely act in the service of others. On the other hand, translation of philosophy and philosophical discourses has been a concern of Western philosophy ever since the relation with the classical past became problematic. In this vein, the authority of philosophy and the role it takes in other fields of study, including translation studies is notable, which is the main topic of the current study. Drawing on the immense prominent theories and notions proposed by varied scholars in the field of philosophy, the main objective of the present study is to theorize on translation and offer an all-round framework to enable us to hypothesize that translation studies, as a client discipline, is drawing on philosophical discourses and indeed on many other intermediary disciplines as well. In this vein, taking advantage of varied theories and concepts in the area of philosophy, the present research aims to find answers to the following questions:1. What is the historical relationship between discourses of philosophy and translation studies?2. How can revision of discourses of philosophy assist development of translation studies?3. How can hypothesis-making on translation studies be attained through proposing a general all-round framework?2. MethodologyAs a descriptive study, the current research aims to investigate the role of the discourses of philosophy in the development of translation studies from a historical perspective. Accordingly, it attempts to unravel the interfacing role of the philosophical discourses in translation studies to probe the main impact of philosophy on translation and translation theories and reveal in which way(s) the revision in discourses of philosophy can contribute to the developing area of translation studies. 3. DiscussionThe evidence proposed in this study revealed a major problem in the relationships between philosophy and translation. Considering the relevant evidence, the findings showed that authority would mostly flow more from philosophy to translation studies than the other way around. In other words, the theorization of translation has leant on philosophical discourses far more than philosophers have seriously considered translation. In this highly asymmetric relationship, difficult texts fall into the hands of readers from more generalist spheres, therefore, one may suspect that the philosophers would not always identify with what has been done in their name. Besides, in the presence of philosophical authority, many translation theorists are needlessly parochial, while in the absence of philosophical authority, a rather quaint empiricism rules, as in much of Descriptive Translation Studies, or in corpus linguistics, or think-aloud protocols, which rarely transcend positivist notions of science. The central divisions of philosophical discourse itself could help poorly in this respect. Hence, the result is not just a lack of dialogue, but serious misunderstandings.Furthermore, considering the findings it was shown that the discourses of philosophy might be related to translation studies in at least three ways: Philosophers of various kinds have used translation as a case study or metaphor for the issues of more general application; translation theorists and practitioners have referred to philosophical discourses for support and authority for their ideas; and philosophers, scholars, and translators have commented on the translation of philosophical discourses. 4. ConclusionTranslating can be seen as a problem-solving activity in which a source element may be rendered by one or more elements in the target language. If translators have only one available option, there is no more to be said; no philosophy is needed. When, however, they have two or three options, translation is worth talking about, ideally between translators, who start theorizing. And when there are numerous options available and no clear theory about how to reduce that complexity, the cause for discussion reaches levels where philosophical discourse may be turned to, for ideas about the options, although rarely for translational solutions. This can be seen in most of the theories and approaches which have been dealt with in this study. In general, what the philosophical discourses may miss, are for the most part the logics of the more everyday activities, the many techniques by which translators themselves constantly reduce complexity. In addition, philosophical discourses show great tendencies to be revised with respect to problems where more than three or four alternatives are available, and while to develop words appropriate to those alternatives might be the role of philosophy; to adapt and propose them might be one of the roles of translation studies. The current study, as well as the following analogous studies in future, can prepare the ground for proposing further frames and theories in the interface of philosophy and translation.
