Language and Translation Studies (LTS)

Abstract With its dual focus on form and meaning, form-focused instruction (FFI) has increasingly attracted the attention of second language practitioners over the past two decades. What is underrepresented is the effect of variations of FFI across learners and learning contexts. This study investigated the impact of integrated and sequential FFI across field sensitivity styles. Forty-eight language learners (M_age=12) sat for a set of pretests, integrated and sequential tasks, and posttests. Following counterbalanced design, field dependent (FD) and field independent (FI) learners received the treatment once integratively and once sequentially. The results of t-test and ANCOVA revealed: a) Integrated and sequential FFI were equally beneficial for morpho-syntactic development; b) The sequential group outperformed in pragmatics; and c) FI learners were significantly better in vocabulary development. Following the research findings, language teaching practitioners are recommended to adopt a combination of sequential and integrated FFI to cater for different learners' cognitive styles.

Abstract Employing Bourdieu's “theory of practice”, this research examines Jamalzadeh’s position in Iran’s literary field and his motives for translating Ibsen's An Enemy of the People. First, the field of theater and the subfield of dramatic translation in the 1940s are reviewed. Then, Jamalzadeh’s habitus as a “translator in self-exile” is explored and the 1950s events leading to the 1953 coup are paralleled to those of the drama. Furthermore, deploying Bourdieu's and Derrida’s notions of “trajectory” and the “ideal translator,” respectively, Jamalzadeh’s earlier writings, including Saharay-e Mahshar, are analyzed to explore his position and the possible reasons behind his Ibsen translation. The research demonstrates how silenced voices in history can be heard through translations. Moreover, based on a sociological analysis of this translation, the authors argue that Jamalzadeh chooses Ibsen's text as a tool for identifying the then-political elites’ shortsightedness as the root cause of confusion among the people.

Abstract The purpose of this paper is to analyze the trilingual advertisement of Emirates Airlines by three levels of analysis in translatological eco-paradigm presented by Gangshen Hu (2004, 2020). It seeks to investigate how this company increases the effectiveness and acceptance of its brand in the destination ecosystem by “adapting” and “selecting” the (para/peri)text of its advertisements. It is assumed that, the (para/peri)textual elements accommodated in the content and form of the ad, and also adequate “adaptation” and “selection” of linguistico-cultural ecosystems would maximize the optimal communicative effect on target audience. The results indicate that the (para/peri)textual elements (color, sound, schema, logo, etc.) in the Emirates advertisements are more prominent than the linguistic aspects. Also, the “cultural dimension” has achieved a higher level of paratextual language by selecting multiple elements, codes and universal symbols (such as rhythm, dance, and physical-sportive movements) and therefore has created a higher impact factor among audiences.

Abstract The quality of reading skills largely depends on the application of critical thinking when reading texts. Despite extensive research on critical thinking within the field of ELT, the literature indicates that reading researchers mostly rely on general critical thinking scales, lacking a domain-specific tool for critical thinking in reading. This study aims to design and validate a multidimensional, self-report psychometric instrument to assess critical thinking in reading among ELT students. Utilizing an interactive reading framework and insights from semi-structured interviews, a hypothetical model of critical thinking was proposed, comprising seven components, leading to the creation of a 41-item scale. Analysis results confirmed that the newly developed scale is a comprehensive measure for assessing critical thinking skills in academic reading among ELT students.

Abstract This study investigated the relationships between sense of humor, self-efficacy, and burnout among Iraning EFL (English as a foreign language) teachers. Further, the mediating effect of self-efficacy on the relationship between teacher sense of humor and burnout was investigated. To this end 107 EFL teachers from private language insitutes were selected through convenience sampling method. The findings of structural equation modeling analysis indicated that sense of humor and self-efficacy could inversely and significantly predict burnout. Further, sense of humor positively related to self-efficacy. This study also revealed that self-efficacy significantly mediated the effect of sense of humor on burnout among the EFL teachers. The implications were discussed, and suggestions were made for further research.

Abstract This study explores how task-based activities with varying cognitive loads affect EFL learners’ acquisition of morphosyntactic structures, specifically phrasal verbs and verb phrases. It also examines how metacognitive knowledge predicts learners’ ability to identify and produce these structures. Ninety Iranian EFL learners (58 females, 32 males; aged 18–24) were assigned to three groups: reading (A), reading with textual enhancement (B), and reading plus text reconstruction (C). Grammaticality judgment and text editing tests measured recognition and production. ANOVA, correlation, and structural equation modeling showed that Group C, performing the highest-load tasks, outperformed others. Production was linked to procedural knowledge, while recognition related to declarative knowledge. Structural equation modeling confirmed the role of metacognitive knowledge in both recognition and production across tasks. Findings highlight the value of cognitively demanding tasks and metacognitive awareness in improving learners’ mastery of complex morphosyntactic structures.