International Journal of Language and Translation Research (IJLTR)
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West German University Press: PEER Reviewed Journal IJLTR
Editorial Board: Jorge Arús Hita, Azizeh Chalak, Lynn M. Burlbaw, Ching-Hsuan Wu, Hamid Marashi, Beatrice Dupuy, Omid Tabatabaei, Peter White, Mansour Tavakoli, Natalia Mikheeva, Hadi Salehi, Gabriella Klein, Ahmad Mohseni, Neil Murray
1. Obligations of the editor:
1.1. Neutrality. The intellectual content of submitted manuscripts is evaluated is evaluated regardless of race, gender, sexual orientation, age, disability, religion, ethnicity, political philosophy of the authors.
1.2. Confidentiality. All manuscripts should be treated as confidential documents. They must not be shown to anyone without the permission of the editor. Managers and editorial staff should not disclose information about the manuscript submitted to anyone except the author, reviewers and potential reviewers.
1.3. Disclosure of information and conflicts of interest. Unpublished data contained in the submitted manuscript must not be used by editors or reviewers in their own research without the explicit consent of the author.
1.4. Decision on publication. The editor of the journal decides on the publication of submitted articles. The editor is guided by the Editorial Committee’s policy, taking into account the legal obligations regarding defamation, copyrights and plagiarism. The editor can share the decision with other members of the Editorial Board or with reviewers. In the event of an appeal of the decision of the Reading Committee, the editor may solicit two new reviewers.
2. Obligations of reviewers.
2.1. Editorial decisions. Reviewers assist the editorial staff in making decisions and may also assist the author to improve the quality of the manuscript.
2.2. Delays and deadlines. When a guest reviewer does not feel competent enough to evaluate the research presented in the manuscript, or if he finds himself unable to provide his report in time, he must inform the editor without delay in order to give him time to contact other reviewers.
2.3. Standards of objectivity, civility and respect. The reports must be objective. Personal remarks and criticisms directed at the author or hurtful remarks directed at the text content are not eligible. The opinion of the reviewer must be clear, well-argued and respectful of the author.
2.4. Indication of sources. The reviewer must identify appropriate publications not cited by the author. Any such indication must be accompanied by an appropriate comment. The reviewer should draw the editor’s attention to any similarity, any overlap between the manuscript and previously published data.
2.5. Disclosure of information and conflicts of interest. Information and ideas obtained through anonymous replay are confidential and should not be used for the personal benefit of the reviewer. Reviewers should not accept reviewing manuscripts where this may result in a conflict of interest arising from competitive, collaborative or other relationships with the authors.
3. Obligations of the authors.
3.1. Information validity. The information contained in the manuscripts submitted for publication must present the results of the authors’ research as well as an objective discussion of these results and their importance. The underlying data must be presented correctly. Fraudulent and consciously inaccurate information is considered unethical and unacceptable. The identification of research done by others must always be given. Authors should cite the publications that influenced the study in question.
3.2. Originality and plagiarism. Authors must ensure that they have written a completely original study, and if they have used other people’s books or statements, they must be properly cited.
3.3. Multiple publications. An author should not submit manuscripts representing the same study to more than one journal (or book). Submitting the same manuscript in more than one journal is unethical and unacceptable. The journal accepts articles originally published in languages other than English. In these cases, the authors must give the reference of the first publication and be free from the copyright of the original publisher.
3.4. Paternity of the manuscript. Only authors who have made a significant contribution to the study in question are considered to be authors. All those who contributed to the study must be present in the list of authors. If other people have been involved in some aspects of the research project, they should be mentioned in the acknowledgments. The lead author must ensure that all co-authors and only they are included in the list of authors of the manuscript, that the co-authors have seen and approved the final version of the manuscript, and that they have agreed to submission of the manuscript.
3.5. Disclosure of information and conflicts of interest. All authors must indicate, as a result of their biographical presentation, any conflicts of interest that may affect their proposed publication. Funding for research projects that made the study possible must be indicated.
3.6. Errors in publishing. If the author discovers an important error or an inaccuracy in its publication, its obligation is to quickly inform the editor and to consider, in agreement with the person in charge, the withdrawal of the article or the publication of the information about the error.
2024
IJLTR 4 (2024) 2 pdf for download"
Mehrdad Rezaee, Mohammad Iman Askari, Islamic Azad University, Iran; Mohammad Iman Askari,Islamic Azad University, Iran "Developing Speaking Ability of Iranian EFL Learners via Auditory Input-Enhancement" IJLTR 4 (2024) 2:1-15 DOI:10.12906/9783899664867_001
Abstract: In this study, the authors tried to investigate the effect of utilizing auditory input enhancement instruction on the speaking ability of Iranian EFL learners. Based on the results of Oxford Placement Test (OPT), 50 learners out of 70 Iranian intermediate female EFL learners with the age range of 18-28 from Najm language institute were selected to participate in the study. They were assigned to one control and one experimental group. The homogeneity of the two groups in terms of speaking ability was determined by comparing their mean in speaking section of Preliminary English Test (PET) as the pre-test. The 10-session treatment was done through using auditory input enhancement for the experimental group while the control group had no treatment. At the end of the instruction period, the speaking section of another version of the PET as a posy-test was administered to both groups. To test the hypothesis of the study an independent samples t-test was run on participants’ scores. The results showed that the participants in experimental group significantly outperformed the participants in the control group in terms of speaking performance. The findings of this study have implications for students, teachers, and syllabus designers.
Key words:
EFL learners, Speaking ability, Input enhancement
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Fatemeh Pourjafari, Azad University, Iran "Subjectivity in Critical Theory" IJLTR 4 (2024) 2:17-28 DOI:10.12906/9783899664867_002
Abstract: The past decades have witnessed a relentless philosophical assault on the concept of subjectivity. While the traditional philosophy considered the subject as unitary, universal and self-sufficient, the more contemporary theories take into account the process of the construction of the subject through psychological drives, language, ideology or the material productions of culture. The critical theory occupies a distinguished position in regard to the issue of subjectivity because this tradition can be read as providing aspects of theorizing the social construction of subjectivity by having an eye on psychology, language, social interaction, and culture in specific historical contexts. The present study aims at demonstrating how the various theories and philosophical views have had different outlooks to the construction of subjectivity, and how the critical theory could be considered as a point of synthesis of different grounds of subject construction. Thinkers of this school provided many contributions to our understanding of subjectivity and agency, while challenging us to further rethink the problematics of subjectivity in relation to the socio-economic developments and political struggles of our own turbulent period.
Key words:
Subjectivity, Ideology, Liquidation, Radicalization, Reification
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Hamed Badpa, Chabahar Maritime University, Iran "A New Perspective Towards Teaching Grammar: Inductive or Deductive? A Case Study of Iranian Elementary EFL Learners" IJLTR 4 (2024) 2:29-44 DOI:10.12906/9783899664867_003
Abstract: This study aims to ascertain how well 65 Iranian grade 12 English as EFL learners in Chabahar City understand grammar through inductive vs. deductive methods. to respond to the research questions, i.e. The researcher used an experimental design with a complete class to investigate whether the effects of Learning and teaching about the grammar of EFL students using deductive and inductive methods are similar. 65 female learners from a high school in Chabahar, Sistan and Baluchestan, Iran, took part for this purpose. Control and experimental groups (CG and EG) were created from students with comparable performance levels. Of sixty-five students, thirty-two were in the CG and thirty-three in the EG. Ages ranged from seventeen to eighteen. Pre- and post-test results were also used to gather data and determine the effectiveness. The data from the study was analyzed using statistical tools such as SPSS version 26 and T-test. According to the findings, the group showed that the inductive approach experienced greater levels of satisfaction and achievement than the group exposed to the deductive approach. The statistical significance of this difference suggests that learners could gain more from the inductive approach than from the traditional deductive approach.
Key words:
Control Group (CG), Deductive Strategy, Experimental Group (EG), Grammar, Inductive Strategy, Method, Strategy
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Alireza Asltaleb Maghferat,Tabriz University, Iran; Parviz Ajideh, Tabriz University, Iran; Shahabaddin Behtary, Tabriz University, Iran; Amir Shojaei, Tabriz University, Iran "Evaluation of Ready-Made ESP Materials Based on Iranian Instructors’ Perceptions: The Case of SAMT Publications" IJLTR 4 (2024) 2:45-68 DOI:10.12906/9783899664867_004
Abstract: ESP or English for special purposes, emerged in the 1960s to cater to the specific linguistic requirements of learners in scientific fields and professional environments (Negro Alousque, 2016). Dudley Evans and St John (1998) assert that ESP is part of a broader trend in language instruction for specific goals. ESP textbooks are the primary and most important resources used for teaching English in academic settings in Iran. Assessing these resources can uncover their merits and drawbacks, thereby enhancing their overall quality. The objective of this study was to assess the quality of pre-made English for Specific Purposes (ESP) textbooks published by the Organization for Researching and Composing University Textbooks in the Humanities (SAMT), as perceived by ESP instructors in Iran. In order to achieve this objective, a total of 42 English for Specific Purposes (ESP) professors from five universities in Iran were selected to participate in the study using purposive sampling. We administered a 20-item questionnaire on evaluating ESP textbooks, which was created by Vahdatnia and Salehi (2020), to collect data. The results indicate that the participants had a positive evaluation of ESP textbooks published by SAMT in terms of practical concerns, compatibility with course objectives, skills and strategies, and content. However, they had a negative evaluation in regards to linguistic issues, subject matter, and layout. Concurrently, the textbooks were assessed impartially in relation to the activities they contained. Given the sections that received bad evaluations, we have also provided practical suggestions for revising or creating ESP materials.
Key words:
ESP, textbook evaluation, Instructors, SAMT
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AUTHOR, Irbid National University, Jordan "Translating Medical Texts: Procedures Employed by Professional M.A. Translation Students" IJLTR 4 (2024) 2:77-111 DOI:10.12906/9783899664867_005
Abstract: This study investigates the translation procedures employed by professional M.A. Translation students at Yarmouk University in Jordan when translating specialized medical texts from English into Arabic for laypeople. Medical translation poses unique challenges due to the intricate nature of medical terminology and the necessity for cultural sensitivity. Utilizing qualitative methods, the research involved semi-structured interviews with ten experienced students who provided insights into their translation processes. The findings reveal four key themes: (1) Scanning through Medical Texts, where students emphasized the importance of both macro- and micro-text analysis to gain a comprehensive understanding of the source material; (2) Determining Translation Theory, highlighting the application of Skopos theory to guide translation decisions based on the intended audience and purpose; (3) Determining Translation Strategies, which showcased a preference for oblique strategies over literal translation to enhance comprehension and adequacy for lay audiences; and (4) Improving Personal Skills and Self-Interest, underscoring the significance of continuous learning and consultation with medical professionals to refine translation quality. The study contributes to the field of medical translation by proposing a cognitive model that outlines effective procedures for translating medical texts, thereby enhancing the competence of novice translators. The results advocate for the integration of specialized translation training in academic curricula to better prepare students for the complexities of medical translation, ultimately fostering improved communication in healthcare contexts.
Key words:
Medical Translation, Translation Procedures, Specialized Texts, Translation Strategies
References
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IJLTR 4 (2024) 1 pdf for download"
Abdurrashid Khazaei, Zahedan University of Medical Sciences, Iran; Nematullah Shomoossi, Sabzevar University of Medical Sciences, Iran "Merits of Scientometrics in Exploring Developmental Patterns: Translation Studies in Perspective" IJLTR 4 (2024) 1:1-4 DOI:10.12906/9783899664850_001
Abstract: Translation studies has become an established area of inquiry. The scientific investigation of relevant issues began around the second half of the past century (Munday, 2012, p. 10). It started to grow rapidly, universities in most developed countries turned to design academic courses by offering certificates and degrees in training translators and translation educators (Venuti, 2000, p.1). By the end of the 20th century, this field of study had already flourished as a new academic major (Gentzler, 2014). But systematic attempts were not made to explore relevant trends and topics, for which the potentials of scientometrics and bibliographics are suggested (Gile, 2015), although few studies can be found regarding trend analysis (e.g. Dong & Chen, 2015; Wang et al. 2019). In fact, scientometrics dwells on quantitative tracing of historical patterns of how scientific documents emerge in journals, books, and other publications. Indeed, it offers a better insight into scientific trends in a specific field of study (Miners & Leydesdorff, 2015). By drawing on bibliographic methods and co-occurrence patterns, it further facilitates mapping those trends and the underlying movements (Leydesdorff & Vaughan, 2006, p. 1).
Key words:
#HERE KEYWORDS#
References
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Zhu, X., & Aryadoust, V. (2022). A scientometric review of research in translation studies in the twenty-first century. Target: International Journal of Translation Studies, 4(34). https ://doi.org/10 .1075/target.20154.zhu.
Neem Amos Chaula, Tanzania "Problems of Translation in the English-Kiswahili Religious Translated Texts" IJLTR 4 (2024) 1:5-17 DOI:10.12906/9783899664850_002
Abstract: Translation is an art that demands translators to be proficient in both languages they are working with, encompassing linguistic components as well as cultural norms and practices. The current study investigated the translation difficulties and their underlying reasons in religious texts. The examples were derived from an English religious source that was translated into Kiswahili. The study utilized a qualitative approach to explain and provide specific examples and reasons for the existing translation issues in religious texts. The case study design was improved to thoroughly investigate the findings. The documentary was utilized for data collection, and thematic analysis was employed to analyze the qualitative data. Linguistic variations, including language use, tenses, semantics, and morphology, led to overtranslation, undertranslation, and mistranslation in the translated text. The translator did not follow translation methods, such as revising and test-retesting the translation text, to determine the equivalent effects between the source and target texts. The translated text deviated significantly from the source material, resulting in the omission of crucial information. The results cause translation effects for leaders, including misleading readers, distorting religious content, and creating conflicts of interest. Translators should follow strict translation procedures and guidelines to avoid translation issues and their consequences.
Key words:
problems, translation procedures, over- translation, under- translation and mistranslation
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Huanan Su, University of the Cordilleras, Philippines "The Status Quo of Medical English Translation by Contemporary Chinese Medical University Students: A Needs-based Study" IJLTR 4 (2024) 1:19-39 DOI:10.12906/9783899664850_003
Abstract: The present study aimed to examine the current state of medical English translation and identify the specific requirements for medical English translation among Chinese medical university students in the present day. In order to delve into the topic more extensively, the present study endeavored to provide effective strategies for addressing the requirements of the majority of modern Chinese medical university students. A total of one hundred Chinese medical university students participated in the study and were specifically instructed to complete questionnaires that were carefully crafted to gather extensive data on the current state of medical English translation usage. The results showed a significant demand for the utilization of medical English translation among Chinese medical university students, along with a notable absence of guidance from medical lecturers in Chinese medical universities. Therefore, the findings of the study indicate that medical instructors should instruct medical students on how to intelligently choose and utilize appropriate strategies for translating medical English during their practice of learning the medical English language.
Key words:
Medical English Language Learning, Medical English Translation, Needs Analysis, Status Quo
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Ali Salami, University of Tehran, Iran; Mohammad Amin Mozaheb, Imam Sadiq University, Iran; Zuraidah Mohd Don, University Technology, Malaysia; Amir Ghajarieh, Ershad Damavand Institute of Higher Education, Iran; Zahra Tamizi, Ershad Damavand Institute of Higher Education, Iran "Lost in Title Translation: A Comparative Analysis of English-Persian Book Titles for Children and Adults" IJLTR 4 (2024) 1:pp.41-55 DOI:10.12906/9783899664850_004
Abstract: The titles of translated books have a significant impact on their marketability, as they are among the first features perceived by potential readers. This study focuses on the strategic differences in the translation of book titles for children and adults, an under-researched area in translation studies. To this end, 100 English book titles for children and 100 English book titles for adults were selected, translated into Persian, and analyzed according to Newmark’s communicative translation and semantic translation and Vinay and Darbelnet’s (1994, 2004) model. The analysis shows that, according to Newmark, 74 children’s book titles were translated using the communicative translation and 26 using the semantic translation. Of the book titles for adults, 75 were translated using semantic translation and 25 using communicative translation. The analysis of the titles based on Vinay and Darbelnet’s model showed that the titles of the translated children’s books were mostly rendered using a modulation process. In contrast, literal translation came first in the books for adults. The use of different procedures and approaches by Iranian translators shows that the translation of children's books requires different skills. The greater number of modulations in children’s books compared to adult literature also shows more creativity to appeal to the younger audience. This study has implications for various bodies in the translation industry, including translators, translation educators, and policymakers for publishers in the translation market.
Key words:
Adult books, Communicative translation, Children’s literature, Semantic translation
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Zohreh Seifoori, Islamic Azad University, Iran "Postgraduate English Students’ Reading Comprehension and Content Retention across Major: Links to Metacognitive Strategy Use" IJLTR 4 (2024) 1:57-75 DOI:10.12906/9783899664850_005
Abstract: Reading comprehension (RC) is of paramount importance for English learners at the postgraduate level who are expected to engage with complex technical texts, critically analyze scholarly articles, conduct extensive research, and effectively share their findings through writing. The purpose of the current ex-post-facto descriptive study was to assess Postgraduate English students’ RC in relation to their awareness of metacognitive reading strategies and the content retention (CR) of technical course content across major. To this end a purposive sample of 71 English language teaching (ELT) and literature (EL) students were selected to participate in the study. The research data were gleaned through a standardized RC test, the metacognitive awareness of reading strategies inventory (MARSI), and four process-oriented essay type syllabus-based tests along with two final exams that were administered to both groups. The statistical analyses of the research data indicated significant positive but weak relationship between RC and CR in both groups and significant, positive, and strong relationship between the EL students’ RC and MARSs. The findings will be discussed in relation to the factors that can impact retention of postgraduate course content.
Key words:
Content Retention, Metacognitive Strategies, Postgraduate English Students, Reading Comprehension
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2023
IJLTR 3 (2023) 2 pdf for download"
Maryam Taheri, Islamic Azad University, Iran; Mehry Haddad Narafshan, Islamic Azad University, Iran "Early English Language Learning among Primary School Students: The Development of Self-Ego and Social Interaction" IJLTR 3 (2023) 2:1-23 DOI:10.12906/9783899664843_001
Abstract: Learning a new language is a complex process that affects the entire person: physically, intellectually, and emotionally. This paper, drawing on Norton’s (2010) conceptualization of language investment, investigated the effects of language exposure on the early foreign language learning of English in a Persian primary school. Using a sample of 40 Iranian children in a primary school, this study investigated how ECFLE (early childhood foreign language education) was related to children's self-ego and social interaction. A D International Institute’s (2007) self-ego questionnaire and Medical Wellness and Life Balance Institute’s (2016) social interaction questionnaire were used to examine participants’ self-ego and social interaction at the beginning and end of the project. After six months of English language exposure, the results demonstrated that learning a foreign language can boost children's self-ego and social interaction development. Study findings revealed that exposure to a new language affects learners' self-development. Speaking an L2 often involves struggling to build a new identity. Instructing children in the English language led to a great deal of change in English language proficiency, the supremacy of self-ego, and the growth of social interaction.
Key words:
Early foreign language learning, primary school students, self-ego, social interaction
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Omid Rezaei Dastgerdi, Isfahan University, Iran "Impact of Incorporating Input-based Tasks in IELTS Speaking Courses: Task Response, Accuracy, and Fluency in Focus" IJLTR 3 (2023) 2:25-55 DOI:10.12906/9783899664843_002
Abstract: The main objective of this research was to explore the effect of input-based tasks in the IELTS speaking test. For this purpose, 40 subjects who were advanced EFL learners in Danesh Pajouhan, Isfahan, Iran were randomly selected as the sample of study 20 of whom were assigned as the experimental group and the rest as the control group. While the control group received the traditional input, the experimental group received input in the form of task-based activities, referred to as input-based tasks in problem-solving tasks and jigsaw tasks. As the finding of the data analysis show, after the treatment, there was a statistically significant difference between the experimental group and control group in terms of task response, accuracy and fluency. The findings of this study can be useful for second langue learners, second-language teachers and curriculum designers.
Key words:
IELTS Speaking Courses, Input-based Tasks, Task Response, Accuracy, Fluency
References
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Mehrdad Vasheghani Farahani, Leipzig University, Germany "Extending the Scope of Corpus-Based Translation Studies by Sylviane Granger & Marie-Aude Lefer, 269 Pages, Bloomsbury, 2022 ISSN: 9781350143258" IJLTR 3 (2023) 2:57-60 DOI:10.12906/9783899664843_003
Abstract: Concurrently with the publication of Baker's influential work (1995) on corpora and translation and the corresponding rapid progress in technology, there has been a marked proliferation of newly released and highly innovative publications in this rapidly expanding domain of expertise (refer to Youdale, 2019; Vasheghani Farahani, 2022 for illustrative examples). One of the seminal works in corpus-based translation studies is the ground-breaking volume edited by Granger & Aude Lefer and published by Bloomsbury in 2022, which is widely recognized as a pioneering contribution to the field.
Key words:
#HERE KEYWORDS#
References
Baker, M. (1995). Corpora in translation studies. Target. International Journal of Translation
Studies, 7(2), 223-243. https://doi.org/10.1075/target.7.2.03bak.
Braun, S., Kohn, K., & Mukherjee, J. (2006). Corpus technology and language pedagogy: New resources, new tools, and new methods. Berlin: Peter Lang Pub.
Vasheghani Farahani, M. (2022). Writer-reader interaction by metadiscourse features: English-Persian translation in legal and political texts. Berlin: Frank & Timme.
Youdale, R. (2019). Using computers in the translation of literary style: Challenges and opportunities. London: Routledge.
Elham Shayegh, Islamic Azad University, Iran; Mojgan Rashtchi, Islamic Azad University, Iran; Arshya Keyvanfar, Islamic Azad University, Iran "Ethics in Political Discourse in the Light of Critical Discourse Analysis: Trump vs. Biden" IJLTR 3 (2023) 2:61-79 DOI:10.12906/9783899664843_004
Abstract: Maintaining ethics has always been one of the crucial concerns of different scholars all around the globe. Considering the direct impact of political leaders’ attitudes on people’s minds, decision-making, and behavior, maintaining ethics by politicians in society is specifically emphasized. Moreover, the battleground has given way to the cultural, social, and ideological arena in recent years. In a global village, the attitude of leading politicians has extensive side effects, locally to globally, depending on how political players use their language’s power to influence people’s minds. This qualitative research investigated the maintenance of ethics by the two candidates of the US Presidential Election, Donald Trump and Joe Biden, in the first presidential debate on September 29, 2020. The framework applied in this research was the Faircloughian three-dimensional critical discourse analysis (CDA) model. The results showed the failure of the two representatives of the red and blue parties to maintain ethics during the debate. More significantly, regarding ethical discursive structure, Joe Biden performed worse than Donald Trump in this chaotic debate. Although, Trump’s performance cannot be considered ethical. Moreover, this paper interpreted and explained the social effects of their speeches.
Key words:
Critical discourse analysis (CDA), Donald Trump, Joe Biden, Norman Fairclough, Political discourse.
References
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Hadi Salehi, Fahimesadat Davoodi, Bahareh Keshtiarast, Islamic Azad University, Iran "Impact of Big Blue Button Software on Listening Comprehension Among Iranian Intermediate EFL Learners" IJLTR 3 (2023) 2:81-101 DOI:10.12906/9783899664843_005
Abstract: The present study investigated the impact of Big Blue Button Software on listening comprehension among Iranian intermediate EFL learners. The study also aimed to figure out if there was a difference between female and male learners based on the effect of Big Blue Button Software on their listening comprehension. To this end, 40 Iranian EFL learners whose level of proficiency was intermediate and who were studying in online classes participated in the study. Their level of proficiency was evaluated via Oxford Quick Placement Test (OQPT). The participants enrolled in a 17-session online English course. In this course, the textbook was Touchstone 2, and the classes were held by Big Blue Button as the platform. At the end of the course, the listening post-test was given to the participants to compare their listening comprehension before the treatment and to compare female and male participants. The study’s findings indicated that Big Blue Button significantly improved listening comprehension among Iranian male and female intermediate EFL learners, and gender did not play an important role. The results of this study provide practical implications for teaching and learning listening comprehension and online language teaching.
Key words:
Big Blue Button, Listening Comprehension, Distance Learning, Online Class, Virtual Learning Platform
References
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Gilakjani, A. P., & Sabouri, N. B. (2016). Learners' Listening Comprehension Difficulties in English Language Learning: A Literature Review. English language teaching, 9(6), 123-133.
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Tariq Elhadary, Istanbul Nisantasi University, Turkey "Linguistic and Cultural Differences Between English and Arabic Languages and their Impact on the Translation Process" IJLTR 3 (2023) 2:103-117 DOI:10.12906/9783899664843_006
Abstract: Translation is a complex process that involves transferring meaning from one language to another while considering the linguistic and cultural nuances of both source and target languages. This study examines the linguistic and cultural differences between English and Arabic and their profound influence on the translation process. The study explores various aspects of these differences, including grammar, vocabulary, idiomatic expressions, cultural references, religious and legal terminology, as well as worldview and cultural norms. English and Arabic exhibit distinct grammatical structures and rules, requiring translators to navigate different sentence constructions and word orders. Moreover, both languages possess unique vocabularies and idiomatic expressions that demand translators to have a deep understanding of cultural context to find suitable equivalents or convey meaning effectively. Cultural references play a vital role in translation, as Arabic and English-speaking cultures have diverse historical, religious, and social backgrounds. Translators must possess cultural sensitivity and knowledge to ensure accurate conveyance of references and allusions. Additionally, religious and legal terminology poses a challenge in translation, as Arabic has a rich vocabulary specific to Islamic terms and legal terminology. The study employs textual analysis as a research method to examine, interpret and delve into the content, themes, and underlying patterns within the selected texts. Understanding the impact of linguistic and cultural disparities between English and Arabic languages is crucial for producing accurate and meaningful translations.
Key words:
Translation, Arabic and English Languages, Culture and Cultural differences, stylistics, terminology
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IJLTR 3 (2023) 1 pdf for download"
Elham Taghipour Ahangar, Islamic Azad University, Iran "PAPER TITLE" IJLTR 3 (2023) 1:1-14 DOI:10.12906/9783899664836_001
Abstract: The present study tried to indicate the effectiveness of self-regulated strategies on second grade junior high school learners' autonomy in learning vocabulary. To do this, out of 46 students of two intact classes who were selected based on cluster sampling, 40 of them labeled as pre-intermediate ones and participated in this study. Then, they were randomly assigned in two groups as control and experimental, each with 20 students. Participants of the experimental group subjected to employ self-regulated learning strategies for ten sessions, however the control group followed the normal way of teaching with no treatment. To gather data, learner's autonomy questionnaire developed by Zhang and Li (2004) was used. That is to say, the questionnaire specified the students' autonomy in vocabulary learning at the end of the teaching period in both groups. Data were analyzed through SPSS software, and analysis of findings indicated a significance difference between the participants of two groups in terms of learning autonomy. Finally, the study concluded that using self-regulation strategies have significant effect on EFL learners' autonomy in vocabulary improvement. Findings of this work provide positive experience for students as well as teachers. It is hoped that they can reveal the importance of the mentioned strategies in the educational system.
Key words:
Self- regulated Learning, Learners' Autonomy, Vocabulary Learning, EFL Context
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Mehrzad Razavi Moghadam, Islamic Azad University, Iran "Exploring Cultural Hybridity in 10 English Films Dubbed into Persian By Namayesh Channel" IJLTR 3 (2023) 1:15-28 DOI:10.12906/9783899664836_002
Abstract: As the world is becoming smaller, the ideas and beliefs of different societies and cultures encounter each other, bringing about the emergence of hybridity. In the modern world, cultural hybridity plays an important role in eradicating the barriers between cultures and people. This study aims to investigate the most frequently applied strategies by translators based on Venuti’s translation theory. In this research 10 English films and their Persian translations are examined based on Delabastita’s four distinctions of film signs including audio-verbal, audio-nonverbal, visual-verbal, and visual-nonverbal. The results of the study show that most of the strategies were related to domestication strategy and most of the hybrid elements were related to audio-verbal and visual-nonverbal levels of hybridity.
Key words:
Cultural hybridity, Audio-Verbal, Visual-Verbal, Foreignization, Domestication
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Marzieh Rahaei, Hadi Salehi, Islamic Azad University, Iran "Impact of Extra-Curricular Reading Materials on the Development of EFL Learners’ Motivation" IJLTR 3 (2023) 1:29-39 DOI:10.12906/9783899664836_003
Abstract: This study aimed to investigate the impact of extra-curricular resources and materials on the development of EFL learners’ motivation and ability to understand basic concepts of language. The IELTS pre-test and post-test scores of forty EFL learners, selected conveniently and homogenized through a Level Assessment (OPT) test, were compared to achieve this purpose. In addition, the participants who were randomly divided into experimental and control groups completed a motivation questionnaire, also called the academic motivation scale. This questionnaire was used to assess the participants’ motivation to learn English through extra-curricular materials used outside a classroom. The obtained results indicated the effectiveness of using extra-curricular materials on motivation. The results also confirmed the recent findings that using extra-curricular materials is a useful way to improve the understanding of the learners’ basic English language concepts and the development of their motivation.
Key words:
Extra-curricular materials, motivation, concepts
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Yazid Meftah Ali Wahas, Hajjah University, Yemen "Challenges of E-Learning Faced by ESL Learners during the Covid-19 Pandemic: A Case Study" IJLTR 3 (2023) 1:41-58 DOI:10.12906/9783899664836_004
Abstract: The COVID-19 pandemic has changed the way of life, learning, and work. It shook the entire world and caused the largest disruption to all levels of education in history. As the world went into lockdowns, to reduce the proliferation of the pandemic, people worldwide were confined to their homes; virtual and digital platforms for learning and teaching remained the cornerstone of continuing education. Despite the rapid development of learning technologies, ESL students still face many challenges in learning a language while shifting to e-learning during the COVID-19 pandemic. Therefore, the current study aimed to investigate the challenges faced by the ESL students of the Department of English, Aligarh Muslim University (AMU), India. The study followed a qualitative method, where a questionnaire was designed via Google Forms. According to the study’s findings, students were dissatisfied with e-learning because they faced numerous challenges such as technological accessibility, social interaction, e-assessment, and academic performance.
Key words:
COVID-19 pandemic, E-learning Challenges, ESL learners, virtual and digital platforms
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Hamed Zarabi, Nima Yamrali, Nadia Gharani, Islamic Azad University, Iran; "An Investigation of the Most Common Difficulties Iranian Pre-university EFL Learners Face in Their Paragraph Writings" IJLTR 3 (2023) 1:59-84 DOI:10.12906/9783899664836_005
Abstract: Due to the fact that writing is a cognitively demanding task and as a step toward removing some of the obstacles English as a Foreign Language (EFL) learners encounter when performing writing tasks, this study attempted to investigate Iranian pre-university EFL learners' perceptions toward the most typical writing difficulties. For this to be done, 20 intermediate students from two different secondary high schools in Gonbad Kavoos, Iran were selected. Based on the steps of error analysis recommended by Corder (1967), a meticulous content analysis was conducted on the paragraphs written in their final exams and it was revealed that the most common writing problems these students face were related to their ‘grammatical knowledge’, ‘lexical knowledge’, ‘semantical knowledge’, and ‘mechanical knowledge’. All of these types of errors were fully explained and exemplified in the article. Furthermore, a semi-structured interview with students was conducted and the result of the interviews also confirmed the results of the content analysis of their paragraphs. Ten English language teachers' opinions were gathered and listed through semi-structured interviews and coding analysis in order to find solutions to their problems. There are some practical ramifications for educators, students, content creators, and curriculum designers in this regard at the article's conclusion.
Key words:
Corder’s taxonomy of errors, English as a Foreign Language (EFL), Iranian EFL learners, Writing problems, Writing skill
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Asma Sadat Mirhosseini, Kerman Institute of Higher Education, Iran; Ali Asghar Rostami Abousaeedi, Shahid Bahonar University, Iran "Relationship between EFL Learners' Personality Traits (Extroversion/ Introversion) and Their Productive Skills" IJLTR 3 (2023) 1:85-100 DOI:10.12906/9783899664836_006
Abstract: The present study was targeted at analyzing the relationship between the language learners' personality traits and their productive skills. In doing so, out of 46 students of intermediate level who were selected based on available sampling, 40 of them participated in this study. After that, a related personality questionnaire was distributed among them. Regarding the score scale, the participants were labeled as extroverts and introverts and put in two groups as Extrovert Group and Introvert Group. Then, pre-test of writing and speaking was conducted and the students' scores were recorded. After receiving the same treatment, posttests of writing and speaking were done to evaluate the participants’ progress in terms of their personality traits. Finally, all the students' scores were collected and inserted to SPSS software for analyzing the possible relationship between students' personality traits and their productive skills. Findings indicated that extroversion had effect on the students' productive skills, as a positive relationship found between extroverted students and their achievement in writing and speaking language skills. Based on the received information, there was a considerable difference between the extroversion personality trait and the students' writing and speaking skills. However, after treatment in the introverted learners’ group, no significant correlation found between their personality traits and their scores of productive skills. Accordingly, it can be said that the higher extroversion in language learners, the more successful achievement in their productive skills.
Key words:
Extroversion/ Introversion, Personality Traits, Speaking Skill, Writing Skill
References
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2022
IJLTR 2 (2022) 2 pdf for download"
Omid Rezaei Dastgerdi, Independent Researcher, Canada " Impact of Online-learning Activities on Improving IELTS Speaking Performance of Iranian EFL Learners: An Experimental Comparative Study" IJLTR 2 (2022) 2:1-20 DOI:10.12906/9783899664829_001
Abstract: This paper investigated the possible impacts of using online activities and the speaking ability of Iranian EFL learners. For this reason, 30 participants were selected randomly and divided into two experimental groups and one control group. The participants were given a speaking IELTS test at first. After that, the experimental groups received online-learning activities regarding speaking abilities in two various forms with teacher’s intervention and without teacher’s intervention; whereas the control group did not receive. Then, the three groups were given a post-test on speaking ability to compare the possible impacts of the online- learning activities. The results showed that the participants in the experimental groups yielded more positive results. In addition, between two ethe experimental groups, the experimental groups with the teacher's active role had better results. The findings of this research can have very useful implications for IELTS courses in Iran.
Key words:
Conventional Learning, EFL Learners, IELTS, Online Learning, Speaking Ability
References
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Nooshin Nojoomizadeh, Islamic Azad University, Iran " Analysis of Conversations in an Iranian High School Textbook: Grecian Maxims in Focus" IJLTR 2 (2022) 2:21-42 DOI:10.12906/9783899664829_002
Abstract: Conversation which is a major human activity has been the focus of Grice’s maxims in his Cooperative Principle. The aim of the present study was to analyze the conversation section in the Iranian high school textbook entitled, prospect 3. To achieve this objective, the required data was elicited from 38 English high school teachers through questionnaires and analyzed via SPSS (V.16). The study used descriptive statistics. The statistical analysis of the data revealed that most of the conversations among students followed the Grecian maxims of quantity, quality, relevance, and manner. However, in three conversations speakers violated the maxim of quantity and manner-- the maxim of quantity, maxims of quantity and manner, and maxim of quantity were violated in lessons 1, 2, and 3 respectively.
Key words:
Manner, Maxim, Quantity, Quality, Relevance
References
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Zohreh Jafari, Islamic Azad University, Iran, Abbas Paziresh, Chabahar Marine and Maritime University, Iran " Power of Online Games in Enriching EFL Learners' Vocabulary Knowledge" IJLTR 2 (2022) 2:43-58 DOI:10.12906/9783899664829_003
Abstract: Online games have been proven to be influential in escalating the learning rate of language. Many facets of language were investigated in the light of online games, but the vocabulary was not considered enough at different proficiency levels. Therefore, the present study aimed at inspecting the impact of online games on young EFL learners' vocabulary enhancement. For this purpose, following a true experimental design, a sample of eighty male and female learners took part in the study. They were divided into two control and experimental groups randomly. They were homogenized using OPT test. Then, they were pre-tested using an online vocabulary test. Later, the control group was taught using traditional methods of text-book and writing and the experimental group was treated using BINGO online game. Subsequently, the groups were post-tested through another online vocabulary test. Scores were entered into SPSS and the descriptive statistics were calculated and t-tests were run. The results revealed that the experimental group outperformed the control group in mastering specified vocabulary items, and there was a considerable difference between the two groups. The study has implications for teachers, curriculum designers, and students.
Key words:
Vocabulary enhancement, online games, language learning
References
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Aseel Alshbeekat, Isra Unversity, Pakistan " Textual Pragmatic Markers in the Speech of Jordanian University Students: A Functional-Pragmatic Approach" IJLTR 2 (2022) 2:59-88 DOI:10.12906/9783899664829_004
Abstract: This study aimed at investigating the use of textual English pragmatic markers (PMs) as used by Jordanian university students by adopting a functional-pragmatic approach to explore the functions of these PMs. It also examined the effect of gender on the use of textual PMs. Participants were 10 fourth-year university students (5 males and 5 females) who studied Translation at Isra Private University. Online interviews, storytelling activities, and a short questionnaire were used to elicit data from the participants. The data were analyzed qualitatively and quantitatively in light of the study’s research questions. The study revealed that the functions of textual markers are: marking contrast, elaborating, reformulating and exemplifying, showing temporal sequence, indicating inferential or conclusive relationships and summaries, signaling shifts or transition of discourse and continuation of discourse, and signaling the opening or closing of opening or closing of discourse. In relation to the use of textual PMs, the results showed that there were no significant differences between males and females.
Key words:
Linguistic adaption, pragmatic function, pragmatic markers, Relevance Theory, textual marker
References
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Anana Mariam Emmanuel, Mountain Top University, Nigeria " Harmonizing Symbolic Representations and Teaching Methods with the Child’s Ability: A Discourse Analysis Approach" IJLTR 2 (2022) 2:89-110 DOI:10.12906/9783899664829_005
Abstract: Symbolic representations and the methods a teacher adopts to teach pupils, especially at the lower levels are very germane to the actualization of a child’s learning goals and objectives. Nowadays, many parents, teachers, school owners, and other educational stakeholders are interested in ensuring that a child graduates from one class to another at a rapid rate; whether or not the child understands what he/she learns is not the concern of many educational stakeholders today. This study investigates the graphic symbols and the methods that teachers use to teach pupils, especially at the lower levels. This is qualitative research that adopts Meaning-Text-Theory as its theoretical framework for data analysis. Data were randomly selected from English Alphabetic and phonic textbooks. Participant and non-participant observations of teachers’ teachings in pre-primary schools in Ogun and Lagos States, Nigeria, were adopted as instruments for data collection. One of the major findings reveals that the drilling and recitations methods that most teachers use in teaching their pupils yield little or no results as the pupils they teach find it difficult to neither identify nor understand what they are being taught. The paper, therefore, recommends that pupils should first be tested to know their capabilities before teachers apply learners’ friendly practical method because failure to do so may result in non-achievement of the learning goals and objectives.
Key words:
Symbolic representations, methods, Meaning-Text analysis, learning goals
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Sara Hashemi Shahraki, Islamic Azad University, Iran " Manipulation of Realities through Euphemistic and Derogatory Terms and Phrases in Political Texts: Obama’s actions regarding American Gulf Oil Spill" IJLTR 2 (2022) 2:111-136 DOI:10.12906/9783899664829_006
Abstract: This study of political media discourse, following Van Dijk's multi-disciplinary (2006) framework, takes a closer look at the manipulation of realities in texts through discursive strategies of euphemization and derogation (praising and criticizing). Taking a critical discourse analysis (CDA) perspective, this paper analyzed textual data from sixteen opinion articles and editorials published in four American newspapers (The Washington Post, The Washington Times, The New York Post, and The New York Times) concerning the actions taken by the US President, Barack Obama, to control the Gulf of Mexico Oil Spill. The findings revealed that these opinion articles and editorials represent the same social actors and events differently by choosing such discursive features as euphemistic and derogatory terms, phrases and strategies. Moreover, the critical text analysis revealed that the political approach of each newspaper is materialized and can be traced in the language it produces. In other words, depending on the political party it is supporting, each newspaper manipulates its readers to either praise or criticize the actions taken by president Obama concerning the Gulf oil spill. It seems that The Washington times and The New York Post support the opposing political party and mostly criticize the president of their country, while most of the actions taken by the president concerning this issue are approved by The New York Times. As for The Washington Post, it criticizes some actions of the president, but not as much as The Washington times and The New York Post.
Key words:
CDA, Gulf oil spill, political media discourse, euphemization, derogation, discursive features
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IJLTR 2 (2022) 1 pdf for download"
Hossein Haidari Tabrizi, Islamic Azad University, Isfahan, Iran " Mapping out the Terminology for Judging Quality in Various Translation Practices: A Key Disciplinary Desideratum" IJLTR 2 (2022) 1:1-21 DOI:10.12906/9783899664812_001
Abstract: Translation quality is a central issue in the translation profession as well as translation education and training and is one of the utmost controversial topics in translation studies today. The terms and concepts used in discussing the process of judging translation quality in its various practices and contexts are rather confused by scholars and practitioners in the field. Perhaps, the prime example of such confusion is the interchangeable use of the terms, “evaluation” and “assessment.” Acknowledging the complexity and importance of defining these notions, a shared emphasis is found in the literature on defining and assessing quality in the context of specific situations. In fact, the lack of a universal, unified specialized terminology for judging translations is urging the need to standardize assessment terminology in order to reach a common understanding of quality standards demanded in both academic and professional settings. In order to differentiate among various practices, translation terminology is gradually being evolved. To date, efforts have been made to clarify this terminology and to identify and define different types of translation quality assessment procedures. Through a systematic review of the literature at hand, the present paper is an attempt to map out the terminology for judging quality in various translation practices as a key disciplinary desideratum.
Key words:
Translation Criticism; Translation Evaluation; Translation Management Quality Control; Translation Quality; Translation Quality Assessment(TQA)
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Nadia Pirmoradian, Islamic Azad University, Isfahan, Iran; Azizeh Chalak, Islamic Azad University, Isfahan, Iran " Iranian Students’ Attitudes Towards English Loanwords in Persian with a Focus on Gender Differences" IJLTR 2 (2022) 1:23-38 DOI:10.12906/9783899664812_002
Abstract:
The English language has affected nearly every language community in the world. Persian is no exception as many English words have been borrowed in Persian. This study was non-experimental quantitative-descriptive research employing an approach to examine the Iranian postgraduate students’ attitudes towards English lexical borrowings and if there was a difference between the attitude of male Persian speakers and female Persian speakers. To fulfill the purpose of this study, two sets of questionnaires were distributed among 60 Iranian students majoring in law and business through snowball sampling. The quantitative data were collected by means of two sets of questionnaires and entered into SPSS and the frequencies, percentages, and mean of the individual items were calculated and analyzed. The data analyses showed evidence of positive attitudes of students towards English loanwords. The results also indicated that the growth of social media has a great effect in the use of English words which seems to be kept across both genders. All in all, it was concluded that attitudes towards English loanwords in Persian were positive, yet there was not a statistically significant correlation between Iranian female students and Iranian male participants. The study contributes to our understanding of the nature of lexical borrowings from English into Persian. Therefore, an implication of this study is that English loanwords must only be used appropriately and when necessary because misuses of them will result in weakening and deterioration of the Persian language.
Key words:
Attitudes; Borrowing; Loanwords; Persian speakers
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Fatemeh Farahmandi, Islamic Azad University, Najafabad, Iran; Hadi Salehi, Islamic Azad University, Najafabad, Iran " Effects of Clash of Clans Online Game on Iranian Students’ Vocabulary Learning: A Case Study" IJLTR 2 (2022) 1:23-38 DOI:10.12906/9783899664812_003
Abstract: Online games can be effective tools in vocabulary learning. Clash of Clans is one of these games which is investigated in this research. Three Iranian, male pre-intermediate participants were cases of this study who played for ten to thirty minutes every day and were randomly chosen among 19 available subjects. This game consists of 60 words and about 70 sentences and the process of learning ranged from 3 to 6 months for different learners. Data collected through an interview and checklist showed that Clash of Clans online game helps pre-intermediate EFL learners acquire several vocabulary items without being exposed to any direct instruction and can be applied as a means of improving vocabulary among pre-intermediate EFL learners. Furthermore, the findings might be constructive for materials developers, i.e. helping them to prepare appropriate texts in terms of textual integrity and readability, in line with the needs and levels of EFL learners.
Key words:
Clash of Clans; Online games; Vocabulary learning; Iranian pre-intermediate learners
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Sahar Khademi, Islamic Azad University, Najafabad, Iran " A Review of Silence in Conversation: Discoursal Perspective" IJLTR 2 (2022) 1:51-67 DOI:10.12906/9783899664812_004
Abstract: Silence in conversations semantically carries varied interpretations. Since silence is a component of discontinuity in speech, it arises relatively rarely in confrontational discourse that is distinguished by continuous speaking flow and rapid turn-taking. This study sets out to investigate the purposes behind interruptions, the meanings of silences in conversations, and also pause and differences to analyze their power roles encrypted in silence. In terms of silence, the meanings behind it are highly dependent on what is uttered prior to or after the occurrence of silence. Silences can indicate topic switch, speaker’s wish to continue the same topic, and disagreement. In a conversation, silences lead to awkward situations among speakers and show trouble in conversation flow, but the results of the study show that conversational flow induces a sense of belonging and positive self-esteem.
Key words:
Silence; Conversation; Interruption; Meaning
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Masoud Modiry Rad, Ph.D. Candidate, English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran "Analysis of English Joke Structures: A Socio-Discoursal Perspective" IJLTR 2 (2022) 1:69-82 DOI:10.12906/9783899664812_005
Abstract: Drawing on Vahid Dastjerdi & Ahmadvand (2013) concerning different modes of communication through jokes as a way for people to express their philosophical, psychological, sociological, anthropological, and political concerns, the current study tries to reconsider 20 strategies used in English jokes, but not in SMS domain, rather in Instagram and Facebook. Simply put, this study intends to find and analyze strategies used in English jokes on Instagram and Facebook to make people laugh and to compare them with the results of the above-mentioned research. The findings will have implications for discourse analysts as well as EFL material developers to have a better understanding of the English native speakers’ joke structures and humorous discourse.
Key words:
English joke structures, strategies, discourse analysis, Instagram, Facebook
References:
Ahmadvand, M., & Dastejerdi, H.V. (2013). Discourse Analysis of SMS Jokes: A Cross-Cultural Comparison of Joke Strategies in Persian and English.
Alex N. (2021). 40 best Blue Monday jokes: funny quotes and one-liners to cheer you up on the most depressing day of the year. www.scotsman.com.
Davis, C. E. (2003). How English-learners joke with native speakers: an interactional sociolinguistic perspective on humor as collaborative discourse across cultures, Journal of Pragmatics, 35(9), 1361-1385
Yus, F. (2011). forthcoming. “Strategies and effects in humorous discourse. The case of jokes.” In Studies in Linguistics and Cognition, B. Eizaga Rebollar (ed.). Berlin: Peter Lang.
Tyukina, L., Babayan, V.N., & Lazovic, M. (2020). Linguistic analysis of a humorous dialogic discourse (on the material of German-, English - and Russian everyday joke). SHS Web of Conferences.
N. (2008). Discourse of Humor in the Culture of Mobile Jokes. Kuvempu University Journals of Language and Literature, 3(5), 115-131.
Dunbar, R.I.M. Launay, J. & Curry, O. (2021). The Complexity of Jokes Is Limited by Cognitive Constraints on Mentalizing. The University of Oxford.
Nooshin Nojoomizadeh, Ph.D. Candidate, English Department, Najafabad Branch, Islamic Azad University, Iran "Imagining the Peoples of Europe: Populist Discourses across the Political Spectrum—A Review" IJLTR 2 (2022) 1:83-91 DOI:10.12906/9783899664812_006
Abstract: The Debate about populism is exuberate. It is, therefore, obligatory for discourse scholars to disengage themselves from this perceptual and linguistic confusion and remove to the analytical view of what these parties claim and how these claims include appeals to the "people", and how their political style and condition occur simultaneously or overlap. The category of populism itself cannot be used in a non-reflexive manner as a social-scientific analytic use of this term may or may not overlap with the way this category is used in everyday political language use. This volume contains articles that problematize and analyzed both the table of populism" and the notion of the people" in different European contexts from a wide variety of several discourse-analytical and discourse theoretical perspectives.
Key words:
Political, Populism, Populist discourse,Language Use
References:
Canovan, M. (2002). “Taking Politics to the People: Populism as the Ideology of Democracy.” In Democracies and the Populist Challenge, ed. by Yves Mény, and Yves Surel: 25–44. Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781403920072_2.
De Cleen, B., & Yannis S. (2017). “Distinctions and Articulations. Discourse Theory and the Study of Populism and Nationalism.” Javnost – The Public, 27(4), 301–319. HTTP:// doi.org/ 10.1080/13183222.2017.1330083.
Dyrberg, T. B. (2003). “Right/Left in Context of New Political Frontiers: What’s Radical Politics Today?” Journal of Language and Politics 2(2), 339–342. https://doi.org/10.107 5/jlp.2.2.09dyr.
Jagers, J. & Stefaan W. (2007). “Populism As Political Communication Style: An Empirical Study of Political Parties’ Discourse in Belgium.” European Journal of Political Research, 46(3), 319–345. https://doi.org/10.1111/j.1475-6765.2006.00690.x.
Laclau, E. (1977). Politics and Ideology in Marxist Theory: Capitalism, Fascism, Populism. London: New Left Books. Laclau, Ernesto. 2005a. On Populist Reas.
Mény, Y. & Yves S. (eds.) (2002). Democracies and the Populist Challenge. Houndmills: Palgrave. https://doi.org/10.1057/9781403920072.
Mudde, C. (2004). “The Populist Zeitgeist.” Government and Opposition 39(4), 541–563. https://doi.org/10.1111/j.1477-7053.2004.00135.x.
Mudde, C. & Cristóbal R. (2017). Populism: A Very Short Introduction. Oxford: Oxford University Press. https://doi.org/10.1093/actrade/9780190234874.001.0001.
Ostiguy, P. (2009). The High-Low Political Divide. Rethinking Populism and Anti-Populism. Kellogg Institute Committee on Concepts and Methods Working Paper 360. HTTP:// nd.edu/~kellogg/publications/workingpapers/WPS/360.pdf
Stanley, B. (2008). “The Thin Ideology of Populism.” Journal of Political Ideologie,s 13(1), 95–110. https://doi.org/10.1080/13569310701822289.
Stavrakakis, Y. (2004). “Antinomies of Formalism. Laclau’s Theory of Populism and the Lessons from Religious Populism in Greece.” Journal of Political Ideologies 9(3), 253–267. https://doi.org/10.1080/1356931042000263519.
Stavrakakis, Y. & Giorgios, K. (2014). “Left-wing Populism in the European Periphery: The Case of SYRIZA.” Journal of Political Ideologies, 19(2), 119–142.
Zienkowski, J., & Breeze, R. (2019). Imagining the Peoples of Europe: Populist discourses across the political spectrum: John Benjamins Publishing Co.
2021
IJLTR 1 (2021) 4 pdf for download"
Martin Woesler, Chen Yang, Hunan Normal University/China " Recategorizing Walter Benjamin as Non-deconstructivist based on a Comparison of Jacques Derrida’s and Benjamin’s Views on Translation" IJLTR 1 (2021) 4:1-13 DOI:10.12906/9783899664744_001
Abstract: According to traditional Western views on translation, conveying the meaning is the first aim. In Benjamin’s eyes, this is an acceptance of the “non-identity of languages”, harming linguistic development. With his understanding, Benjamin challenged ideas viewing language as a tool. For this challenge, he has been regarded by many scholars as a forerunner, re-belling against Western logocentrism. He also contributed to the develop-ment of translation studies, e.g. with his concept of a “pure language”. Another dominant figure of deconstructivism is Derrida, who also chal-lenged logocentrism. He has created many concepts like “la difference”, dis-semination, trance etc., which serve not only linguistics and philosophy, but also translation studies. In the history of Western translation, Benjamin has often been classified as a member of deconstructivism, even being compared with Derrida in regard to their deconstructive architectural concept of “absence” (MacArthur 1993). However, Benjamin’s understanding of translation differs from Derrida’s. This paper compares their comprehension of translation mainly regarding the aspects of “pure language” and “la différence”, metaphrase and relevant translations, “afterlife” and “rebirth” of the original. Their attitudes towards the five dimensions original work, author, translator, translation work and translation criterion respectively are explored. It is concluded that Benjamin does not belong to deconstructivism.
Key words:
Benjamin, Derrida, Translation, Deconstructivism, pure language, la différence
References
Basnett, S. & Lefevere, A. (Eds.). (1990). Translation, History and Culture. London and New York: Pinter Publishers
Benjamin, W. (1923) „Die Aufgabe des Übersetzers“ (The Task of the Translator). Charles Baudelaire, Tableaux Parisiens, Heidelberg: Verlag Richard Weißbach
Benjamin, W. (2004). The Task of the Translator: An Introduction to the Translation of Baudelaire's Tableaux Parisiens. Harry Zohn (trans.).
Lawrence, Venuti (Ed.). The Translation Studies Reader (Second Edition). New York: Routledge, 75-85.
Benjamin, W. (2009). 写作与救赎:本雅明文选.李茂增、苏仲乐译 (Writing and redemption: Selected writings of Benjamin. Translated into Chinese by Li Maozeng and Su Zhongle). Shanghai: Eastern Press 61.
Benjamin, W. [1916] (2019). Über Sprache überhaupt und über die Sprache des Menschen, unpublished, posthumous edition: Ditzingen: Reclam.
Cai Xinle 蔡新乐. (2007). 相关的相关——德里达“相关的”翻译及其他 (The correlation of correlations - Derrida's "correlative" translation and beyond). Peking: China Social Science Press.
Cao Danhong 曹丹红. (2012). “本雅明《译者的任务》再解读 (Reinterpretation of Benjamin's "The Task of the Translator")”, Chinese Translation (5), 5-9.
Catford, J. (1965). A Linguistic Theory of Translation; an Essay in Applied Linguistics. Oxford: Oxford UP.
Davis, K. (2004). Deconstruction and Translation. Shanghai: Shanghai Foreign Language Education Press.
De Man, P. 德曼. (2003). “结论”:瓦尔特.本雅明的“翻译者的任务" ("Conclusion": Walter. Benjamin's "The Task of the Translator"). Messenger Lecture, Cornell University, March 4, 1983." Yale French Studies 69 (1985): 25-46. Quoted from the Chinese Translation by Guo Jun 郭军, edited by Guo Jun 郭军 and Cao Leiyu 曹雷雨, 83-112.
Derrida, J. (2004). What is A “Relevant” Translation? Lawrence, Venuti (trans. & ed.). The Translation Studies Reader (Second Edition). New York: Routledge, 423-446.
Jiang, Xiaohua 蒋骁华, Zhang, Jinghua 张景华. (2007). “重新解读韦努蒂的异化翻译理论兼与郭建中教授商榷” (Reinterpreting Venuti's theory of alienated translation and discussing with Professor Guo Jianzhong). Chinese Translation (3), 39-44.
Kramer, S. 克拉默 (2008). Benjamin 本雅明. Transl. By Lu Lu 鲁路. Peking: People's University of China Press.
Macarthur, J. (1993). "Experiencing Absence: Eisenman and Derrida, Benjamin and Schwitters." Knowledge and/or/of Experience Brisbane, Brisbane: Institute of Modern Art. 99-123.
Mounin, G. (1963). Les problemes theoriques de la traduction, Gallimard, Bibliothèque des Idées
Nida, E. (1964). Toward a science of translating: with special reference to principles and procedures involved in Bible translating. Brill Archive.
Nord, Chr. (1988) Textanalyse und Übersetzen: theoret. Grundlagen, Methode u. didakt. Anwendung e. übersetzungsrelevanten Textanalyse. Heidelberg: Groos
Reiss, C. (1971) Möglichkeiten und Grenzen der Übersetzungskritik (Translation Critcism – The Potentials and Limitations),
Hueber Vermeer, H. (1978) „Ein Rahmen für eine allgemeine Translationstheorie“ (A Framework for an Ordinary Translation Theory); in: Lebende Sprachen 23, 99-102.
Vinay, J.P. & Darbelnet, J. (1958) Stylistique comparee du francais et de l’anglais, Paris: Didier
Wang Yingchong 王颖冲. (2011). “再论德里达的 ‚relevant’ translation”. ("Re-discussing Derrida's 'relevant' translation"). Chinese Translation (5), 11-19.
Wei Jiangang 魏建刚, Sun Yingchun 孙迎春. (2013). “本体论抑或方法论——本雅明《译者的任务》再探” (Ontology or Methodology: A Re-examination of Benjamin's ‚The Task of the Translator’). Foreign Languages and Foreign Language Teaching (2), 72-76.
Wohlfarth, I. (2003). 一个马克思主义者的“创世纪" (A Marxist's "Genesis"). Translated by Guo Jun 郭军. Edited by Guo Jun 郭军, Cao Leiyu 曹雷雨, 27-42.
Zhu Gang 朱刚. (2006). 本原与延异:德里达对本原形而上学的解构 (Origin and Extension of Difference: Derrida's Deconstruction of the Metaphysics of Origin). Shanghai: Shanghai People's Publishing House.
Reza Rahekhoda " Expansion in Film Subtitling: The Case of English-Persian Subtitles" IJLTR 1 (2021) 4:15-31 DOI:10.12906/9783899664744_002
Abstract: This study investigates the application of expansion in Persian subtitles of English films. More precisely, this study aims at classifying the different types of expansions used in subtitles as well as investigating the appropriateness or inappropriateness of the employment of each type, considering the time and space constraints which are peculiar to subtitling. To achieve this purpose, three English films, “The Net” (1995), “Contact” (1997), and “Mission Impossible 2” (2000), available with Persian subtitles, were selected for the study. To gather the required data, these films were watched and the Persian subtitles in which expansion had been used were identified and extracted along with their English dialogs. Then, the extracted Persian subtitles were classified based on the reason that gave rise to expansion in each case. Then, the appropriateness or inappropriateness of using expansion in the extracted Persian subtitles was descriptively investigated. Finally, an equivalent not containing any expansion was proposed for those cases in which the meaning could be fully transferred without this strategy. The findings of the study indicated that a number of reasons gave rise to the expansion of subtitles. These reasons range from explicitation (explicitation of visual, co-textual and contextual information), mistranslation and paraphrasing to subtitler’s preferences. Furthermore, it was found that the application of expansion was inappropriate in all cases except for those caused by explicitation of contextual information, since correct and shorter equivalents, which were equally capable of co
Key words: Audiovisual translation, expansion, explicitation, mistranslation, subtitling
References:
Bahumaid, S. (2006). Collocations in English-Arabic translation. Babel, 52, 133-152.
Baker, M. (1992). In Other Words. A Coursebook on Translation. London: Routledge.
Bielsa, E., et al. (2009). Translation in Global News. New York: Taylor & Francis.
Boduch, Robert D. (1999). Great Headlines-Instantly! How To Write Powerful, Attention-Grabbing Headlines That Pull in More Prospects, More Customers and More Profits, Now!
Cowie, A. (1981). The treatment of collocations and idioms in learner’s dictionaries. Applied Linguistics, 11(3), 223-235.
Hornby, A S. (2007). Oxford Advanced Learner’s Dictionary. Oxford University Press.
Lareau, F., Dras, M., B¨orschinger, B., Turpin, M. (2012). Implementing Lexical Functions in XLE. CSLI Publications.
Manning, Ch., D. & Hinrich S. (1999). Foundations of statistical natural language processing. Cambridge, Mass. MIT Press.
Minnaar, Rae-Ann. (2012). A Self-Reflexive Investigation into Effective Translation Strategies with Preference to Jeanne Goosen’s Louoond. MA Thesis.
Reah, D. (1998). The language of newspapers. London: Routledge.
Rohani, Ali, Esmaeili, M. (2010). A Contrastive Analysis of Sports Headlines in Two English Newspapers. Journal of Applied Language Studies. Vol. 4, No. 1.
Sughair, Yusraal. (2007). The Translation of Lexical Collocations in Literary Texts. B.A. Thesis. American University of Sharjah.
Venuti, L. (ed.). (2004). The Translation Studies Reader. 2nd edition. USA: Routledge.
Vinay, J. P., Darbelnet, J. (1995). Comparative Stylistics of French and English: a Methodology for Translation, (translated by J. C. Sager and M. J. Hamel), Amsterdam/ Philadelphia: John Benjamins.
Žvirblytė, Indrė, Petronienė, Saulė. (2012). Headlines of Online News Articles: Degree of Equivalence in Translation. Studies about languages.
Marzieh Alirezaei " Translation of English Collocations into Persian: Sport News Headlines in Focus" IJLTR 1 (2021) 4:33-47 DOI:10.12906/9783899664744_003
Abstract: This study was an attempt to find out which strategies are used in the translation of collocations in sport news headlines and making decisions regarding the extent of English collocations that are preserved in the Persian translations. For this purpose, one hundred collocations were selected from sport news headlines and were compared to their Persian translations. They were investigated based on Vinay and Darbelnet (1995) Model. The results showed that “Equivalence” was used more than other strategies, while the next most frequently-used strategies were “Borrowing”, “Literal translation” and “Transposition”. The least frequently-used strategy was “Modulation”. “Calque” and “Adaptation” were not used by the translators. Also, most of the collocations were preserved in the Persian translations.
Key words: Collocation, Headline, Translation Strategies, Sports News
References:
Bahumaid, S. (2006). Collocations in English-Arabic translation. Babel, 52, 133-152.
Baker, M. (1992). In Other Words. A Coursebook on Translation. London: Routledge.
Bielsa, E., et al. (2009). Translation in Global News. New York: Taylor & Francis.
Boduch, Robert D. (1999). Great Headlines-Instantly! How To Write Powerful, Attention-Grabbing Headlines That Pull in More Prospects, More Customers and More Profits, Now!
Cowie, A. (1981). The treatment of collocations and idioms in learner’s dictionaries. Applied Linguistics, 11(3), 223-235.
Hornby, A S. (2007). Oxford Advanced Learner’s Dictionary. Oxford University Press.
Lareau, F., Dras, M., B¨orschinger, B., Turpin, M. (2012). Implementing Lexical Functions in XLE. CSLI Publications.
Manning, Ch., D. & Hinrich S. (1999). Foundations of statistical natural language processing. Cambridge, Mass. MIT Press.
Minnaar, Rae-Ann. (2012). A Self-Reflexive Investigation into Effective Translation Strategies with Preference to Jeanne Goosen’s Louoond. MA Thesis.
Reah, D. (1998). The language of newspapers. London: Routledge.
Rohani, Ali, Esmaeili, M. (2010). A Contrastive Analysis of Sports Headlines in Two English Newspapers. Journal of Applied Language Studies. Vol. 4, No. 1.
Sughair, Yusraal. (2007). The Translation of Lexical Collocations in Literary Texts. B.A. Thesis. American University of Sharjah.
Venuti, L. (ed.). (2004). The Translation Studies Reader. 2nd edition. USA: Routledge.
Vinay, J. P., Darbelnet, J. (1995). Comparative Stylistics of French and English: a Methodology for Translation, (translated by J. C. Sager and M. J. Hamel), Amsterdam/ Philadelphia: John Benjamins.
Žvirblytė, Indrė, Petronienė, Saulė. (2012). Headlines of Online News Articles: Degree of Equivalence in Translation. Studies about languages.
Huannan Su, Fengyi Ma " Medical English Translation in Medical English Classes of Chinese Colleges: A Literature-based Review" IJLTR 1 (2021) 4:49-69 DOI:10.12906/9783899664744_004
Abstract: The current literature review intends to have a brief understanding of the general situation of medical English translation in medical English classes of contemporary Chinese medical colleges. Thus, in order to acquire an evaluation of the existing situation of medical English translation in contemporary Chinese medical colleges, this reviewing paper organically collects relevant literatures regarding medical English translation in contemporary Chinese medical colleges. Based on the results of this reviewing paper, a gap between a lack of certain series of practical medical English translation methods and the needs of applying necessary medical English translation methods is found ultimately. In view of this situation, the reviewers have reiterated the relationship between medical English translation and language learning and brought forward a translational enlightenment for the follow-up translational studies as well as future research regarding medical English translation in contemporary Chinese medical colleges.
Key words: Chinese Medical Colleges, Medical English Classes, Medical English Translation
References:
Bao, Z. (2015). On the Bridging Plan between Translation Theories and Translation Teaching. Foreign Language Teaching, 3, 85-89.
Bo, W., & Deng, M. (2006). A Brief Introduction to the Development of English Translation of Chinese Medicine. Chinese Journal of Traditional Chinese and Western Medicine, 6, 168-191.
Dong, F., & Liu, F. (2001). Improving the Chinese-English Translation Ability of Medical Students. Chinese Science and Technology Translation, 3, 37-38.
Fu, S., & Luo, Y. (2012). The Definition of Teaching Medical English Corpora and Its Construction Principles. Journal of Changchun University, 9, 1164-1166.
Ge, J. & Luo, X. (2010). A New Perspective on Foreign Language Teaching in the Era of New Media-Multiliteracies Pedagogy. Foreign Language Circles, 5, 13-19.
Huang, Y. (2012). The Translation of Long Sentences in Medical English. Changsha: Huanan Normal University Press.
Huang, Y. (2013). A Survey of Special Purpose English Teaching Based on Needs Analysis-Taking Medical English as an Example. Nanjing: Nanjing Normal University Press.
Hutchinson, T., & Waters, A. (2002). English for Specific Purposes. Shanghai: Shanghai Foreign Language Education Press.
Lepetit, D., & Cichochi, W. (2002). Teaching Languages to Future Health Professionals: A Needs Assessment Study. The Modern Language Journal, 86(3), 386-394.
Li, Z. (1997). Attach Importance to the Study of Traditional Chinese Medicine Translation Theory and Speed up the Construction of Traditional Chinese medicine Translation. Journal of Traditional Chinese Medicine Management, 7(4), 64-65.
Li, Z., & Zhang, Q. (2009). English for Traditional Chinese Medicine. Shanghai: Shanghai Science and Technology Press.
Liu, X. (2000). About Medical English Translation. China Science and Technology Translation, 1, 13-15.
Lu, B. (2012). The Era Mission of Traditional Chinese Medicine Translation. Masterpiece Appreciation, 11, 250-272.
Ma, H. (2005). On Medical English Translation from the Perspective of Translation Standards and Characteristics of Medical English. Journal of China Science and Technology Information, 22, 139.
Ma, H., & Jin, G. (2008). Analysis of Learning Needs in Medical English Teaching. Journal of Chengdu University of Traditional Chinese Medicine, 4, 41-56.
Niu, C. (2004). Talk about the Basic Qualities of Chinese Medical English Translation Researchers. Journal of Integrative Medicine, 4.
Richards, J. C. (2000). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
Sheng, S. (2009). History of Medical English Translation of Traditional Chinese Medicine. Jinan: Shandong University Press.
Wang, F., Shang, Y., & Li, Q. (2009). Practice and Thinking on Bilingual Teaching of Medical Genetics. Medical Research and Education, 26(6), 91-93.
Wang, L. (2014). On Translation of Traditional Chinese Medicine into English from Cultural Background. Shenyang: Liaoning Traditional Chinese Medicine University Press.
Xi, Y. (2009). “Faithfulness, Expressiveness and Elegance”, the Three Principles of Translation and Dynamic Equivalence: A New Exploration of the Similarities and Differences between the Three Translation Standards in China and the West and Their Reasons. Journal of Cangzhou Teachers College, 9, 40-42.
Yan, Z. (2007). A Preliminary Study of Medical English Translation. Shanghai: Shanghai Maritime University.
Yang, T., & Liu, Z. (2009). On Medical English Translation. Journal of Mudanjiang Education College, 1, 72-73.
Yin, C. (2013). Application of Translation Strategies to English Translation of Traditional Chinese Medicine. Shanghai: Shanghai Normal University Press.
Zhu, S. (2015). The Current Status of the Medical Translation Industry and the Principles of Practice. Chinese Translation, 2, 111-114.
Nadia Pirmoradian, Azizeh Chalak " Iranian Students’ Attitudes Towards English Loanwords in Persian with a Focus on Gender Differences" IJLTR 1 (2021) 4:71-86 DOI:10.12906/9783899664744_005
Abstract: The English language has affected nearly every language community in the world. Persian is no exception as many English words have been borrowed in Persian. This study was nonexperimental quantitative-descriptive research employing an approach to examine the Iranian postgraduate students’ attitudes towards English lexical borrowings and if there was a difference between the attitude of male Persian speakers and female Persian speakers. To fulfill the purpose of this study, two sets of questionnaires were distributed among 60 Iranian students majoring in law and business through snowball sampling. The quantitative data were collected by means of two sets of questionnaires and entered into SPSS and the frequencies, percentages, and mean of the individual items were calculated and analyzed.
The data analyses showed evidence of positive attitudes of students towards English loanwords. The results also indicated that the growth of social media has a great effect in the use of English words which seems to be kept across both genders. All in all, it was concluded that attitudes towards English loanwords in Persian were positive, yet there was not a statistically significant correlation between Iranian female students and Iranian male participants. The study contributes to our understanding of the nature of lexical borrowings from English into Persian. Therefore, an implication of this study is that English loanwords must only be used appropriately and when necessary because misuses of them will result in weakening and deterioration of the Persian language.
Key words: Attitudes, Borrowing, Loanwords, Persian speakers
References:
Abdi, R., & Nazari, F. (2015). A study on social media and frequently-used English words by Persian speaking users. Global Media Journal-Persian Edition, 10(2), 146-160.
Daulton, F. E. (2004). The comprehension of English loanwords in the Japanese media. Journal of Multilingual and Multicultural Development, 25(5), 285-296. DOI:10.1080/01434630408666533.
Daulton, F.E. (2011). On the origins of gairaigo bias: English learners’ attitudes towards English based loanwords in Japan. The Language Teacher, 35(6), 7-12.
Görlach, M. (2003). English words abroad. Amsterdam/Philadelphia DOI:10.7202/013562ar.
Hatanaka, M. & Pannell, J. (2016). English loanwords and made-in-Japan English in Japanese. Hawaii Pacific University TESOL Working Paper Series 14, 14-29.
Hojati, A. (2012). A study of the Iranian EFL students' errors in the pronunciation of ten highfrequency technology-related English loan words. Sheikhbahaee EFL Journal, 1(2). 91-107. DOI: 10.22034/EFL.2012.79177.
Hojati, A., Mirzaee, A., & Roustaei, M. (2013). A study of false friends in English and Farsi. European journal of Humanities and Social Sciences. 19(1). 37-49. http://www.journalsbank.com/ejhss_19_3.pdf.
Hoque, M. A., Ali, M. M., Puteh-Behak, F., & Baharun, H. (2021). Lexical borrowings from the English language into Bangla short stories. Journal of Language and Linguistic Studies 17(1), 158-172. Doi: 10.52462/jlls.9.
Hosseini Goodrich, N. (2020). English in Iran. World Englishes 39, 482–499. DOI:10.1111/weng.12491.
Islamic Republic News Agency. (2017). Hoshdar! Zabaan-e Farsi darmaohasereye vajegane biganeh [Warning: The Persian language is surrounded by foreign words]. http://www.irna.ir/fa/News/82563435.
Kowner, R., & Rosenhouse J. (2008). The hegemony of English and determinants of borrowing from its vocabulary. In J. Rosenhouse & Kowner R. (Eds.), Globally speaking: Motives for adopting English vocabulary in other languages, (pp. 4-18). DOI:10.21832/9781847690524-004.
Mashhadi Heidar, D., Mollahosseyni M., & Asaee, M. (2017). A study on the frequency of occurrence and usage of Anglicism in speech of young Iranian telegram Users. Sociological Studies of Youth, 7(25), 43-56.
Rahimi, M., & Ruzrokh, S. (2016). The impact of teaching lingua franca core on English as a foreign language learners’ intelligibility and attitudes towards English pronunciation. Asian Englishes, 18, 141–156. DOI:10.1080/13488678.2016.1173466.
Rezaei, S., Khosravizadeh, P., & Mottaghi, Z. (2018). Attitudes toward world Englishes among Iranian English language learners. Asian Englishes, 21(1), 52-69. DOI:10.1080/13488678.2018.1440367.
Riazi, A. (2005). The four language stages in the history of Iran. In A. M. Y. Lin & P. W. Martin (Eds.), Decolonisation, globalization: Language-in-education policy and practice (pp. 98–114). DOI:10.21832/9781853598265-008.
Rüdiger, S. (2018). Mixed feelings: Attitudes towards English loanwords and their use in South Korea. Open Linguistics; 4, 184–198. DOI:10.1515/opli-2018-0010.
Sharifian, F. (2008). Cultural schemas in L1 and L2 compliment responses: A study of Persianspeaking learners of English. Journal of Politeness Research, 4, 55–80. DOI:10.1515/PR.2008.003.
Thomason S.G. & Kaufman T. (1988) Language Contact, Creolization and Genetic Linguistics. University of California Press.
Yegt, W. (2014). Attitudes towards English loanwords in Dutch news broadcasts: The influence of gender and age. M.A Thesis. Leiden University. DOI:10.1525/9780520912793.
Zarrinabadi, N., & Mahmoudi-Gahrouei, V. (2018). English in contemporary Iran. Asian Englishes, 20, 81–94. DOI:10.1080/13488678.2017.1389147.
IJLTR 1 (2021) 3 pdf for download"
Hadi Salehi, Somayeh Kiani, Islamic Azad University/Iran " Vocabulary Recall Improvement through Acronyms: A Case Study of Iranian Advanced EFL Learners" IJLTR 1 (2021) 3:1-14 DOI:10.12906/9783899664737_001
Abstract: This study aimed at investigating the effects of using acronyms on improving vocabulary recall among Iranian EFL learners. To this aim, 20 advanced EFL learners were selected and randomly assigned to two groups; namely, experimental and control. The data collection instruments were a vocabulary test consisting of some multiple-choice items and a questionnaire for exploring the participants’ perceptions of using acronyms for improving vocabulary recall. Eighty target words chosen from a textbook entitled, General English Language (2nd ed.), authored by Jafari, were also provided as the materials of the study. The vocabulary test was administered to the participants as pretest and posttest prior to and after the treatment. The findings revealed that using acronyms had a significant effect on improving vocabulary recall among the learners in the experimental group. Moreover, the participants in the experimental group had positive perceptions of the effects of using acronyms on improving vocabulary recall. The findings of this research are beneficial for those who are concerned with English learning and teaching including learners, teachers and researchers.
Key words:
Acronym, EFL Learners, Language Learning Strategy, Memory Strategy, Vocabulary Recall
References:
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Nasrin Khaleghi Zavareh, National Institute of Oceanography and Atmospheric Sciences/Iran " Translation of Culture-Specific Items from English into Persian: A Case Study of The Secret Garden" IJLTR 1 (2021) 3: 15-37 DOI:10.12906/9783899664737_002
Abstract: In this study, the main purpose was to analyze the culture-specific items in three Persian translations of an English literary work, The Secret Garden. In order to achieve this objective, Newmark’s taxonomy of culture-specific items and Vinay and Darbelnet’s model of translation were used for identifying and classifying the translation strategies of culture-specific items applied in the three Persian translations of the book. To do so, first, the CSIs were extracted from the source text. Then, the translation strategies applied in culture-specific items of the three Persian translations were detected, compared and analyzed. The obtained results showed that the ‘equivalence strategy’ was the dominant translation strategy, and ‘particularization’ and ‘adaptation’ were the least frequently-used strategies. This finding has practical implications
Key words:
Culture, Culture-specific items, Translation strategies, Vinay and Darbelnet’s model of translation
References:
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Mahdi Rostami Ravari, Neda Fatehi Rad, Islamic Azad University/Iran " Impact of Dialogue Journal Writing on EFL Learners' Self-Regulation and Reading Comprehension Performance" IJLTR 1 (2021) 3: 39-70 DOI:10.12906/9783899664737_003
Abstract: Dialogue journal writing is an activity by which language participants can make a bond of written communication with their teachers and practice various aspects of the target language. This feature can make dialogue journal writing a learner-centered instrument to improve learners' proficiency in different aspects of language. With this in mind, the present study explored the impact of dialogue journal writing on self-regulation and reading comprehension performance of EFL learners in a language institute. To this purpose, an experimental pre-test, post-test research design was used. The participants of the study were 60 pre-intermediate participants who were divided into experimental and control groups of equal size (30). At the end of the treatment, the participants took a post-test and post-questionnaire of self-regulation and the scores were recorded carefully. The results of the study indicated that the employment dialogue journal writing has a significant impact on Iranian EFL learners’ reading comprehension skill and their self-regulation.
Key words:
Journal writing, self-regulation, reading comprehension ability, EFL learners
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Azar Bagheri Masoudzade, Islamic Azad University/Iran und Raziyeh Hashemi Lahijani, Kerman Institute of Higher Education/Iran " Communicative Language Teaching Method (CLT) and Final Examination of Iranian EFL Learners" IJLTR 1 (2021) 3: 71-90 DOI:10.12906/9783899664737_004
Abstract: Communicative Language Teaching (CLT) aims at improving students’ abilities to communicate in a foreign language. This approach has been welcomed and employed by numerous EFL teachers. The current research attempted to probe the effectiveness of CLT method as a communicative approach on EFL learners’ achievements in their final examinations. It also aimed at exploring the EFL learners’ attitudes towards the use of CLT method in their language classes. A total number of 60 female students of elementary level was selected based on convenience sampling. A pre-test was administered to the participants at the beginning of the term to ensure that they had the same language background. Then, they were randomly assigned as experimental and control groups (30 students in each group). Communicative activities were employed with the experimental group while control group was exposed to traditional, non-communicative teaching method. The research lasted a term approximately six weeks. At the end of the experiment, a post-test (final exam) was assigned to both groups to determine whether CLT method had positively affected the EFL learners' achievement in final examination. In the last session, CLT questionnaire was distributed among the learners of the experimental group to explore their views (positive or negative) towards CLT method. The results showed that CLT method had a positive effect on the students' achievements in final examination. The experimental study has also illustrated the positive students’ attitude toward this communicative teaching method.
Key words:
Communicative, Language Teaching (CLT), Communicative Competence, Communicative Activities, Final Examination
References:
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Narges Backtash, University of Tehran/Iran und Masoud Taheri, Islamic Azad University/Iran " Teaching-Learning Asymmetry: Why Don't Learners Learn What Teachers Teach" IJLTR 1 (2021) 3: 91-104 DOI:10.12906/9783899664737_005
Abstract: Teachers of EFL, as well as teacher trainers, have always complained about mismatch between what they do in the language classes and the outcome of it in the real world. There has been much debate as to whether the mismatch results from learner variables, teacher inadequacies, program deficiencies, etc. The present paper reviews some existing learning perspectives and tries to come up with some hypotheses concerning the problem. One hypothesis put forward here to test in a comparative form is that the language learning environment and the strategies used by the teachers and learners do not match and therefore the efforts of both groups go down the drain. Implications of the possible confirmation of such hypothesis for language teachers are discussed and some conclusions are drawn on that basis.
Key words:
First language acquisition, second language acquisition, language testing
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McGlothlin, J.D. (2001). A Child`s First Steps in Language Learning. http://www.aitech.ac.jp/~iteslj/Articles/McGlothlin-ChildLearn.html.
Parupali, S.R. 2018.Error Analysis and its implications for ELT. Researchgate.net.July 2018. DOI. 10.3329/rjelal.63.412
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Valeh Jalali, Islamic Azad University/Iran " Simplification: A Case Study of the Persian Translations of The Little Prince " IJLTR 1 (2021) 3: 105-119 DOI:10.12906/9783899664737_006
Abstract: The present study explores the application of ‘simplification, as a translation universal, in three Persian translations of The Little Prince, a novel by Saint-Exupery, to find out whether there is any significant difference among them in terms of using this translation strategy. The study also aims to determine which translation is the most successful in simplifying the text in translation. The three translations examined belong to Shamloo, Qazi and Najafi, respectively. To this purpose, Kludy’s (2003) classification is used as the theoretical framework of the study. So, the data regarding simplification are extracted from the three translations on the basis of the categories of this framework. Then, the frequency of simplification strategies present in the three translations is calculated and comparisons are made.
Key words: Simplification, Simplification hypotheses, Translation universals
References:
Baker, M. (1998). Routledge Encyclopedia of translation studies. London and New York: Routledge.
Baker, M. (2000). Towards a methodology for investigating the style of a literary translator. Target 12(2): 241-266.
Colina, S. (2003). Translation Teaching from Research to the Classroom: A Handbook for Teachers. Arizona: McGraw-Hill.
Chesterman, A. (2004). Hypothesis about translation universals. In: G. Hansen ST al. (Eds.), Claims, Changes and Challenges in Translation Studies (pp. 1-13), Amsterdam/Philadelphia: Benjamins.
De Saint-Exupery, A. (2018). The Little Prince (I. Testot-Ferry, Trans.). Wordsworth Editions.
Eskola, S. (2004). Untypical frequencies in translated language: A corpus-based study on a literary corpus of translated and non-translated Finnish. In: A. Mauranen and P. Kujamaki (Eds.), Translation Universals: Do They Exist? (pp. 83-99), Amsterdam: Benjamins.
Kamenicka, R. (2008). Simplification profile and translator style. In Pym and Perekrestenko (Eds.), Translation Research Projects 1 (pp. 117-130), Spain: Tarragona.
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قاضی، محمد. )1389 .)شازده کوچولو. تهران: انتشارات امیرکبیر
نجفی، ابوالحسن. )1379 .)شازده کوچولو. تهران: انتشارات نیلوفر
شاملو، احمد. )1388 .)شازده کوچولو. تهران: انتشارات نگاه
pdf for download"
IJLTR 1 (2021) 2
Mona Lavenezhad, Islamic Azad University/Iran " Effect of Textual Integrity of Argumentative Texts on EFL Learners’ ReadingPerformance: Different Levels of Language Proficiency in Focus" IJLTR 1 (2021) 2: 1-25 DOI:10.12906/9783899664720_001
Abstract: The present study aimed at investigating the effect of textual integrity of argumentative texts on EFLlearners’ reading comprehension performance. It also aimed at checking the extent of such an effectamong learners with different language proficiency. To this purpose, 120 students learning English at Jihad Daneshgahi Institute in Isfahan were selected as the participants. They were selected from apool of 200 available and interested students and were divided into three groups of low proficient, intermediate and high proficient learners of equal size (40), based on their scores on an OQPT proficiency test. Then, 3 reading comprehension tests (cloze tests), with an appropriate level of text difficulty, were prepared by the researcher. In making the tests, the text in each test was either kept authentic in terms of textual integrity (i.e. text organization, cohesive devices, etc.), or manipulated to lose its textual unity and, thus, be more difficult to read and understand. The results of data analysis indicated that manipulated argumentative texts negatively affect EFL learners’ reading performanceat all levels of language proficiency. The results additionally revealed that text manipulation, i.e. textual integrity decrease, has a more significant effect on the reading performance of the intermediategroup participants. The findings of this study can have some implications for language teachers to become more alert to the effect of textual integrity of texts on reading comprehension performance of students when trying to understand argumentative texts. Furthermore, the findings might be constructive for materials developers, i.e helping them to prepare appropriate texts in terms of textualintegrity and readability, in line with the needs and levels of EFL learners.
Key words: English writing, Digital mind mapping, Mind Perception, Traditional mind mapping
References:
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Maryam Askari, Islamic Azad University/Iran " Relationship between Two Translation Quality Assessments: Holistic Rating Vs. Waddington’s Model of Assessment" IJLTR 1 (2021) 2: 27-46 DOI:10.12906/9783899664720_002
Abstract: Translation quality assessment is one of the most significant and, at the same time, problematic areas of translation. The critical importance of this issue becomes more obvious in pedagogical contexts. The present study focused on the translation quality assessment undertaken in Islamic Azad University of Bandar-Abbas which offers translation training in both B.A and M.A levels. In this study, Waddington’s model of TQA, which is accepted as an objective model, was applied to the exam papers of the students, already assessed and scored by their instructors. The results obtained from statistical analysis of the data, that is, the two sets of scores, revealed that a correlation does exist between the scores obtained through applying Waddington’s model and the scores assigned to the papers by the instructors. Based on this finding, two conclusions were drawn: 1) the assessment carried out in the above-mentioned university is objective, and 2) Waddington’s model and its criteria are not that much objective, and has some shortcomings. One of the shortcomings, according to the findings of the present study, is that ‘the unit of translation’ has not been specified in the model. Thus, the researcher proposes to consider concept’ as the ‘unit of translation’.
Key words:
Holistic method, objective translation assessment criteria, translator training, Waddington’s Model
References:
Al-Qinai, J. (2000). Translation Quality Assessment. Strategies, Parameters and Procedures. Translators' Journal, 45(3), 497–519.
Farahzad, F. (1992). “Testing achievement in translation classes”, in C. Dollerup and A. Loddegaard (eds.), Teaching Translation and Interpreting: Training, Talent, and Experience, Amsterdam/Philadelphia: John Benjamins Publishing Company, pp. 271-278.
Heydari Tabrizi, H. (2008). Towards Developing a Framework for the Evaluation of Iranian Undergraduate Students’ Academic Translation. M.A. Thesis. University of Shiraz. Available from www.irandoc.ir [Accessed 18 Jan 2016].
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Khanmohammd, H, and Osalnoo, M. (2009). Moving Toward Objective Scoring: A Rubric for Translation Assessment. JELS. 1(1). 131-153.
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Sabiza, S. (2009). The Iranian University Teachers’ Criteria for Evaluation of Students’ Translation. M.A. Thesis. Available from www.irandoc.ir. [Accessed 19 Jan 2016].
Shahraki, A., & Karimnia, A. (2011). Waddington’s Model of Translation Quality Assessment: A Critical Inquiry. Elixir Ling. & Trans. 40. 5219-5224.
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Rana Rahimi Larki, Islamic Azad University/Iran " Relationship between Self-regulated Learning and Self-disclosure in EFL Classes: Speaking Competence in Focus" IJLTR 1 (2021) 2: 47-67 DOI:10.12906/9783899664720_003
Abstract: The present study aimed at investigating the relationship between self-regulated learning and self-disclosures in EFL speaking classes. To this end, 30 male and female Iranian EFL learners whose level of proficiency was intermediate participated in the study. Oxford Quick Placement Test (OQPT) was used for evaluating the participants’ general English knowledge and their self-regulations were assessed by Metacognitive Awareness Inventory (MAI). A pre-test was administered to evaluate how much the students were good at self-disclosure. The self-regulation strategies were taught directly to the participants in 10 sessions. After completing the treatment, the post-test was conducted to assess the participants’ improvement and to understand the relationship between self-regulation and self-disclosure. To measure the relationship between self-regulation and self-disclosure, Person Correlation was run. The results of the study revealed that there was a strong positive correlation between self-regulation and self-disclosure. In another words, self-regulation learning affected participants’ self-disclosure positively. The results of the study may offer implications for English teaching in general and teaching oral skill in specific.
Key words:
Competence, Oral Proficiency, Self-Regulation, Self-Disclosure
References:
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Mahsa Soleimani und Hossein Vahid Dastjerdi, University of Isfahan/Iran " Impact of Opinion-Exchange and Information Gap Tasks on EFL Learners’ Willingness to Communicate" IJLTR 1(2021) 2: 69-87 DOI:10.12906/9783899664720_004
Abstract: The present study sought to investigate the effect of two types of tasks; namely, ‘information-gap’ and ‘opinion-exchange’, on EFL learners’ Willingness to Communicate (WTC). To this end, the needed data was collected from 90 female EFL learners in Koushesh Language Institute in Isfahan, Iran, and the participants were divided into one control and two experimental groups (A and B). The latter received treatments in one of the two experimental situations and were measured for their level of L2 Willingness to Communicate (WTC). Group A received ‘information gap’ for a period of 16 sessions, and group B received ‘opinion-exchange’ tasks. The control group received no task of specific type. At the end of the treatment, the participants filled a questionnaire on their WTC. The results indicated that members of both the experimental groups outperformed those of the control group. Furthermore, it was revealed that opinion-exchange tasks had better effects on the enhancement of the participants’ WTC. The findings of this study may be very beneficial for the teachers of the English language who wish to improve their EFL learners’ speaking ability. In fact, creating environments for learners to communicate in English inside and outside the classroom through tasks would enhance learners’ willingness to communicate.
Key words:
Willingness to Communicate, information-gap task, opinion exchange task
References:
Akbarzadeh, M., & Narafshan, M. H. (2016). A Study on the Relationship between EFL Learners’ anxiety and Willingness to Communicate in Language Classes. International Journal of Language Learning and Applied Linguistics World, 11(2), 73-85.
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Fatemipour, H., & Nourmohammadi, A. (2014). The impact of using information-gap activities on improving EFL elementary learners’ willingness to communicate. Social Research Quarterly, 6(4), 109-123.
Jahanshahi, E. (2013). The Effect of Group Work on Learners’ Willingness to Communicate in EFL (Doctoral dissertation, Shahid Rajaee Teacher Training University).
MacIntyre, P. D., Baker, S. C., Clément, R., & Conrod, S. (2001). Willingness to communicate, social support, and language-learning orientations of immersion students. Studiesin second language acquisition, 23(03), 369-388.
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Marzban, A., & Hashemi, M. (2013). The Impact of Opinion-gap Tasks on the Speaking of Iranian Intermediate EFL Learners. Procedia-Social and Behavioral Sciences, 70, 943-948.
Montasseri, Z., & Razmjoo, S. A. (2015). The Effect of Using Competitive and Cooperative Teaching on the WTC of Iranian EFL Learners. International Journal of Language and Applied Linguistics, 1(3), 54-61.
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Mehrdad Vasheghani Farahani, Leipzig University/Germany und Nemutallah Shomoossi, Sabzevar University of Medical Sciences/Iran " Letter to the Editor - Social Isolation and Disconnectedness in Translators: An Overlooked Occupational Concern" IJLTR 1 (2021) 2: 89-92 DOI:10.12906/9783899664720_005
Abstract: none.
Key words:
none.
References:
Cacioppo, J. T., & Hawkley, L. C. (2009). Perceived social isolation and cognition. Trends in cognitive sciences, 13(10), 447–454. https://doi.org/10.1016/j.tics.2009.06.005
Chen, Y., & Feeley, T.H. (2014). Social support, social strain, loneliness, and well-being among older adults: an analysis of the Health and Retirement Study. The Journal of Social and Personal Relationships, 31(2), 141-161. doi: 10.1177/0265407513488728.
Cornwell, B., & Laumann, E. O. (2015). The health benefits of network growth: new evidence from a national survey of older adults. Social Science and Medicine (1982), 125, 94–106. doi: 10.1016/j.socscimed. 2013.09.011
De Jong Gierveld, J., & Van Tilburg, T. (2010). The De Jong Gierveld short scales for emotional and social loneliness: tested on data from 7 countries in the UN generations and gender surveys. European journal of ageing, 7(2), 121–130. https://doi.org/10.1007/s10433-010-0144-6
Drugan, J. (2017). Ethics and social responsibility in practice: interpreters and translators engaging with and beyond the professions. The Translator, 23(2): 126-142Special issue: Translation, Ethics and Social Responsibility. Doi: 10.1080/13556509.2017.1281204
Hyland, K. (2001). Bringing in the reader: addressee features in academic writing. Written Communication, 18(4): 549-74. Doi: 10.1177/0741088301018004005
Hyland, K. (2005). Representing readers in writing: student and expert practices. Linguistics and Education, 16(4), 363-377. Doi: 10.1016/j.linged.2006.05.002
Katan, D. (2009). Occupation or profession: A survey of the translators’ world. translation and interpreting studies: The Journal of the American Translation and Interpreting Studies Association, 4, 187-209. DOI: https://doi.org/10.1075/tis.4.2.04kat
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Vasheghani Farahani, M., & Shomoossi, N. (2021). Teleworking translators during the COVID-19 pandemic: Social and personal experiences from Iran. New Voices in Translation Studies, 24, 117-126.
pdf for download"
IJLTR 1 (2021) 1
Shima Ghobadi, Nastaran Zahedian, Islamic Azad University/Iran " Advertisement Slogans in English-Persian Translations: In Search of Appropriate Persuasive Features" IJLTR 1 (2021) 1:1-16 DOI:10.12906/9783899664713_001
Abstract: English advertisement slogans are rarely translated into Persian though they are almost everywhere around us. In the present study, due to the importance of the persuasive language and the rhetorical figures in advertisement slogans, couples of English-Persian advertisement slogans were analyzed to illustrate the persuasive characteristics used in them. The findings revealed that to sell the foreign products well in Iran’s markets, translators of related slogans should be aware of the persuasive language of advertisements and find the most appropriate translation strategy through analyzing them. It was also revealed in the analysis of the selected slogans and comparison of their translated versions that the Persian style of advertisements is in some ways different from their counterparts in English, yet they do share a number of features. Based on the findings, it can be concluded that the translation of advertisement slogans should be regarded as a form of featured translation demanding translators’ sensitivity.
Key words:
Advertisement slogans, persuasion, cultural features, advertising slogans
References:
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Adab, B., & Valdés, C. (Editors). (2004). Key debates in the translation of advertising material. The Translator, 10(2), 58-62.
Agha Golzadeh, F., Asadi, A., BagheriHariry, M. (2012). The Contrastive Analysis of Gender Factor Manifestation in the language of Advertisement in Iran in 1980’s and 2000’s. International Journal of Humanities and Social Science, 2 (2),151-153
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Jalilifar, A. (2010). The rhetoric of Persian and English advertisements. The International Journal of Language Society and Culture, 30, 25-39.
Khodabandeh, F. (2007). A Contrastive Analysis of Rhetorical Figures in English and Persian Advertisements. The Asian ESP Journal, 3(2), 41-64.
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Hossein Heidari Tabrizi, Islamic Azad University/Iran " Pedagogical Quality of English Achievement Tests: An Untold Story of Iranian High School Students’ Oral Scores" IJLTR 1 (2021) 1: 17-29 DOI:10.12906/9783899664713_002
Abstract: The test scores on students’ report cards is the only benchmark against which their English achievement are assessed for evaluative purposes in Iranian high schools. According to the rules and regulations, the average score of a student is required to be reported by English teachers, based on her/his performance on both oral and written tests. The present study aimed to discover if Iranian high school female students’ English scores on their report cards represent the real sum of their oral and written test scores. To do so, the average scores of 30 female students in Grade 11 at two Iranian girls’ senior high schools in Isfahan were compared with those of a researcher-made validated oral and written test. The results showed that the scores of the students on the newly-developed test were higher than those recorded on their report cards. The results of a paired t test revealed a statistically significant difference between the means of these two sets of scores, rejecting the common false presupposition about students’ low performance in oral skills. Teachers typically skipped the oral test and rated their students’ oral ability, just on the basis of their own intuition or students’ performance on the written test. It seems that the exclusion of the oral test leads to this difference in the scores. Thus, Iranian high school students’ English scores appearing on their report card are not a sound reflection of their performance on the oral and written tests.
Key words:
English Achievement Tests, Iranian High Language Assessing Quality, Students’ Oral Scores
References:
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Aslani, S. M., & Heidari Tabrizi, H. (2015). Teaching Grammar to Iranian EFL Learners through Blended Learning Using Multimedia Softwares. Journal of Applied Linguistics and Language Research, 2(8), 76-87.
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Elaheh Mashhadi, Islamic Azad University/Iran " Naturalness in Translation: A Case Study of the Figurative Elements in the Persian Rendering of To Kill a Mockingbird" IJLTR 1 (2021) 1: 48-49 DOI:10.12906/9783899664713_003
Abstract: The present research examines different translation strategies employed to render into Persian idioms and metaphors in the novel, To Kill a Mockingbird. Actually, the aim of the research is to scrutinize the choices made by the translator when dealing with such elements, through comparing the source and target tropes in search of the most frequently-used strategies. To investigate possible strategies used to render idioms, Baker’s four-stage model was used, while for metaphors, the model proposed by Morneau was applied. As for estimating the naturalness of the translation, Venuti's concepts of domestication and foreignization were utilized. The collected data comprised 209 idioms and 39 metaphors. Analysis of the data revealed that the most frequently-used strategies for rendering idioms and metaphors were paraphrase and word-for-word translation, respectively. Furthermore, it was found that domestication was more dominant than foreignization in the Persian translation. The findings of the present study can be helpful for all those involved in the practice of translating literary works as well as novice translators, translation teachers and translation students.
Key words:
Translation strategies,Domestication, Foreignization,Naturalness, Paraphrase
References:
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Amiri Shalforoosh, E., & Heidari Tabrizi, H. (2018). The Study of English Culture Specific Items in Persian Translation Based on House’s Model: The Case of Waiting for Godot. International Journal of English Linguistics, 8(1), 135-145.
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Khalouzadeh, E., Heidari Tabrizi, H. and Chalak, A. (2013). Translation of news texts in Persian political magazines: van Dijk’s model of critical discourse analysis. Journal of Translation Studies, 10(40), 67-76.
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Zahra Haghshenas, University of Isfahan/Iran " A Cross-cultural Study of Animal Symbolism in the Persian Renderings of Children's Literatur" IJLTR 1 (2021) 1: 57-79 DOI:10.12906/9783899664713_004
Abstract: Animals are among culture-bound items which make the translation practice a difficult task for translators and need specific considerations on the part of the translators. In fact, animals in each culture carry some symbolic meanings with themselves which are specific to that culture and are different from those carried in other cultures. Accordingly, the present study aimed at investigating the Literature. It also sought to find the effectiveness of using such strategies regarding the target audiences.To achieve these goals, eleven animal terms, with different symbolic meanings in western and Persian culture, were investigated in twelve western children’s books and their Persian translations. Then, based on Venuti's (1995) categorization of translation strategies, they were categorized into two main domestication and foreignization translation groups to see which group keeps more preferred strategy among Persian translators of children's literature. The effectiveness of using such strategies was measured by interviewing thirty Persian first grade students to elicit their strategies adopted by Persian translators to render the symbolic meaning of animals in children's knowledge about the symbol of animals and comparing them with the used strategies. The results showed that most of the Persian translators tend to foreignize these cultural terms. However, the results of the interview revealed that children recognize the native symbolic meanings of animals more than their foreign ones. It was concluded that the strategies used by Persian translators is not an appropriate one for translating cultural symbolic terms for Persian children.
Key words:
symbol, children's literature, translation strategy, foreignization, domestication
References:
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Venuti, L. (1992). Rethinking Translation: Discourse, Subjectivity, ideology. London and New York: Routledge.
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Venuti, L. (1998a). Strategies of translation. In M. Baker (Eds.), Routledge encyclopedia of translation studies. London & New York:Routledge.
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Farzan Hasani, Islamic Azad University/Iran und Mohamma Reza Talebinejad, University of Isfahan/Iran " Ideology and Audience in the Translation of 'Geneca Joint Plan of Action': Focus on BBC, VOA, and Press TV" IJLTR 1 (2021) 1: 81-96 DOI:10.12906/9783899664713_005
Abstract: This study aimed to investigate how and to what extent news agencies namely BBC, VOA and Press TV may manipulate a political or any given source text ideologically, as to suit their affiliations, how they present the news items and how that affects the audience. To this end, the researcher selected news items mainly in the form of audiovisual material broadcast by the mentioned news agencies regarding the interim agreement of Geneva. Drawing mainly on Van Dijk’s (2004) CDA Socio-Cognitive Framework, the news items which were mostly in form of audio-visual material were transcribed and then analyzed to find out what proportions of the information extracted from these news items were ideologically manipulated compared to the source text and in what order. It was revealed that Lexicalization, Evidentiality and Implication were the most prominent strategies used in BBC, Lexicalization, Number Game and Authority were the most used strategies in VOA and Lexicalization, Categorization and Negative Other-Presentation were the strategies mostly used in Press TV.
Key words:
Geneva Joint Plan of Action, BBC, VOA, Press TV, Lexicalization, Evidentiality and Implication
References:
Fairclough, N. (1989). Language and Power, London: Longman.
Fairclough, N. & Wodak, R. (1997). Critical discourse analysis. In T. A. van Dijk, ed., Discourse as Social Interaction: Discourse Studies: A Multidisciplinary Introduction, vol. 2. Thousand Oaks, CA: Sage, pp. 258– 84.
Farahani, E., & Ahmadian, M. (2014). What is the truth? A demonstration of language manipulation in two newspapers and the pedagogical implications. International Journal of Research Studies in Language Learning, 3(7), 89-100.
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Rashidi, N., & Souzandehfar, M. (2010). A Critical discourse analysis of the debates between Republicans and Democrats over the continuation of war in Iraq. Retrieved from http://www.uab.ro/jolie/2010/4_rashidi-souzandehfar.pdf.
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Shojaei, A., & Laheghi, F. (2012). A critical discourse analysis of political ideology and control factors in news translation. Theory and Practice in Language Studies, 2(12), 2535-2540.
Van Dijk, T. A. (2005). Critical Discourse Analysis. In Schiffrin, D., Tannen., D. & Hamilton, H. E. (eds.), The handbook of discourse analysis. Blackwell Publishers Ltd, Malden, Massachusetts, USA.
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Azizeh Chalak, Vahideh Rastgoo, Islamic Azad University/Iran " Perceptions of Language Learners towards the Use of Traditional vs. Digital Mind-Mapping Techniques in English Writing Class" IJLTR 1 (2021) 1: 97-115 DOI:10.12906/9783899664713_006
Abstract: The application of various creative teaching methods including mind-mapping has attracted English teachers. Instructors have always shown interest in establishing contexts that motivate and encourage learners to be more enthusiastic in their learning process. Mind-mapping is among the teaching and learning techniques evolved in this regard. The study aimed at comparing the perceptions of language learners toward the use of traditional and digital mind-mapping techniques in English writing classes. This descriptive study was conducted on 30 language learners of Shokouh Institute, Tabas, Iran. They were 14-17 years old with an intermediate level of English proficiency. The participants had already received both traditional and digital trainings and mastered the two techniques. The data on the participants’ perceptions were collected using questionnaires and interviews. The data analysis showed that the participants had positive perceptions toward mind-mapping, particularly digital technique. Based on the findings of the research, mind-mapping technique has helped the students organize their texts. Mind-mapping could also help English students to develop their writing skills in terms of organizing ideas. Consequently, mind-mapping would especially be suitable to assist students plan their English writing, since the technique stimulates them to obtain and establish a deeper understanding of the writing topics.
Key words:
English writing, Digital Mind-mapping, Mind-mapping, Perception, Traditional Mind-mapping
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