درخت حوزه‌های تخصصی

Les défis de la traduction, notamment les enjeux de la traduction audiovisuelle, et plus particulièrement les sous-titres sont fort multiples. D’une part, les difficultés liées aux contraintes spatio-temporelles pour la lecture des sous-titres et d’une autre part, l’utilisation des allusions, métaphores et les implicites émanant de la critique des problèmes sociaux, politiques et culturels, via le « faire rire du public », décuplent la difficulté de cette tâche. La question qui se pose ici est de dépister comment l’interprétation du traducteur/sous-titreur est capable de façonner et d’orienter la réception du public. Pour y répondre, nous hypothétisons qu’en utilisant les outils d’interprétation propices (l’induction de tonalité, l’option des équivalents communs dans la langue cible, l’inclusion des informations supplémentaires et des constations personnelles hors des sous-titres), le sous-titreur pourrait clarifier les messages implicites du (con)texte de départ et ainsi augmenter les capacités interculturelles et réceptives du public. Cet article vise donc à étudier le rôle interprétatif du traducteur sur la performance de lecture et les modes de réception de public. A cet effet, quinze sous-titres multilingues de diverses comédies de stand-up provenant de sites TED et YouTube sont choisis et analysés selon la théorie générale de réception. Compte tenu des limites spatio-temporelles des sous-titres, nous avons constaté que le traducteur, tout en jouant son rôle d’interprète, devrait fournir des explications supplémentaires et acceptable exclusivement dans la mesure où ces dernières conduiraient à une meilleure réception de la traduction et qu’elles ne compromettraient aucunement la perception, la compréhension et la concentration de l’auditoire.

De toutes les fonctions assumées par les enseignants, celle qui suscite le plus de souci est probablement l’évaluation des apprentissages dans le cadre d’une perspective actionnelle, surtout l’approche par compétence. L’évaluation est une phase essentielle du processus d’apprentissage et contribue à la fois à l’approfondissement de l’apprentissage et à la satisfaction des apprenants. Dans cette visée, l’évaluation est liée au processus d’apprentissage, est intégrée à la progression et se situe à l’intérieur du processus et dans son déroulement. Mais, cette partie très importante de l’apprentissage reste parfois cachée aux yeux des enseignants et sa qualité n’est pas tenue en considération de la part des enseignants et des institutions. De ce fait, afin de soutenir l’apprentissage et de reconnaître l'état de développement des compétences lors du bilan des apprentissages de fin d’un cursus d’apprentissage, le processus d’enseignement du FLE suppose un ajustement des pratiques évaluatives qui favorise la progression des apprentissages. Dans ce but, connaître les pratiques d’évaluation des enseignants du FLE semble indispensable. Dans cette étude, nous aborderons l’agir évaluatif des enseignants lors de prendre des décisions sommatives. Cette étude a été menée auprès de soixante-dix enseignants de différents instituts des langues en Iran.Les résultats de cette recherche démontrent que les pratiques d’évaluation des enseignants ne sont pas bien adaptées aux perspectives nouvelles d’évaluation. Les résultats permettent donc de concevoir des programmes de formation de professionnalisation de l’évaluation des enseignants du FLE.

While metadiscourse has been extensively examined across several genres, contexts of publication, disciplines, and languages over the past two decades, researchers have mainly limited themselves to the qualitative checking of candidate metadiscourse markers for the various functions they serve. In the present study, however, we drew on retrospective methods coupled with semi-structured interviews to gain a deeper understanding of metadiscourse features applied linguistics apprentice and professional authors use in their research articles (RAs) in national and international English-medium journals. To achieve this goal, we built on Hyland’s (2019) interpersonal metadiscourse model to analyse RAs in three subsections including introductions, results, and discussion. We ran chi-square tests to examine the RA variations, following the descriptive analysis of the use of metadiscourse markers. A follow-up stimulated recall through semi-structured e-mail interviews was used. We used MAXQDA to analyse the interview data from authors. The results of qualitative and thematic analyses showed that metadiscourse markers play key roles in conveying the writers’ message and intention to the members of discourse communities. The findings of the study suggest raising apprentice writers’ awareness of the way they frame their message in research writing

The current study explored the effects of different feedback types on reducing Iranian test-takers’ speaking anxiety at the lower- and upper-intermediate levels. For this purpose, 90 male and female learners aged 21 to 45, who were preparing themselves to take the IELTS Mock test, were selected through a convenient sampling method and divided into lower-intermediate and upper-intermediate levels on the basis of the Oxford Placement Test (OPT) results. Then, they underwent ten treatment sessions of recast, explicit, metalinguistic, and clarification corrective feedback. To measure the anxiety in speaking performance, Chowdhury’s (2014) questionnaire was given to the participants once before treatment and once after the treatment. Then, the score of each learner was calculated and recorded for the data analysis. The obtained results revealed that there was a statistically significant difference among the feedback types regarding the participants’ speaking anxiety at the lower-intermediate as well as the upper-intermediate level. The implication of this finding is that teachers should constantly implement different types of corrective feedback in their classes to help students with their speaking anxiety problems.    

With the improvement of technologies in language learning and teaching, new models and approaches are being proposed to enhance the students’ performance. One of the practical models is Flipped Classroom (FC), which has been attracted by many teachers and researchers, especially in the K-12 education system. This study explored the effect of the online FC approach on the improvement of EFL learners' performance in high schools in Iran with a quasi-experimental design. To run the experimental study, through convenience sampling forty-three high school students were divided into an experimental group and a control group and to evaluate the efficacy of the online FC approach. The comparison of the results of experimental and control groups’ pre-test and post-test scores by an independent samples t-test revealed that incorporating the online FC approach into EFL educational context remarkably improves the EFL students' learning performance. It is significantly applicable for learning a language, especially during the Covid-19 pandemic which majority of the classes have been running online. Additionally, to manage online FC more efficiently, some suggestions are provided for teachers.

This study aimed at designing a problem-based model of writing development for Iranian EFL learners. To this end, a qualitative content analysis method was used. The participants included EFL teachers (N=10) and learners (N=15) with teaching and learning experience in writing courses at different language institutes of Iran. They were selected through purposive sampling. To collect the data, a semi-structured interview was used. More particularly, initially, the respondents in this study were interviewed to find out what their views about PBL is. The researchers began the qualitative data collection procedure and continued until data was saturated. The semi-structured questions administered to the respondents dealt with various aspects of PBL including: searching for answers, collaborative learning, cognitive thinking, learner-centered learning, diminished rule of the teacher, feedback dynamics in PBL, synthesis of data, and application of findings. By using the views of participants with regards to PBL, a new PBL model for the writing skill were designed. The findings can have implications for EFL teachers, learners, and curriculum planners.

While the bulk of literature repletes with studies on emotional intelligence and its effect on teachers' performance and students' academic achievement, few have been released as to the potency of the factors that can foster emotional intelligence inside classrooms. Accordingly, the present study aimed to investigate the extent to which spiritual intelligence could be a predictor of emotional intelligence. The data were collected through a merger of the Brief Emotional Intelligence Scale (BEIS-10) and Spiritual Intelligence Self-Report Inventory (SISRI).  The evolved 34-item questionnaire was translated into Persian to ensure maximum comprehension of participants. The sample of this study consisted of 847 undergraduate Iranian EFL learners from two provinces in Iran. Three phases were in this study. First, an exploratory factor analysis of SISRI-24 was performed. Second, confirmatory factor analysis of both inventories, individually, was done by IBM SPSS AMOS. This was followed by CFA of the 34-item questionnaire. Last, multiple regression analysis was modeled to find the predictive relationships. The results of PCA revealed a three-factor model of SISRI (18 statements). CFA also verified both inventories under investigation. The model fit estimated of the 34-item questionnaire was sufficiently adequate to approve the model. Multiple regression analysis also indicated that critical existential thinking could predict both appraisal and regulation of own emotions as well as utilization of emotions. Likewise, conscious state expansion could predict the utilization of emotions. It was also found that personal meaning production could predict the appraisal of other emotions. 

Graphic organizers have been employed to facilitate second language learners' vocabulary knowledge development; however, the examination of the effects of these graphic organizer options on learners' collocation knowledge development has remained unexplored. This research investigated the effects of using teacher-generated, individually-generated, and cooperatively generated graphic organizers on Iranian English language learners' collocation knowledge. The present study examined these effects by studying 80 intermediate second language learners who were selected based on convenience sampling. The participants were assigned to four groups randomly. The collocations were provided on the board in the control group, and explanations were provided orally. In the teacher graphic organizer group, the teacher provided the learners with pre-filled graphic organizers with collocations. In the individually-generated group, the teacher provided the learners with a list of words in groups, and they had some minutes to generate their graphic organizers. In the cooperatively-generated group, the participants had some minutes to generate their graphic organizers cooperatively with their peers. Using a pre-test, immediate post-test, and delayed post-test, the researchers examined the effects of these conditions on learners' collocation knowledge. The findings showed that all graphic organizer groups were more successful than the control group in developing learners' collocation knowledge. In addition, the mean value of the participants’ scores in the cooperative group was significantly more than that of the teacher-generated and individually-generated groups, and there was no significant difference between the mean scores of the teacher and individual-generated graphic organizer groups.  

The current study attempted to investigate and compare the perceptions of Iranian in-service hard disciplines, soft disciplines, and English teachers of their prognostic, formative, and summative assessment literacy. To this end, a total number of 282 high school teachers (94 teachers from each disciplinary groups) were asked to complete the modified and validated version of Rahimi and Rastgoo’s (2017) questionnaire. To enrich the quantitative phase, 90 teachers (30 ones in each group of disciplines) were also interviewed. The results of one-way ANOVA and multiple comparisons revealed a significant difference between hard disciplines and English teachers in terms of their prognostic and summative assessment literacy. However, no significant difference was found among the three groups in terms of their formative assessment literacy. The content analysis of the interviews cast light on the commonalities and discrepancies of assessment perceptions and practices depending on the teachers’ disciplines. The findings can be transferred to teacher education programs to enhance the teachers’ subject-specific assessment competencies. 

This study aims to explore the relationship between Iranian undergraduate translation students’ level of anxiety and emotional intelligence (EI) when performing consecutive interpreting, and the quality of their interpreting performance. To this end, thirty Iranian undergraduate English translation students were invited based on convenience sampling to participate in this study. A researcher-made questionnaire was designed to measure students’ interpreting anxiety. Participants completed Schering's emotional intelligence and interpreting classroom anxiety scale (ICAS) to measure their level of EI and anxiety. The participants were then asked to consecutively interpret a three-minute video clip from English into Persian about anxiety disorder. Students’ interpreting performance was assessed by three experienced raters based on Carroll’s model of translation quality assessment for consecutive interpreting. The results showed that there was no statistically significant relationship between the students’ total score of EI and the quality of their consecutive interpreting performance. However, there was a negative correlation between students’ interpreting anxiety and the quality of their interpreting performance. Additionally, a negative association was found between students interpreting classroom anxiety and emotional intelligence. Consequently, the findings demonstrated that negative emotions and thoughts such as anxiety and stress reduce translation students interpreting ability. Moreover, based on the results, the interpreting theoretical instructions, as well as teaching psychological factors should be included in the translation teaching syllabus to train proficient and skillful interpreters in Iranian universities.