درخت حوزه‌های تخصصی

This article attempts to shed light on translation in the multilingual novel, an operation carried out by the author himself. For this purpose, we have chosen Thousand Splendid Suns by Khaled Hosseini translated into French by Mille Soleils splendids. Persian-speaking just like his characters, the author adopts English as his writing language but feeds it with Persian idioms that he glosses in different ways during his story. The writer incorporation modes of the original language into novel's vehicular language as well as the translation strategies adopted for the transfer of meaning, are the subject of our research. Plurilingualism study in the novel genre, these facts and effects, constitute the theoretical framework on which the textual strategies analysis of translation in the novel is carried out. The translation processes which take care of the language referents strangeness and original culture's such as borrowing and transfer being the processes most used by Hosseini , his glossary practice which reassures an almost perfect understanding for the universal reader the peculiarity of writer-translator pen's  

While writing skill is extensively studied in EFL contexts, more in-depth research is needed to explore how technology can assist its pedagogy. The present study aimed to investigate the impact of using an automated writing evaluation on Iranian EFL learners’ essay writing. Learning how to reduce errors (in an EFL context) by being corrected at the moment and being exposed to different examples regarding that error in the learners’ new texts through automated writing evaluation (AWE) tends to be the significance of this study. To this end, 50 Iranian EFL learners who were studying at the University of Qom, were randomly chosen. The sample included 25 females and 25 males, whose ages ranged from 19 to 25. The participants were given a pre-test before using AWE software. They were given a topic to write about as a pre-test. After the treatment, an IELTS Task 2 was utilized as a posttest. The IELTS writing band descriptors were used to evaluate the writings. The ANCOVA results showed a remarkable improvement in the essay writing of the EFL learners using an AWE software (i.e., Grammarly). The analysis of interview data revealed that the learners were more enthusiastic about using the AWE feedback because they were corrected while they were writing their essays. Since AWE is discovered to be a helpful device to promote learners’ writing skills, students would also be inspired to become associated with such online learning environments and utilize them earnestly and productively. This research also discovered the learners who got feedback from the AWE device got more prosperous but they also started to ask their teacher to provide more feedback to have AWE feedback and traditional feedback combined. The findings have implications for language teachers, material developers, and curriculum designers.

In this article, the plural marker in the Mahshahri dialect is examined. Mahshahri is the native language of the people of Bandar-e Mahshahr. This dialect has close similarities with other Iranian language varieties spoken in southern Iran, particularly those of other southern cities of Khuzestan Province, and Iranian language varieties of Bushehr, Fars and Kohkiluye and Boyr-Ahmad provinces. From a methodological point of view, this research is descriptive and analytical. The research data were mainly obtained through a questionnaire and by examining the text of a twenty-minute continuous speech from the Mahshahri dialect. The investigations carried out in this article show that the plural marker of Mahshahri is /-æl/, which, based on the phonetic environment of the base to which it is added, can have other allomorphic manifestations as well. The conducted studies also indicate that there are variations in the use of the plural marker in the Mahshahri dialect. These variations, in many cases, align with the replacement of the marker with its standard Persian counterparts. Therefore, the variations that can be seen in the use of the plural marker of Mahshahri can be considered in line with other current changes that are underway in the direction of leveling the dialect with standard Persian in Iran. 

This research investigated the effects of applying standardized grading procedures and tailored constructive feedback on the development of students' productive skills, with a specific focus on writing and speaking abilities in the Deanship of Preparatory Year students at the University of Imam Abdulrahman Bin Faisal, Saudi Arabia. The study introduced two programs: a writing portfolio program and a speaking remedial program. These programs aimed to assess students' strengths and weaknesses in these skills before offering individualized feedback from teachers between two assessment points. Pre- and post-program scores were compared, and teachers' reflections were gathered. The results demonstrate that students experienced substantial improvements in their scores, with progress ranging from 29% to 66% following the implementation of these initiatives. Additionally, the study revealed that teachers also benefited from these programs, leading to a reevaluation of the quality and quantity of their feedback and an adjustment in their teaching approaches to better support their students. These findings underscore the significance of providing constructive feedback in higher education institutions. They highlight the necessity of implementing feedback systematically and methodically to cater to the needs of struggling students, enhance the learning experiences of high-achieving students, and professionalize the processes of learning, assessment, and student support.

In recent decades, numerous studies in Iran have examined entrepreneurial traits among university students. However, the entrepreneurial potential of undergraduate English translation students remains unexplored. This study investigates the entrepreneurial characteristics of English translation students at Islamic Azad University branches in Mazandaran Province and identifies key obstacles hindering their development. A sample of 106 English translation students from four branches was selected through convenience sampling. Participants completed a validated questionnaire assessing traits such as risk-taking, internal locus of control, success orientation, pragmatism, challenge-seeking, intellectual vitality, and tolerance of ambiguity. Additionally, they engaged in semi-structured interviews after being informed about the study’s objectives. Descriptive statistics and one-way ANOVA analysis indicated that entrepreneurial traits were generally average, with no significant differences across the four branches. Qualitative analysis of interview data highlighted personal, financial, legal, and educational barriers as primary entrepreneurial obstacles.

English as a Foreign Language (EFL) University students usually write in their native tongue and translate it into English using Artificial Intelligence programs. The study evaluated the quality of translations generated by AI in one hand and investigated the impact of Artificial Intelligence Generated Translation (AIGT) on EFL students in another. A human translator and an AI tool were used to translate two sample texts from English into Persian. The texts were given to 30 EFL teachers to examine the quality of AI translations. In addition, 152 students randomly divided into control or experimental groups were exposed to translated texts. Results from an independent t-test showed that there was a negligible difference between the two groups. The qualitative analysis of the interview data that involved 30 participants revealed that language teachers perceived omission, addition, syntax and punctuation errors in AIGT as adequately acceptable, despite their prevalence. However, a majority of the teachers were dissatisfied with AIGT’s accuracy in rendering idiomatic expressions. Based on the results, EFL educators should acknowledge the prevalence and usefulness of AI among students, and aim to incorporate it effectively in their teaching instead of prohibiting its use.