درخت حوزه‌های تخصصی

Given the unquestionable significance of academic discourse in knowledge sharing, the present study investigates research articles published in high-ranked journals in two disciplines of Applied Linguistics and Medical Sciences. Considering the fact that abstract sections in a research article are factual representations of the details of the paper, they are of great importance. Moreover, academic writers attempt to publish more valued and engaging articles using numerous writing norms, a well-known way of which is Nominalization. The study follows genre analysis design and includes a corpus of 30 research articles in Applied Linguistics and 30 articles in medical sciences, half by natives and half by non-natives published between 2015 and 2024. Meticulous analysis and article-to-article comparison indicated higher frequency of verbal nominalization in all sets of articles and no statistically significant difference between native and non-native academic writers in both fields. However, there was a considerable difference between the deployment of nominalization between the academic writers in applied linguistics and medical sciences, the former outperforming the latter group. It is believed that the results of this study will help English for Specific- and for Academic Purposes practitioners in the inclusion of more writing instruction practices in their curriculum.

Attitude plays a pivotal role in language learning as it influences learners’ motivation, engagement, and, ultimately, their proficiency. Recognizing the significance of attitude in language learning and toward language teaching methodologies, particularly Communicative Language Teaching (CLT), this study aimed to develop and validate a scale tailored to Iranian learners’ attitudes toward CLT, termed the CLTQ (Communicative Language Teaching Questionnaire). Using a correlational study, we constructed the CLTQ and checked its psychometric properties to ensure the CLTQ’s accuracy and appropriateness in an EFL context. The developed questionnaire was administered among a sample of 295 EFL learners and validated by means of principal component analysis (PCA) and structural equation modeling (SEM). Results obtained revealed a 6-factor CLTQ with 31 items. The statistical findings also showed that the CLTQ enjoys acceptable psychometric properties in terms of reliability and validity. The research outcomes underscore the importance of locally relevant instruments such as the CLTQ in assessing attitudes toward CLT among Iranian learners, offering valuable insights for educators, policymakers, and researchers aiming to enhance language teaching practices in Iran.

The success of language teachers and learners is definitively pertinent to the emotions they experience in academic environments. Accordingly, the factors impacting language teachers’ and learners’ emotions must be recognized. Many scholars have scrutinized emotional variables in response to this necessity through various methodological approaches. The present study aims to evaluate some of the innovative approaches to assessing emotional factors to see how innovative they are and review their positive points and shortcomings. To do so, Q Methodology (Q), idiodynamic method, Latent Growth Curve Modeling (LGCM), Process Tracing Approach (PTA), Social Network Analysis (SNA), Nested Ecosystem Model (Ecological approach), and Retrodictive Qualitative Modeling (RQM) methods have been selected to be reviewed in this research. The findings highlight several strengths and weaknesses of each of the methodological approaches. It has also been reported that these approaches need to be context-specific and person-sensitive to generate more accurate data. Among the approaches, PTA and SNA have received scant attention in the investigation of emotional factors since the data in these two approaches cannot be reported precisely in narrative form. Our study would be conducive for all researchers, notably those working in the field of language teachers’ and learners’ psychology.  

In Jeff VanderMeer’s Annihilation, the way the Anthropocenic set of circumstances is narrated could not be easily explained away through giving precedence to either materialist or structuralist narratologists. In this sense, neither the materiality of the environment nor the arbitrary categories and models of structuralists such as Greimas could determine the ultimate narratological scheme with which one could make sense out of such set of circumstances. Only through modifying the extant narratological categories and models and exposing their arbitrariness via indicating their incapability to contain the formidable materiality of the environment, one could reach a workable semiotic framework for devising a narrative out of the anthropocenic set of circumstances. Reaching this framework would be the present study’s research objective. As its findings, the study recognizes that such a framework would not give the agency of devising narration to either non-human/environmental or human entities in the anthropocene, and at the same time will be the result of the uneasy, yet workable, coupling of these entities. This framework would also acknowledge the uncontainable nature of the environment in the anthropocene, and turn both human and non-human entities into mere actants that have no particular motivation. The study uses the modified narratological models of Algirdas Greimas and Amitav Gosh proposed by critics like Hanes Bergthaller, Marco Caracciolo and Jean Paul Petitimbert to reach this semiotic framework.  

The present study was conducted to investigate Indonesian English language education department learners’ L2 pronunciation anxiety (PA) and whether the duration of their study in the department as well as their gender impacted their PA. This cross-sectional study employed an online survey using a Google Form questionnaire as the method of collecting data with convenience sampling. To this end, 101 learners participated in this study. The study found that in general learners experienced a moderate level of PA. This anxiety was related to interlocutors and peer comparison, learners' perception of competence, and their perception of being English as Foreign Language (EFL) speakers. Furthermore, it was found that PA did not significantly differ across learners from different study years and female learners reported a significantly higher level of PA than their male counterparts. Considering the little influence of the study duration of PA, pedagogical implications include the need to revisit English education curricula regarding pronunciation learning encompassing such aspects as learning materials and activities, teaching methods, assessment, and evaluation, as well as learning objectives.        

La conceptualisation change l’enseignement de la grammaire et des exercices de conceptualisation peuvent susciter chez les apprenants une réflexion personnelle et collective sur les structures de la langue. Dans la présente étude, notre objectif est de savoir comment nous pouvons conceptualiser la collocation lexique verbal. Ce travail suit la théorie de Besse en matière de la conception des exercices de conceptualisation. Pour ce faire, deux groupes de 30 apprenants ont participé à l’expérience : un groupe « expérimental » composé des étudiants de niveau avancé avec lesquels nous avons conceptualisé la collocation lexique verbal et un groupe « contrôle » composé des étudiants de même niveau d’un institut de langue à Téhéran qui ont étudié ces collocations dans le manuel et à l'aide d'exercices d’une façon ordinaire. Les résultats ont démontré que la conceptualisation de la collocation lexique verbal s’est avérée efficace dans l’usage de ces collocations.

The present study was an attempt to examine the relationship between EFL students' sense of self-efficacy and their pedagogical success. For this purpose, 150 female EFL students studying English in two institutes in Ardabil city were selected according to convenient sampling method. The selected learners were given a standard version of Oxford Quick Placement Test (OPT) which showed that the 150 participants were at the lower intermediate (n=47), upper intermediate (n=56), and advanced levels (n=47). The participants were also asked to complete the “Students' Sense of Efficacy Scale”. Then, the collected data were analyzed through SPSS version 25 and Pearson correlations and linear regressions were run to answer the research questions. The results revealed significant relationships between sense of self-efficacy and pedagogical success of the EFL learners at lower intermediate, upper intermediate, and advanced levels. Likewise, the results indicated that sense of self-efficacy predicted a significant amount of pedagogical success at lower intermediate, upper intermediate, and advanced levels of L2 achievement. The findings can have implications for the EFL classroom and can pave the way for further studies focusing on the relationship between other personality traits and EFL learners’ pedagogical success.

Literary works are full of figurative devices which in fact have the crucial role in making them distinct from other types of texts. Maybe this is why translating literary texts is often more challenging than other types of texts. Hence, one of the most important tasks of a literary translator is doing his/her best to maintain the figurative devices of the original text by applying the most appropriate strategies. This study investigates the English translation of the proverbs in Masnavi Manavi by Whinfield (1898). We tried to answer the following questions: 1) What strategies have been used by the translator for the translation of the proverbs? 2) Has the translator been successful in translating the proverbs given the nature of the proverbs used in Masnavi?  As for the first question, it was found that all the proverbs in the source text were translated literally. A survey of the identified Persian proverbs revealed that a relatively large number of the proverbs have exact or near equivalents in English. However, literal translation is the last option chosen by the translator for all of them. Given the high importance of proverbs in Masanvi, we can argue that the didactic nature of Masnavi might have been reflected better by using the exact or near proverb equivalents.

The present study aimed at examining the repertoire of strategies employed by Iranian translators in translating English idioms into Persian. To achieve this aim, the study focused on Charles Dickens' novel Great Expectations . The strategies proposed by Mona Baker (1992) were the selected framework for the analysis. The results of descriptive statistics helped the researchers answer two research questions with regards to the types and frequencies of the strategies used. The findings showed that the least frequently employed strategy was paraphrasing (4.28%) and the most frequently used one was “using an idiom of similar meaning but dissimilar form” (67.14 %). The findings of the study can be of help to educators in providing a comprehensive map of strategies used by Iranian translators in their translation tasks.

This study examines three functional morphemes which can be realized as clitics, in the sports newspapers headlines. Clitics are bound morphemes which are divided into simple and special clitics each of which has several characteristics. The aim of this study is to examine simple Persian clitics and their frequency in the sports newspapers headlines. To do so, the headlines of seven sports newspapers (namely, Abrar-e Varzeshi, Piruzi, Esteghlal-e Javan, Khabar-e Varzeshi, Goal newspaper, Navad 90, and Iran-e Varzeshi) were collected over a two-month period (May and June 2014) and their simple clitics were analyzed based on Shaghaghi's (1995) classification. The results showed, in spite of our expectation, that simple clitics were rarely used in the prose of sports newspapers headlines and the frequency of their full form, that is, functional morphemes of ''ra, va, and ham'', were significantly higher than the frequency of their corresponding clitic forms. This was probably due to the higher fluency and ease of comprehension of the headlines by the readers of the sports newspapers.

This research paper examines two translations of Charles Dickens’s Great Expectations by Yunesi and Akhavan, utilizing House’s model. House’s model of Translation Quality Assessment (TQA) provides a comprehensive framework for evaluating the quality of translations in terms of linguistic accuracy, cultural equivalence, and stylistic appropriateness. The selection of these two translations was based on their popularity and relevance to the study. Based on this model, overt or covert translation and the implication of cultural filters were determined. Moreover, the translation that effectively conveys the core meaning of the original text was also found. In this study, a comparative analysis of 50 pages of the translated texts compared to their original version was done. The main focus was on determining which translation was superior, more subtle, and more explicit. The study utilized House’s model as a framework for evaluation, allowing for a structured and systematic approach for comparing the two translations. The findings revealed that Yunesi’s translation was overt and superior because of fewer overt errors, and Akhavan’s translation was covert. Cultural filters were applied in Akhavan’s translated text in order to make proper translated texts for children’s and teenagers’ ages.

This study applies Sigmund Freud's psychoanalytic theory of trauma to Katherine Mansfield’s (1922) work called 'the Fly'. It discusses the ways in which the protagonist of the story called the Boss attempts to deal with his traumatic memories. Freud in his Studies on Hysteria characterized the individual trauma as when a person is unable to react to a traumatic or affective memory in a way that successfully “discharges” those feelings, and therefore feels powerless in the situation. It is this feeling of powerlessness that leads to the trauma. This relationship between trauma and a lack of power manifests in the boss, which can be seen in his attempts to exert his hegemonic masculinity through the dominance and ownership at any given point of time. The idea of ownership is established throughout the story. The Boss wants to be able to feel traumatized at will or to have ownership on his own trauma so trauma becomes a part of the commodity economy in this particular narrative. It is concluded that although normally we associate trauma with loss and inability but trauma becomes the loss that has equitation of ownership.