Farhadi, Samaneh,
Farhadi, S.,
Farhadi, S.,
Farhadi, S.,
Ketabi, S.,
Ketabi, S.,
Ketabi, S.,
Sohi, B.G.,
Sohi, B.G.,
Sohi, B.G.,
Amirian, Z.,
Amirian, Z.,
Amirian, Z. PERSPECTIVES-STUDIES IN TRANSLATION THEORY AND PRACTICE (0907676X)
This paper challenges the conventional histories concerning early translations of dramas in Iran through a sociohistorical reading of Jamalzadeh's Persianized representation of Ibsen's An Enemy of the People in 1961. Focusing on Bourdieu's theory of practice toned with Pym's translation historiography, the authors explore the 'whys' of Jamalzadeh's motives when he opted to translate Ibsen's drama. The article, therefore, examines Jamalzadeh's rewriting against the backdrop of the field of theatre in 1950s Iran to unveil the sociopolitical dynamics that conditioned and shaped his translation. Also, embedding in Bourdieu's concept of habitus the Derridean notion of the ideal translator, the authors explore Jamalzadeh's (bi)cultural habitus(es) as a translator in self-exile. It is proposed that (a) utilizing his Iranian cultural memories, Jamalzadeh depicted parallels between incidents in the drama and the political events of the decade leading to the 1953 coup and the fall of Mosaddegh; (b) exploiting his European cultural/intellectual memories, he deploys Ibsen's text to taunt Iranian political elites' short-sightedness and/or hypocrisy and lament the herd behaviour of the masses consequent on the former group's debilitating conflicts.
Applied Research On English Language (22520198)12(2)pp. 79-126
The first objective of the present study was to develop an inventory assessing EFL teachers‟ professional identity perception (PIP) of technology-enhanced instructions (TEIs) during the COVID-19 pandemic. Based on the findings of a semi-structured interview administered with three teachers following their actual implementation of TEIs, a 55-item EFL teachers‟ PIP inventory of TEIs was developed. The second objective was to investigate the construct validity and reliability of teachers‟ PIP inventory of TEIs by gathering data from 157 Iranian EFL teachers. The Kaiser-Meyer-Olkin Measure of Sampling Adequacy and Bartlett‟s Test of Sphericity verified the suitability of the data for factor analysis. The results of Exploratory Factor Analysis indicated a nine-factor solution for the inventory items. Moreover, the PIP inventory of TEIs enjoyed a reliability of 0.77 suggesting a high reliability. Regarding teachers‟ perceptions, various personal, professional, situational, and contextual aspects of professional identity were specified in relation to the implementation of TEIs in Iranian higher education. Some distinctive findings of this study comprised the society‟s perception toward TEIs and the role of teachers‟ pedagogical beliefs in the implementation of TEIs. This study has some implications for stakeholders to devote due attention to all aspects of teachers‟ professional identity in the implementation of TEIs during and after the COVID-19 pandemic. © 2022, University of Isfahan, Department of English.
Eurasian Journal of Applied Linguistics (21491135)9(1)pp. 252-261
Shakespeare is diverse in his use of metaphors in his works, especially in his epyllia where he imitates the Ovidian style of writing. However, he maintains a twist of theme and approach to the depiction of female characters. Using bodily metaphors, it is argued in this article that Shakespeare’s bodily metaphors mark the author’s deviation from both the Ovidian and his contemporary epyllia, in that he characterizes Lucrece and Venus differently. In The Rape of Lucrece, through metaphors of body, Lucrece becomes a different female character compared to those constructed by his contemporary writers. Instead of becoming speechless and revenge-seeking in the shape of an extraordinary figure, Lucrece remains a human and heroically changes the gender conventions and biases while bodily metaphors are diligently at work to evoke the sympathy of the readers. Also, in Venus and Adonis, Shakespeare applies metaphor to show how Venus can stay human and heterosexual while also a suitor of a male character like Adonis. The characterization of Adonis changes the image of the conventional lover as a masculine and strong suitor as well as the expected image of the beloved to be an exclusively delicate feminine, weak persona. The results of this study indicate that Shakespeare’s epyllia are more faithful to the Ovidian model, compared to those practiced by his contemporaries, with the difference that he does not change the nature of his female characters; he inflects the idea through the manipulation of such rhetorical devices as bodily metaphors that bestow unity upon his poems in favor of a more realistic style. Shakespeare proves original in creating a new version of epyllion in which he advocates the reversal of gender roles in heterosexual relationships. © 2023 EJAL & the Authors.
Education and Information Technologies (13602357)28(2)pp. 1675-1696
In the era of web-based technology, the conventional instructions seem archaic and need to be replaced or improved with more novel technology-enhanced instructions (TEIs) that have been reported to enrich the instructional settings by providing further innovative teaching and learning opportunities. As a result, the present study aimed at not only examining but also comparing the effectiveness of web-mediated, blended, and purely online learning instructions on EFL learners’ writing achievement in the Iranian context. Therefore, 49 homogenous participants were randomly assigned into the web-mediated leaning (WML) group that attended the workshop physically at predetermined times, the enriched virtual blended learning (EVBL) group that not only was provided with online sessions but also received compulsory in-person instructional sessions, and the purely online leaning (POL) group that merely received an online instruction. All learners delivered four argumentative essay writing pre-tests, performed the WebQuest tasks, engaged in pair/group works, completed all the sub-tasks, and finally wrote four essays as post-tests. The results of paired-samples t-tests revealed that EFL learners’ achievement in writing skill as a whole and writing sub-skills improved significantly from pre-tests to post-tests in all the WML, EVBL, and POL groups. The mentioned finding was vindicated considering the peculiar characteristic of EFL learners and the distinctive nature of TEIs. In addition, the results of one-way between-groups ANOVA indicated that WML and EVBL groups outperformed the POL group in the overall writing achievement, which was explained in the light of technology-related dimension, the interaction dimension, and the conventional perspective of education dimension. The presented findings can provide insights for stakeholders to incorporate more TEIs in developing EFL contexts. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
Amirian, Z.,
Golchinnezhad, M.,
Golchinnezhad, M.,
Golchinnezhad, M.,
Golchinnezhad, M.,
Amirian, Z.,
Amirian, Z.,
Amirian, Z. Perspectives: Studies in Translatology (0907676X)30(4)pp. 727-741
As a result of globalization, multilingual movies have grown in number since the late 1980s. Following this increase, the issue of the third language (L3) has been a momentous challenge in translation, particularly in dubbing. It becomes even more challenging when L3 is an invented language. To shed light on this issue, the translation strategies employed in Persian dubbed versions of multilingual movies were investigated. By adopting Corrius and Zabalbeascoa's model of L3 analysis, six invented languages selected from two movies, Avatar and The Hobbit, were examined. These languages were Na'vi, Sindarin, Quenya, Khuzdul, Ancient Dwarvish, and Black Speech. In doing so, all the available Persian dubbed versions of the selected movies were taken into consideration to scrutinize possible translation strategies. The results revealed how the strategic operations change vis-à-vis the priority of the third language visibility. Moreover, among three possible primary operations for translating L3, namely repetition, deletion, and substitution (with L2), repetition of L3 had the highest frequency. We hope to raise awareness about the importance, challenges, and practical considerations of translating invented languages as L3s in audiovisual products. © 2021 Informa UK Limited, trading as Taylor & Francis Group.
Teaching English Language (2538547X)16(1)pp. 119-139
With the advent of technology, blended learning (also known as hybrid learning), as an approach to learning has become a common feature of education across the world. Considering the importance of learners' attitudes toward learning environments, in this study, an attempt was made to investigate the impact of the blended learning model on Iraqi students' achievement in an English literature course as well as their attitudes toward blended learning. In doing so, a total number of 50 English Literature BA participants took part in the study. The participants were subjected to a pre-test and a post-test after their homogeneity was confirmed using the Oxford Placement Test. In the next step, the students were interviewed to help the researchers gain a deeper understanding of the learners' perspectives on blended learning. The results of the repeated measures analysis suggested that blended learning could improve EFL learners' literary knowledge, especially in the genres of short fiction and drama. Moreover, it was found that the learners had a positive attitude toward this learning method since they considered it a new form of learning that could heighten their motivation, improve their participation, and provide the chance to be autonomous learners. These findings are discussed and conclusions obtained from the results are put forward. © 2021 – Published by Teaching English Language and Literature Society of Iran.
Sendebar (11305509)32pp. 111-129
The investigation of ideology in audiovisual translation (AVT) has recently attracted a lot of attention from researchers in the field. The present study aimed to shed light on the impact of ideology on audiovisual translation with regard to Persian dubbing of three Hollywood animations. First, the concept of ideology and hegemony within Hollywood products were discussed. Then, the translations of culture-specific items (CSIs) and taboos were analytically examined and finally discussed according to Venuti's (2008) theory. The results indicated that translators tried to produce highly domesticated versions of the originals. The findings showed that the status of cultures, minor or dominant, could play a key role in translators' decisions. When translators translate from a dominant to a minor culture, some form of resistance may be born. The target community cultural institutions tend to use translation as their last cultural fortress. © 2021 Universidad de Granada. All rights reserved.
Journal of Multilingual and Multicultural Development (01434632)42(6)pp. 475-488
A new trend in the creation of multimodal products has been to include various ethnicities and languages to be more representative of current societies. The presence of more than one language can be problematic and challenging for translators, and consequently, various scholars have attempted to propose possible strategies for rendering such languages. The present study aimed to investigate the translational strategies used in multilingual movies translated into Persian and analyse possible effects of each strategy on L3 visibility and find the frequent patterns in the translation of such materials in Iran. To this end, three multilingual movies dubbed into Persian were analysed based on a model proposed by Corrius and Zabalbeascoa [2011. “Language Variation in Source Texts and their Translations: The Case of L3 in Film Translation.” Target 23 (1): 113–130]. The results indicated a tendency towards standardisation of the additional languages and producing a linguistically homogeneous target text. The implications of this study may provide guidelines regarding how to translate multilingual texts. © 2019 Informa UK Limited, trading as Taylor & Francis Group.
Second Language Learning and Teaching (21937656)pp. 219-234
This study investigated the effects of teachers’ immediacy, self-disclosure, and technology policy on developing students’ willingness to communicate (WTC) in an Iranian EFL classroom context. The sample included 220 EFL learners in a private language institute in Isfahan, Iran. Four questionnaires were administered to assess the participants’ WTC as well as their teacher’s immediacy, self-disclosure, and technology policy. The collected data were then analyzed through structural equation modeling (SEM). The results of SEM showed that teacher immediacy, self-disclosure, and technology policy positively predict students’ WTC. This study has some pedagogical implications for teaching English to EFL learners. © Springer Nature Switzerland AG 2021.
Journal of Writing Research (22943307)11(3)pp. 445-476
The present study investigated the effects of applying cumulative group dynamic assessment (G-DA) procedures (Poehner, 2009) to support EFL writing development in a university context in Iran. It focused on learner achievement, patterns of occurrence of mediation incidents, and learners' and teachers' perceptions towards G-DA. Quantitative data was collected from learners' performance on writing tests and the frequency of occurrence of mediation incidents involving EFL writing components based on Jacobs, Zinkgraf, Wormouth, Hartfield, and Hughey's (1981) scale. Findings revealed that G-DA was more effective than conventional explicit intervention for supporting EFL writing development. Also, it worked best for low ability learners as compared to mid and high ability ones. Besides, the number of mediation incidents declined from 27 in session one to 8 in the final session, confirming the efficacy of G-DA in promoting both EFL writing and learner self-regulation. Most teacher mediation involved language use, vocabulary, and organization and fewer incidents involved content and mechanics. Qualitative data analysis indicated that most learners and teachers held positive attitudes towards the efficacy of G-DA for supporting EFL writing development. However, a few participants asserted that the procedures were unsystematic, stressful, time consuming, and inappropriate for large classes. © 2020, University of Antwerp.
Teaching English Language (2538547X)14(1)pp. 31-70
Keeping portfolio opens a window on the way teachers try to assess students' writing improvement and learning capacity. Implementing this curricular innovation, the present study was an attempt to grow tutor-student dynamic involvement in giving/receiving written corrective feedback (WCF). To this end, two intact classes of EFL university students participated, each experiencing a distinct portfolio-keeping model (working vs. showcase) while receiving WCF from triadic sources (self, peer, & tutor) and varying tutor feedback types (indirect-unfocused vs. direct-focused). Students' performance on "TOEFL Test of Written English" and their grades in the previous writing course, namely "Advanced Grammar and Sentence Writing" were averaged out for both groups (Working Portfolio Group/WPG and Showcase Portfolio Group/ SPG) to assign them as low-, medium-and high-proficiency L2 writers. Written products kept in their portfolios were examined to see how differently the participants benefited from WCF sources/types. The findings revealed that WPG participants were more responsive to the working portfolio model than those in SPG who received delayed tutor evaluation in showcase portfolio approach. The article concludes with some pedagogical implications on how to use feedback to improve the quality of revised written texts and to support learning through writing. © 2020, Teaching English Language and Literature Society of Iran (TELLSI). All rights reserved.
Applied Research On English Language (22520198)9(1)pp. 103-136
This study aimed at investigating the relationship between Willingness to Communicate and EFL learners’ Communication Apprehension, Self-perceived Communicative Competence, Self-regulation, Need for Closure, Tolerance of Ambiguity as well as Aggression. The participants of this study were 300 (197 female and 103 male) Iranian EFL learners of English language institutes in Isfahan. To fulfill the purpose of the study, participants were asked to answer seven questionnaires on Willingness to Communicate (WTC), Communication Apprehension (CA), Self-perceived Communicative Competence (SPCC), Self-regulation (SR), Need for Closure (NFC), Tolerance of Ambiguity (TA) and Aggression (Agg). The results of Structural Equation Modeling confirmed previous studies on the relationship between EFL learners’ WTC and SPCC as well as CA asserting that WTC was positively correlated with SPCC and negatively with CA. It was also found that WTC positively correlated with TA. However, the findings revealed no relationship between WTC and SR, NFC and Agg. This study had implications for EFL learners and teachers regarding the factors influencing WTC in language classrooms. © 2019 University of Isfahan. All rights reserved.
Iranian Journal Of Language Teaching Research (23221291)7(1)pp. 61-75
This study reports the findings of the research conducted on the effects of Interest-Based Language Teaching (IBLT) on Persian students' interest in L2 learning, and their achievement in reading comprehension. With the aim of improving L2 learning in the university level, the study investigated whether selecting instructional materials based on learners' interest areas could impact their interest in language learning. Furthermore, it examined whether selecting instructional materials based on interest would have any influence on learners' performance in L2 reading. It also examined any significant differences between the learners with high and low L2 reading levels in terms of interest. The participants were sixty first-year nursing students in a nursing college. Both questionnaires and tests were employed to collect the data. The collected data were closely examined and analyzed using independent-samples t-test. The results revealed that (1) personalizing the materials could make a significant contribution to the development and enhancement of students' interest level in L2 learning; (2) selecting the instructional materials based on learners' interest areas could improve their performance in L2 reading comprehension; and (3) in using IBLT, there was no significant difference between learners with different levels of reading proficiency in learning the course materials. © 2019, Urmia University Press.
Journal of Teacher Education for Sustainability (16914147)20(1)pp. 93-105
Professional development in sustainable teacher education has recently shifted to focusing on pedagogical practice rather than theoretical knowledge. Given that, reflection practice can have an effective role in identifying undiscovered potentials of prospective language teachers. Hence, the current study was an attempt to examine the potential core qualities of Iranian prospective language teachers in a way to sustain professional development through merging theoretical knowledge and pedagogical practice. To that end, core reflection model, which is a concept in the context of sustainability, was practiced by ten prospective language teachers through drawing on their reflective journals, focus group discussions, and field notes collected over a four month period. Analysis of the obtained data revealed several core qualities on the three scales of feeling, thinking, and wanting. These qualities appeared to have been developed through interaction of both theoretical knowledge and pedagogical practice. This demonstrates the value of reflection practice as a way toward more development in making sense of teachers' core qualities. Thus it can lead to positive changes in shaping teachers sustainable professional identity. © 2018 Bahareh Khazaeenezhad et al., published by Sciendo.
Nasri, N.,
Vahid dastjerdy, H.,
Eslami rasekh, A.,
Amirian, Z. Innovation in Language Learning and Teaching (17501237)11(2)pp. 146-158
Owing to the importance of learner autonomy (LA) and considering the prominent role of teachers in this respect, the present study investigated: (1) Iranian English as a foreign language teachers’ practices for promoting high school students’ autonomy, (2) possible differences among teachers’ practices with different educational degrees, levels of experience, and gender, and (3) factors which, in teachers’ opinion, affect their practices for promoting LA. To this purpose, 80 randomly selected teachers answered Chang's (2007. “The Influence of Group Processes on Learners’ Autonomous Beliefs and Behaviours.” System 35 (3): 322–337.) questionnaire. The statistical analysis revealed no significant difference between the experienced/inexperienced and BA/MA groups. However, female teachers were found to outperform males in using specific strategies. Moreover, the interviewed teachers believed that their practices could be affected by a number of factors such as resources, teacher training, freedom in syllabus and tests, as well as students', parents', and principals’ expectations. The findings of this study provide functional pedagogical implications for language teachers and teacher educators. © 2015 Taylor & Francis.
SKASE Journal of Translation and Interpretation (13367811)10(2)pp. 44-68
The present study addresses the issue of song translation from a descriptive approach and relied on the comparative analysis of twenty-nine songs from six animated movies along with their Persian translations presented in the Persian dubbed version of the animations. Upon analyzing the corpus in the first phase of the study, it was found that direct translation and adaptation were the most frequent microstrategies used in translating songs. Furthermore, the second phase of analysis revealed that the tendency of the translators of these six animations was more towards a target-text oriented translation of songs rather than a source-text oriented one.
Mediterranean Journal of Social Sciences (discontinued) (20392117)5(7)pp. 542-547
The present study investigated the multiple correlations between visual-perception skills and the indices of Wechsler Intelligence Scale for Children with learning disabilities. The statistical population included third-grade students with learning disabilities in the city of Isfahan, Iran, in 2013-14. 100 students were selected by multistage (cluster random) sampling. The method was correlation analysis, and the Myklebust test, Wechsler Intelligence Scale, and Frostig Developmental Test of Visual Perception were used. Pearson's correlation coefficient and stepwise regression were used to analyze collected. The results of the study revealed a meaningful correlation between a set of visual-perception skills and intelligence indices. The best identifiers of students' intelligence were figure-ground perception, consistency of shape, and position in space (p ≤ 0.01).
Journal of Intercultural Communication (14041634)(34)
Humor is a universal concept. It is widely used in many different forms of literature. It is not surprising then, that in translation practice, the translator often comes across this phenomenon. This study was an attempt to identify the strategies employed to translate United States' humor into Persian subtitle in a comic genre, and to determine their frequency, as well. Based on Ross's (1998) classification of humor and Gottlieb's (1997) microstrategies, this study examined The Simpsons Movie. The results indicated that the most frequently used strategy was "transfer" and the least frequently used strategies were "decimation", "deletion", "imitation", "resignation" and "substitution". The results of the study were in line with Gottlieb's (1992) finding, who found by using strategies 1-5 (expansion, paraphrase, transfer, imitation and condensation) we get a more or less adequate rendering of the source text material into the target language, whereas strategies 6-8 (decimation, deletion and resignation) involve some degree of semantic and stylistic loss.
Journal of Intercultural Communication (14041634)(33)
Dubbing is the main mode of audiovisual translations which is used on IRIB (Iran's national TV) for transferring and broadcasting foreign series such as "Due South". Given priority to the target culture (that is Iranian culture), IRIB's policy is to filter and transfer foreign assumptions and values; so, the main strategies in IRIB's dubbing may match well with Schleiermacher's (1998) concepts of "domestication" in order to create what Toury (1980) calls "acceptable translation" which is "oriented towards the norms of the target culture" (Agost, 2001, p. 71). In this way, some adaptations were observed to change the story, so the original dialogues of one episode of "Due South" with its Persian dubbed dialogues were examined sentence by sentence in order to find cases which are domesticated, and the possible cultural reasons behind them were discussed. The result seems to be a strategy of violating the main plot and changing the whole story of this episode, and ignoring the viewers' expectations.
