نشریه پژوهش های زبانشناختی در زبان های خارجی
سال یکم شماره 2 (پاییز و زمستان 1390)

This study is an attempt tofind the effect of four types of feedback(direct,underline,code,translation)on the writing performance of Iranian learners ofJapanese as a foreign language.In this research,we have tried to suggest new ways of correcting students’writing through giving different kinds of feedback in the process of learning to write.The study focused on the accuracy of using prepositions,adjective clauses and noun phrases as three grammatical structures.Learners,as participants of our study,were divided into experimental and control groups.Both groups were asked to write eight essays whose genre were descriptive.For each two different topics,they were given a specific feedback.The results showed that the feedback enhances the writing performance of Iranian learners of Japanese as a foreign language.In addition,although previous studies believed that giving feedback on the correct use of prepositions does not have any significant effect,the present study indicates that the use of prepositions changes for better through the types of feedback given to learners.

With the growth of social,cultural and religious exchanges in the world, the translation of religious-Islamic texts into German has been spreading in Iran.In this way,there is a special sensitivity in translation that the translators face and difficulties which are sometimes insolvable.This sensitivity involves both the structure and content of the texts, because errors and mistakes in the translation of religious texts transmits the irresponsibility and carelessness of the translator with respect to religious concepts. Regarding the importance of confirmation with the original Islamic texts and the difficulties in this domain,this research tries to investigate these problems theoretically using library research. Furthermore, using field study on investigating the experiments of prominent translators in the domain of translating religious texts, practical solutions and suggestions are presented which can be used to translate these kinds of texts. In this way,the search for the root of words in Islam and Christianity are also considered.

The present article is about the character and performance of the teacher o f Russian language in Iran. In the article we have tried to investigate the role of the Russian language teacher and his / her duties in the educational system o f the University of Tehran. According to the authors of the article, among all other duties of a language teacher the motivational - stimulational task is the most significant and vital one. The authors not only speak of motivation as one of the most significant and modern issues of teaching, but also recommend some advices and strategies which may help solve the mentioned problem practically and lead the teacher of Russian language toward self - assessment, a process which in turn will end up in his / her professional development and self - awareness about his / her educational mission.

Development and progress ofstudent’s language knowledge and skills are considered themajor aims ofacademic foreign language teaching.Theprogress oftranslation skills intranslation lesson classes is intended to develope theability to recreate and render various texts from L1to L2.Error analysis,asone ofthe main subcategories ofapplied linguistics,enjoys a special position,on one hand inthe field oflanguage teaching related topics,and onthe other hand in teaching translation.Studying the effective factors inerror analysis,the role ofapplication oftheories related tothe translation science inlanguage lessonclasses,methods of diagnose,classification,evaluation and error correction and theeffect ofoffering various translated texts in class,are among themain goals of this paper.For this purpose and for offering a method aimed at reducing the errors of German language students,a research was done in four phases and in“translation oftexts inthe humanities"class of foreign language faculty ofIsfahan University in2008.The outcomes ofthis research can pave the way for holding the translation classes aiming at reduction andeven prevention oftranslation errors made bythe students majoring in translation.

Due to the close proximity of Mazanadaran and Russia there have always been considerable language contacts between the two regions. For example, in Mazandarani dialect there have been numerous loanwords borrowed from Russian language, while they are not in use in standard Persian or its other dialects. This paper will examine these type of loanwords. They are occasionally imported with a different meaning or pronunciation than that in the donor language. Based on data obtained from Mazandarani dialect dictionaries and local informants, Russian loanwords used merely in Mazandarani dialect have been listed. In each case we have analyzed the semantic and phonetic changes of the Russian words when loaned in the recipient Mazandarani dialect. The analyses help to make some general conclusions about the transmission patterns and the quality of the process of borrowing words by Mazandarani speakers from the Russian language.

According to Michael Riffaterre's (1924-2006) semiotic theory, the reading of poems includes two stages; an exploratory (heuristic)and a reading-oriented (retroactive) stage. The first stage involves the search for meaning and the second stage considers the implications of language. This approach in reading the text may explain the relationship between covert and internal accumulation of elements and systems in the text. This then brings the reader or critic to the Hypogram and ultimately leads to the perception of these issues and uncovers the poems structural matrix. In Nima's "Phoenix",after the consideration of ungrammatical elements, the accumulation, descriptive systems and the structural matrix of the "Phoenix" are uncovered as follows;the accumulation of the Phoenix, its location and community, the descriptive systems of despair and homesickness of the poet and the indifference and despair of the society, and the matrix of despair - suffering and sorrow - death – and a promising future.

Today, in times of globalisation, intercultural competence is required more than ever before. Therefore, language institutes are advocating and keen to train their students in intercultural competence too. Accordingly, they ensure that their teachers include teaching additional cultural information about the country of the language being taught in their courses. The fact is, however, that during intercultural communications, people are not confronted with the foreign culture. They are rather confronted with a new third culture, which develops because of actions and reactions between their own and the foreign culture. The content of this third, new developed culture, so called interculture, can’t be fully predicted and is not easily referable to communication conventions of the first culture, nor to the communication conventions of the second culture. Because of this, pure cultural knowledge will not result in gaining intercultural competence and is not enough to master intercultural communication situations successfully.