نشریه پژوهش های زبانشناختی در زبان های خارجی
سال پنجم شماره 1 (بهار و تابستان 1394)

Everyone should be aware of the content of the Quran and the way to achieve this goal is a more accurate translation of Scripture. To achieve this goal, we offer comparative study on grammatical structures in Russian translations of Quran. In the next step, when the all information was provided by comparing translations, researcher tries to choose from existent findings the more accurate translation. Obtained result can be the basis for the development of future researches in the field of translation of grammatical structures of Quran.
(Everyone should be aware the way to achieve this goal is a more accurate translation of Scripture. To achieve this goal, we offer comparative study on grammatical structures in Russian translations of Quran. In the next step, when the all information was provided by comparing translations, researcher tries to choose from existent findings the more accurate translation. Obtained result can be the basis for the development of future researches in the field of translation of grammatical structures of Quran)

Interpreting political speeches is a very difficult task because an inappropriate rendition may cause international conflicts and some problems for nations. This qualitative study uses data collection techniques including in-depth interview, retrospective interview, and observation, and grounded theory was used for data analysis. Two short segments of Obama’s political speeches were used and purposively selected participants were asked to consecutively interpret them into Persian. The results show that the six novice interpreters received their lowest scores from the rendition of phrasal verbs, technical words, and neologisms, verbs with auxiliaries and passive verbs. Limited background knowledge about the speech content, listening problems, and lack of concentration were among the main interpreting challenges. It was observed that the fast pace of the speech had been problematic in long sentences.

The main objective of this research is to find sentences which can facilitate an act of petition in a manner can receive the most possible positive response.
Since language recognized as a social product and it is made of a variety of essential protocols which are accepted by the individuals of every society, the second objective chosen for the research is proficiency on these protocols in different Spanish speaking communities and we take it into consideration for finding more accessible sources for Spanish language learners as a second language.
For doing the research, first I designed a questionnaire and then distributed the copies among a sample consisting 14 young people who were living in Havana, the capital of Cuba
To reach a more realistic result we selected sample people from different social classes and educational levels, both male and female. After collecting the filled out questionnaire, we analyzed the sentences from the grammatical point of view.

This paper intends to investigate discourse monitoring system through the analysis of theories, models, strategies, and researches. Three theories of coherence, relevance, and norm epistemic outlook are offered. Six models are offered. The critical analysis of the models resulted in a scientific, research, and educational inference that Fraser’s (1992, 1998) model possesses the highest rate of application. Other models suffer from various practical limitations. Moreover, the study revealed that discourse monitoring strategies are speaker-oriented, hearer-oriented, and speaker\hearer-oriented. Some of them overlap and are not separate and may be mixed up. And the researches, in the area, have mostly been quantitative, discovered the type and the frequency of occurrences, have been limited to TEFL, and other languages and the relevant areas are mostly ignored. As a result, they could not support formulation of an integrated theory. And finally, some scientific, educational, research, executive, social, and managerial implications are provided to facilitate, manipulate, and influence the process of monitoring discourse.

Given the essential role of vocabulary, L2 researchers have always been trying to come up with effective tasks to enlarge L2 learners’ vocabulary. The effectiveness of such tasks is dependent on different factors. Hulstijn and Laufer (2001), among others, argue that the degree of cognitive processing required for vocabulary items can be a decisive factor in their learning. Based on this premise, the present study set out to examine whether learners would make use of different lexical inferencing strategies at different processing levels of involvement. To do so, nine EFL learners were randomly assigned to one of three groups, with each group receiving a different version of a text with unknown words inducing different degrees of involvement. The participants were required to infer the meaning of unknown words and verbalize their thoughts. The results of think-aloud protocol analysis adduced the argument that learners’ use of inferencing strategies varies significantly across different degrees of involvement. Moreover, the type of text influences lexical inferencing success.

This study aimed to investigate the reading processing patterns of EFL learners applying Eye-tracker. 16 undergraduate students in two groups of advanced (n=8) and beginner (n=8) participated in this study. They were asked to read two types of readings as culturally familiar/unfamiliar schemata-oriented tasks defined for the eye-tracker. The obtained heat maps indicted that the advanced group skipped the onset and end of the sentences in culturally familiar tasks, while the beginners did not. On the other hand, in culturally unfamiliar tasks, both groups followed approximately the same patterns, that is, unfamiliar schemata had made the tasks more complex. As the next step, through an oral interview, the underlying causes of their eye movements were inquired and listed. The findings also asserted that the more unfamiliar schemata in the reading tasks, the more complex they will be for the learners. Syllabus designers while designing materials and EFL teachers in their teaching practice might consider the findings of this study.

This study investigates the effect of reading strategies instruction (RSI) in L2, on reading comprehension and attitude toward reading in L2. To this purpose, 48 students of pre-intermediate proficiency level at the University of Mazandaran constituted the control and experimental groups. Then, a reading comprehension test and questionnaire of attitude toward reading in L2 were distributed as pretest. After giving the experimental group the reading strategy instruction the posttests were administered to all participants in the two groups. To analyze the data, test of ANCOVA was run. Analysis of data showed the experimental group outperformed the control group in attitude toward reading. The findings show that RSI in L2, affects both reading comprehension and attitude toward reading in L2. It is recommended that teachers in reading courses consider the importance of reading strategies, and the contribution that more positive attitude has on the outcomes of reading in L2.

This paper reports on a study conducted in the framework of the Aspect Hypothesis (Andersen & Shirai, 1996; Bardovi-Harlig, 2000; Salaberry& Comajoan, 2013), which holds that the use and development of tense-aspect morphology in second language acquisition is steered by the inherent lexical aspectual semantics of verbs . After a survey of interacting factors and methodological challenges in research on the Aspect Hypothesis, we present another factor that impinges on the acquisition and use of tense-aspect morphology in L2, namely the projection of the lexical semantics of the learner’s L1 on to the verb lexemes in the L2. The Aspectual Semantics Transfer Hypothesis holds that L2 learners are also guided by the specific aspectual semantics of verb predicates in their L1. We will show that different studies on the Aspect Hypothesis have different accounts of the inherent aspects of specific predicates depending on the L1 of both the L2 Learners and the analyst. Finally, we compare two procedures of coding for the inherent aspect against the predictions of Aspect Hypothesis.