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Language and Translation - Volume:6 Issue: 2, Autumn 2016

Journal of Language and Translation
Volume:6 Issue: 2, Autumn 2016

  • تاریخ انتشار: 1395/10/10
  • تعداد عناوین: 7
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  • Zahra Derafshi, Gholamreza Abbasian* Pages 1-9
    This study focused on the role of appropriate equivalence selection of colors in the field of Advanced Pranic Healing (APH), based on Mona Baker’s equivalence, both at word level and above word level. The partici- pants included 40 bachelor’s students studying in the field of English translation. Participants received the Colors’ Translation Test (CTT) included in the book “Advanced Pranic Healing” written by Choa Kuk Sui. The translated colors from English into Persian were then used in the treatment process of ten patients. Inac- curate translation of colors had negative consequences in patients. The findings also showed that equiva- lence above word level could be more problematic than the word level. The destructive consequences of inaccurate translation of colors in the field of APH, encourages translators to gain background knowledge of the field they are trying to translate. This study also supported therapy implications of color translation and teachers, translators and pranic healers may benefit from the findings of the study.
    Keywords: Advanced Pranic Healing, Equivalence selection of colors, Translation quality assessment
  • Mastaneh Haghani, Parviz Maftoon* Pages 11-26
    This research study explored the impact of learning styles and input modalities on the second language (L2) learner's input processing (IP). This study also sought to appraise the usefulness of Processing Instruction (PI) and its components in relation to the learner's learning styles and input modalities. To this end, 73 male and female Iranian EFL learners from Islamic Azad University, North Tehran Branch participated in the study. The participants from four intact classes were exposed to PI. The data were collected through a pre- test and two parallel posttests on the target structure, reconstructive elicited imitation tasks in both aural and written modes, and a structured interview. The data were analyzed using MANOVA. The findings revealed that the ectenic learners had a more form-based rather than a meaning-based approach towards IP. Input modality was also revealed to be an influential factor in L2 learner's IP. Furthermore, the Explicit Infor- mation (EI) turned out to be more of use to the ectenic learners while the synoptic group largely benefited from the Structured Input (SI) activities.
    Keywords: Input processing, Learning styles, Processing instruction, Structured input activities
  • Khadijeh Sangi, Bahram Bagheri * Pages 27-36
    Over the last few years, role of computers has become a controversial issue in language learning. This study was designed to examine the impact of computer anxiety and computer self-efficacy on the speaking section of the TOEFL iBT test taken by Intermediate EFL learners. The researchers intended to find out, which var- iable i.e. computer anxiety and/or self-efficacy would result in better performance in speaking section of the TOEFL iBT. Independent-Samples t-test and ANOVA were run to analyze the data. The results of the study demonstrated that computer anxiety and computer self-efficacy significantly affected the perfor- mance of Iranian EFL learners. Computer anxiety and self-efficacy, however, function differently. The computer self-efficacy was more effective on Iranian EFL learners’ performance in the speaking section of the TOEFL iBT.
    Keywords: Computeranxiety, Computer-assistedtesting, Computerself-efficacy, Speaking, TOEFLiBT
  • Laleh Fakhraee Faruji, Farid Ghaemi * Pages 37-52
    This study investigated the effect of sequencing tasks from simple to complex along reasoning demands on fluency in writing task performance of English as Foreign Language (EFL) learners. The participants of this study included 90 intermediate EFL learners from three intact class divisions at the Islamic Azad Uni- versity, Shahr-e-Qods Branch. They were distributed in three groups: Experimental A, Experimental B, and a Control group. The students in all groups participated in the writing pre-test. During the eight treatment sessions (in relation to task performance) the first experimental group received a series of picture description tasks in a randomized order of cognitive complexity. The second experimental group received the same tasks, but ordered from simple to complex based on their required reasoning demands. The control group, however, did not receive any picture description tasks; rather they received some typical writing activities. Finally, the post-test was administered to all participants. The results of the data analysis, through Analysis of Variances (ANOVA) using the SPSS software, showed no significant impact for sequencing tasks from simple to complex on fluency in writing task performance.
    Keywords: Cognition Hypothesis (CH), Fluency, Task complexity, Triadic Componential Framework (TCF)
  • Hani Mansooji, Ahmad Mohseni * Pages 53-61
    This study investigated the utilization of intertextuality in the fourth edition of the Interchange book series for English as Foreign Language (EFL) Learners using Fairclough’s (1992) framework. Ten texts were randomly chosen among the reading passages of the Interchange book series and later analyzed regarding intertextuality kinds and methods of reporting. Findings indicated that two types of intertextuality were used in the texts, namely manifest and sequential, by which various sentences or types of discourse were modi- fied and joined in a way that could be separated more easily. Moreover, the findings indicated that the texts included a large number of direct reporting, as well as a smaller number of indirect and narrative techniquesofintertextuality. Theresultsofthestudy,inrelationtotheuseofintertextuality,suggesteda specific relationship between the text and a specific genre in addition to relevance between the text and a specific culture.
    Keywords: Indirectreporting, Mixedintertextuality, Narrative, Reportingofspeechact, Sequentialinter- textuality
  • Sarisa Najar Vazifehdan, Alireza Amjadiparvar * Pages 63-77
    This paper reported on a genre-driven comparative study, which aimed to identify the generic moves in the conclusion sections of twenty research articles in the field of sociology written in the two codes of Persian and English. To meet this purpose, the researchers employed Moritz, Meurer, and Dellagnelo's model, which was set within the Swalesian framework of genre analysis. The analysis was conducted in two pha s- es: first, a qualitative research design was employed to analyze type, sequence and frequency of moves in the conclusion sections and then the frequency structure of the moves in the two corpora were compared to highlight the similarities and differences. The study revealed some generic similarities and differences be- tween the two corpora. No constant move pattern was found in the samples analyzed. The complex ordering of moves and steps, however, rendered a variously-patterned cyclical structure in the two corpora. The re- sults of this study contribute to understanding the conclusions of RAs. It can be beneficial to academic writ- ing instructors to help students to enhance their knowledge of generic conventions in writing. Furthermore, based on the findings of the study, two modified models and some stepwise genre-based tasks could be de- veloped and designed to be employed in academic writing courses through which student-writers are guided towards writing effective conclusion sections.
    Keywords: Academicwriting, Conclusion section, Genreanalysis, Moveanalysis, Researcharticle
  • Morvarid Lavasani * Pages 79-94
    This research study investigated the development of listening proficiency level by the aid of different media- tional artifacts in Systemic Theoretical Instruction (STI). The study considered whether exposing learners to different types and various numbers of mediating artefacts would increase their awareness towards listen- ing concepts after two months, and consequently promote their listening performance. To this end, 90 un- dergraduate English as Foreign Language (EFL) Learners, in the field of English Literature and Tra nslation, were recruited in this study. The participants were divided into three experimental groups. The learners in group (I, STI-EM) were exposed to teacher’s oral explanation of the listening concepts along with material- ized tools , which consisted of presenting the listening concepts in charts and images, while group (II, STI- EV) learners were exposed to teacher’s oral explanation of the target concepts and learners’ individual form of verbalization. Learners in group (III, STI-EMV) exposed to all forms of mediation such as teacher’s oral explanation, materialized tools and learners’ verbalization practice. Data were gathered through two listen- ing comprehension tests (pre & post) from learners. Semi-structured interview was then conducted to gain learners’ opinions about this way of instruction. The study lasted 13 weeks, including both listening assess- ments and the enrichment program (EP). The result of the study indicated that learners’ listening improve- ment was detected more in the group who exposed to all forms of mediating artifacts (Group III). While the other two groups (I & II) had approximately the same listening performance. In addition, almost all the learners in three instructional groups were satisfied with STI.
    Keywords: Internalization, Listening concept, Materialization, Mediating artefacts, Verbalization