نشریه پژوهش های زبانشناختی در زبان های خارجی
سال سیزدهم شماره 3 (پاییز 1402)

Naturalization is a universal translation in which the translator benefits from a process of special creativity such as the use of criteria, appropriate metaphorical terms, completing sentences, substituting simple expressions for complex structures, increasing the meaning of words or changing them according to the meaning of the language. Makes translation normal. According to Baker, this approach tends to highlight the characteristics of the target language and follows the conventional patterns of that language. In this research, based on the model of Mona Baker and with a descriptive-analytical method, the types of naturalization in Reza Ameri's translation of the novel "Season of Emigration to the North" and the extent of his style in providing a legible translation of this novel have been evaluated. The result of the research shows that the translator, through naturalization, has brought the target text closer to the semantic horizon of the Persian-speaking reader in a way that makes the text legible by presenting words, syntax and natural style, he has provided a translation with individual coordinates and style. The result of the research shows that the translator, through naturalization, has brought the target text closer to the semantic horizon of the Persian-speaking reader in a way that makes the text legible by presenting words, syntax and natural style, he has provided a translation with individual coordinates and style.

This study investigates Iranian graduating French Language Teaching .Master's of Arts students’ self-perceived Technological Pedagogical Content Knowledge (T P A C K) to gain an insight into their preparation for their professional teaching career based on T P A C K’s seven sub-components, and understand the way in which their perceived T P A C K is related to the type of teaching training received, as well as prior teaching experiences. The data were collected through an electronic questionnaire (Baser et al, 2016), composed of 39 questions regarding T P A C K’s seven sub-components. Forty-eight Iranian pre-service French Language instructors responded to the questionnaire. Results indicated that in general, participants have a positive assessment of their T P A C K, although improvements could be made in certain areas, such as the use of technology in interactive and collaborative language teaching and learning. In addition, while there was no significant relationship between type of teacher-training received and pre-service instructors’ perceived T P A C K, participants with prior teaching experience demonstrated higher Pedagogical Knowledge (P K) and Content Knowledge, (C K), which seems to suggest that these two knowledge areas are best developed through on-the-field teaching experiences, alongside theoretical coursework.

Over the last years, systemic functional and genre-based approaches have contributed elaborately to how genre is assumed and administered in textual analysis and language teaching. Applying these approaches to EFL settings can enhance teachers and learners’ understanding of the essence of language use and usage in different contexts. Teachers can administer these approaches in teaching and assessment of language skills and sub-skills based on particular content and genres. Thus, the purpose of this study is to investigate the way by which raters of expository texts written by advanced EFL learners make their scoring decisions using the framework proposed in this study. The analysis of the collected responses related to the interview demonstrated several main and secondary themes resulting from the thematic classification. The main themes included context of culture, context of situation, and lexico-grammatical features. Accordingly, context of culture was defined in terms of two secondary themes of semantic formatting and content formatting. The main them of context of situation is regarded in terms of field, tenor, and mode. Moreover, the final lexico-grammar theme was considered as ideational, interpersonal, and textual themes. These themes evidently fit in the framework and approaches developed by Halliday and Martin. The findings indicated that EFL teachers’ conceptualizations of grammar changed from a traditional sentence-level, form-focused viewpoint to a more functional comprehension working in interrelated manners across lexico-grammatical, discourse semantic, and generic structures of the texts. The findings are beneficial for EFL teachers and learners.

This research was designed to evaluate the impact of blended learning on students’ self-concept and academic engagement in Arabic course. The research methodology was a quasi-experiment study of a pre-test and post-test type with two groups. The study’s statistical population included all students of the upper secondary of the city of Kangavar, of which, 40 students were chosen as the research sample using the cluster sampling method. The research tools included the Self-Concept Questionnaire (SCQ) developed by Carl Rogers and the Academic Engagement Scale developed by Schaufeli et al. (2002). The reliability rates of the questionnaires were obtained using Cronbach’s alpha as 0.79 and 0.75, respectively. Their validities were also measured with the help of psychology professors and specialists in the fields of educational sciences and psychology and were approved after the necessary evaluations. The SPSS statistical analysis software, Ver. 24 was used to analyze the data in the descriptive analysis section (variance, standard deviation, skewness, and kurtosis) and the inferential analysis section (one-variable covariance analysis). The research findings revealed the significant impact of blended learning on students’ self-concept and academic engagement and their components (p < 0.01). The study results also showed that the blended learning (education) method enhanced the students’ self-concept and academic engagement. Hence, it was suggested to plan necessary measures to increase the use of the blended learning method aimed at improving other psychological factors of students.

Over the past decades, the language industry has benefited from computer-aided tools; although technology has not affected interpreting to the same extent as translation, some improvements have been made in that profession as well. The desire to avoid cognitive saturation has increased interest in computer-assisted tools and speech translation systems among interpreters. However, to better understand the function of these systems, it is necessary to study their performance, identify possible errors, and evaluate output data quality. Despite worldwide interest in detecting the role of technology in interpreting, the area of computer-assisted interpreting has been quite under-researched in Iran. Therefore, in an attempt to fill this gap, this study sought to evaluate Microsoft Translator speech translation performance. Since Microsoft Translator is a free and easily accessible translation tool. The researchers aimed to identify translation errors as well as recognizing the possible source of errors. To that end, corpora of political hearings addressed at United Nation sessions, their speech-to-text translations by Microsoft Translator, and a reference translation were created and analyzed. To find answers to the first research question, Microsoft Translator errors were detected and categorized based on the component responsible for generating the errors. The second question concerned the probable causes of errors. The findings showed that Internet access, time delay, manual function of the microphone, and speaking features could lead to translation errors. The findings of this research can be a starting point for future research in the field of computer-assisted interpreting.

Along with the cognitive aspects of language learning, some other factors can explain the general failure/success of language education. Due to the dearth of attention to the emotional factors contributing to language learning in the field of EFL, it seems a thorny issue to study these factors. Scholars in the realm of psychology have considered negative emotions, such a sadness and anger, than to positive emotions in their psychological studies and these elements have been examined in relation to EFL learners. The role of positive emotions has not been investigated sufficiently, especially in terms of EFL teachers. To this end, 220 male and female EFL teachers of advanced proficiency level with at least 5 years of teaching experience were selected based on convenient sampling. The instruments included the well-being PERMA Questionnaire developed by Butler and Kern (2016), Professional Development (PD) designed by Afshar and Ghasemi (2018), and Robson Self-Concept Questionnaire (SCQ) developed by Robson (1989). The reliability (Cronbach’s alpha coefficient) and validity (content validity) of the questionnaires were ensured. The collected data was analyzed based on a correlation analysis and structural equation modeling using SPSS 24.0 and Amos 8. The obtained results revealed that there is a significant structural relationship between well-being and self-concept with the mediation of gender and experience. However, there is no significant structural relationship between well-being and professional development with the mediation of gender and experience. The findings of this study have important theoretical for teachers, school psychologists, teacher educators, curriculum designers and researchers.

Existential sentences in Chinese indicate the existence, appearance, or disappearance of objects or people at a specific location. Numerous research papers have been published on Chinese existential sentences, and many native speakers of various languages have surveyed the errors made by Chinese learners in their respective countries. However, there is a lack of research on Iranian students in this area, highlighting the need for investigation. This article primarily focuses on analyzing the common mistakes made by Persian speakers when using Chinese existential sentences. Five main types of Chinese existential sentences are selected for analysis: sentences with "是" (shì), sentences with "有" (yǒu), sentences with "在" (zài), sentences with "V+着" (zhe), and sentences with "V+了" (le). The analysis in this article is based on questionnaire survey results obtained from Iranian students studying in China, as well as the characteristics of Persian language structure and grammar. Using the Contrastive Analysis theory and Error Analysis, the collected data has been analyzed. The resulting errors are categorized into four main types: omission, addition, substitution, and transformation. Studying these errors not only aids Iranian learners of Chinese in their language acquisition process but also provides valuable insights to educators in selecting appropriate teaching methods and improving the organization of classes and training courses in this field.

Proverb is a form of language that is influenced by culture and also influences culture. Proverbs are widely used in newspaper materials, especially in news headlines. However, due to different cultural backgrounds and contexts sometimes similar proverbs may have opposite meanings. This article will analyze the similarities and differences of Persian proverbs in the context of existing research, and explore how to teach Persian proverbs to non-native Persian speakers through newspaper reading courses. When reading news from different countries, readers may misunderstand the content due to cultural differences. As language learners and translators, it is essential to choose a more appropriate way of translation to enhance mutual understanding and reduce misunderstandings between the two nations.Proverb is a form of language that is influenced by culture and also influences culture. Proverbs are widely used in newspaper materials, especially in news headlines. However, due to different cultural backgrounds and contexts sometimes similar proverbs may have opposite meanings. This article will analyze the similarities and differences of Persian proverbs in the context of existing research, and explore how to teach Persian proverbs to non-native Persian speakers through newspaper reading courses. When reading news from different countries, readers may misunderstand the content due to cultural differences. As language learners and translators, it is essential to choose a more appropriate way of translation to enhance mutual understanding and reduce misunderstandings between the two nations.

Passive sentences are a common pattern in Persian and Chinese languages and it is a main form to express passive in these two languages. Persian and Chinese languages have grammatical differences and similarities that will make it easy or difficult for language learners to learn Chinese. Making errors are inevitable in language learning, but analysing the errors can help us reduce the amount of error.  Iranian language learners will make errors in the process of learning Chinese language. having discussion and research about the reasons of these errors is one of the important steps in analysing language learner’s errors. additionally analysing the errors and knowing the cause of them will increase the quality of language teaching. in this research, firstly a comparison of the structure of passive sentences in Chinese and Persian language is presented, secondly discussed the differences and similarities of these two structures in the two languages. and thirdly the use of passive sentences in Chinese by Iranian learners was investigated through a questionnaire and with an analysis of learner’s errors in the questionnaire, it is found that the reasons for these errors are “wrong translation from mother tongue”, “the complexity of Chinese grammar”, and “use of avoidance strategies”.