مطالعات کاربردی زبان - Iranian Journal of Applied Language Studies

مطالعات کاربردی زبان - Iranian Journal of Applied Language Studies

Iranian Journal of Applied Language Studies,Vol 7, No. 1, 2015 (مقاله علمی وزارت علوم)

مقالات

۱.

Translation and Hybridity in Scenes and Frames Semantics(مقاله علمی وزارت علوم)

کلید واژه ها: Translation Scenes and Frames Semantics Hybridity Pure Texts Scene Frame Cognitivism

حوزه های تخصصی:
تعداد بازدید : 828 تعداد دانلود : 837
The present study is a theoretical attempt to illustrate how Fillmore's Scenes and Frames Semantics (SFS) could be employed as a framework to portray the process of understanding and translating hybrid texts. It first reviews the origin of SFS; then it maps SFS onto Nida’s linguistic model of translation process and the Interpretive Theory of Translation; it examines in the next section, within the framework of SFS, different forms of understanding and translating hybrid and pure texts with reference to the selection of linguistic frames and more importantly the activation of scenes. The paper explains all four processes of hybridization, dehybridization, rehybridization and hybridity preservation using SFS. The study concludes that, although hybridity is a complex phenomenon, Fillmore’s scenes and frames semantics can adequately explain and justify its different aspects and manifestations. Moreover, it revealed that understanding, seen in SFS model, has an element of individuality and this gives rise to a broader perspective on translation where there can potentially be as many valid translations as there are translators. This has significant implications for our conception, analysis and assessment of translation.
۲.

Investigating the Impact of Collaborative and Static Assessment on the Iranian EFL Students’ Reading comprehension, Critical Thinking, and Metacognitive Strategies of Reading(مقاله علمی وزارت علوم)

کلید واژه ها: Reading Comprehension Critical thinking Collaborative Assessment Static Assessment Metacognitive Strategy

حوزه های تخصصی:
تعداد بازدید : 371 تعداد دانلود : 812
This study was aimed at investigating the effect of collaborative assessment, as compared to that of static assessment, on the EFL learners’ reading comprehension, metacognitive strategies, and critical thinking. In this mixed-methods research design study, 62 intermediate EFL learners out of a population of 79 English language learners, were randomly selected and divided into two groups of experimental and control with 31 participants in each group. They were both female and male, who were administered a meta-cognitive strategy and critical thinking questionnaire and a reading comprehension test at the pretest and posttest stage of the study. Furthermore, semi-structured interviews were conducted with 15 participants and six sessions of the course were picked for observation. A multivariate ANOVA (MANOVA) test was run and the obtained results revealed that the students in the experimental group showed statistically significant gains on the reading comprehension and metacognitive strategy as compared with the participants in the control group but did not show any significant difference on their critical thinking. Similarly, the analysis of the interviews and classroom observations provided important themes which revealed that the students found collaborative assessment a very fruitful and practical way of promoting their reading skills and strategies mainly metacognitive strategies.
۳.

Politeness in Emails Exchanged between English and Persian Speakers(مقاله علمی وزارت علوم)

کلید واژه ها: Politeness Meaning Negotiation Speech Act Computer- Mediated Communication Email

حوزه های تخصصی:
تعداد بازدید : 607 تعداد دانلود : 299
Nowadays, intercultural communication via email among various groups and societies has been increasingly important as an aspect of communication. This research aims at investigating aspects of politeness meaning negotiation via emails exchanged between English and Persian speakers with different cultural backgrounds. The present study also reveals the potentials for using emails to experience culture as a process of meaning negotiation. To do this, 18 English and Persian speakers (aged 22-60) were asked to exchange emails for 12 weeks. After collecting the required samples, the interplay between the computer-mediated communication, speech act and politeness is explored by using the analytical frameworks of Hyme’s ethnography of communication (1974), Searle’s speech act theory (1969) and Brown and Levinson’s politeness theory (1987). The methodology of this research is descriptive analytical. The results of this research show that “politeness” is not a stable construct. Rather it is constantly (re)negotiated by the interactants who take into account the relevant contextualization cues. In addition saving the face of the sender and the receiver is concerned simultaneously in the process of email exchanging.
۴.

Knowledge of Grammar, Oral Communication Strategies, and oral Fluency: A Study of Iranian EFL Learners(مقاله علمی وزارت علوم)

کلید واژه ها: Knowledge of Grammar Oral Communication Strategies Oral Fluency

حوزه های تخصصی:
تعداد بازدید : 114 تعداد دانلود : 76
This study tested the impact of implicit and explicit knowledge of grammar on learners’ use of oral communication strategies (OCSs) and the interface of OCSs and oral fluency. The study was performed on 24 male and 36 female Iranian university students of English Translation studying at Payame Nour Universities of Lar, Khonj, and Evaz chosen based on availability and ease of access. The data were gathered using Timed Grammaticality Judgement Test (Dekeyser, 2000) as a measure of implicit knowledge of grammar, a structure section of TOEFL Paper-based Test (version 2004) as a measure of explicit knowledge of grammar, Oral Communication Strategies Inventory (Nakatani, 2006), and two oral production tasks for measuring learners' oral fluency. Analysis of the data using Multivariate Analysis of Variance (MANOVA) and Pearson’s Correlation showed that both implicit and explicit knowledge of grammar affect learners’ use of oral communication strategies; however, no relationship was found between overall use of OCSs and oral fluency which can be suggestive of greater or possibly overriding impacts of some other variables on oral fluency compared to OCSs. The findings of the study are supposed to provide guidelines for learners, teachers and syllabus designers concerning the use of OCSs, especially with regard to other variables considered in this study.
۵.

Orchestrating Task Planning in Writing: The Impact of Pre-Task Planning and Within-Task Planning on Fluency, Accuracy, and Complexity of Iranian EFL Learners’ Writing(مقاله علمی وزارت علوم)

کلید واژه ها: Accuracy Complexity fluency Task Planning Cognition Hypothesis Limited Attentional Capacity Model

حوزه های تخصصی:
تعداد بازدید : 782 تعداد دانلود : 503
Building on Robinson’s (2001, 2003) Cognition Hypothesis, Skehan’s (1998) Limited Attentional Capacity Model, and Kellog’s (1986) model of writing, this study examined the effect of task planning on the fluency, accuracy, and complexity of 60 Iranian EFL learners’ argumentative and narrative writings under different planning conditions. A quasi-experimental design with three levels of planning conditions (pre-task planning, within-task planning and no-planning) and different time constraints was used. Measures of fluency, accuracy, and complexity were used to evaluate the quality of the participants’ written productions. The results of a series of one way Multivariate Analyses of Variance (MANOVAs) indicated that increasing task complexity, through task planning conditions and also different tasks produced significant differences among the groups in fluency and accuracy; however, with regard to syntactic complexity, both tasks provided similar results among the groups. The findings add support to the view that selecting an appropriate task with appropriate task-based implementation conditions can induce language learners to increase, accuracy and fluency, but not syntactic complexity of their output. Pedagogical implications are discussed and suggestions for further studies are made.
۶.

A comparison of Iranian EFL vs. non-EFL teachers’ “knowing” of learner autonomy(مقاله علمی وزارت علوم)

کلید واژه ها: teacher education Teacher Cognition learner autonomy teachers’ Knowing CARDS model

حوزه های تخصصی:
تعداد بازدید : 662 تعداد دانلود : 253
Investigating the “knowing”, a module of the KARDS model proposed by Kumaravadivelu (2012) for teacher education, of Iranian teachers of learner autonomy, this study is an attempt to illuminate some of the yet unexplored areas of teachers’ various types of knowledge of learner autonomy. Furthermore, it attempts to illustrate how Iranian Non-EFL teachers’ knowing affects their practices with regard to learner autonomy and how this could differ from that of Iranian EFL teachers. To that end 112 EFL and Non-EFL teachers were purposefully cluster-sampled. Based on convenient sampling but only after data saturation was reached were 12 teachers interviewed. Based on the result of the interviews and the data gleaned from the literature a questionnaire was developed. The sample were asked to complete the questionnaire and then through negative case analysis some were interviewed. The questionnaire tapped into the social, political, psychological and personal aspects of learner autonomy. The results indicated the informants, be it EFL or non-EFL, found learner autonomy to be a psychological construct, which can be traced back to their personal knowledge. Finally, with regard to the feasibility and desirability of learner autonomy implementation in the education system, the informants see learner autonomy as more of a desirable concept than feasible. It is hoped that teachers and teacher educators find the results as well as the suggestions-for-action made at the end of the study helpful and that the results have tangible implications for the Iranian education system when fed into professional development activities and strategic planning.
۷.

Exploring Persian Commercials Based on the Halliday’s Systemic-Functional Grammar(مقاله علمی وزارت علوم)

کلید واژه ها: Systemic-Functional Grammar Ideational Metafunction Interpersonal Metafunction Advertisement

حوزه های تخصصی:
تعداد بازدید : 394 تعداد دانلود : 317
Advertisement has long been used as a tool for informing and attracting audiences in different ways. This study aims at investigating the linguistic tools of advertisement in Persian on the basis of Halliday’s systemic-functional grammar theory. The data of this study were gathered from written and verbal commercial advertisements which were recorded and rewritten in order to investigate verbal groups in the sentences in terms of process and function types and subsequently compare the two bodies. The results showed that material and relational processes had highest frequency in Persian language in terms of ideational metafunction. From the interpersonal metafunction perspective, information function was frequent in most cases. Regarding these factors, there was no significant difference between verbal and written bodies.
۸.

Reading Strategy Use and Field of Study: A Mixed-methods Study(مقاله علمی وزارت علوم)

کلید واژه ها: academic field of study reading strategy use SORS think-aloud mixed-methods

حوزه های تخصصی:
تعداد بازدید : 56 تعداد دانلود : 471
This study was an attempt to explore the reading strategy use of Iranian M.A. students across three different fields of study. Eighty-two M.A. students of power engineering, physics, and communicationwere selected by a Nelson test and the reading comprehension section of a TOEFL. The reading comprehension section of the TOEFL served also as a specific task which helped participants report their strategy use. Both qualitative, think-aloud, and quantitative, SORS, procedures were used totap the participants’ use of reading strategies and to complement the findings. The results of these two procedures indicate that the use of overall, global, problem-solving, and support strategies by Iranian M.A. students was slightly different across different fields of study. Problem-solving and support strategies were the most and the least frequently used strategies, respectively. Moreover, reading strategy useof Iranian M.A. students,studying power engineering, physics, and communication was not related to their academic fields of study.

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