نشریه پژوهش های زبانشناختی در زبان های خارجی
سال چهارم شماره 1 (بهار و تابستان 1393)

This paper investigates similarities and differences of Adjectives in Persian and French Languages regarding morphological and syntactic criteria. Main distinction of adjective in Persian and French Languages is the existence of gender in French Language. French adjectives often are like as Persian ones from the viewpoint of being before and after of the noun. Some Adjectives such as les adjectifs possessifs have not equivalent in Persian Language. Adjectives in both these Languages have descriptive and attributive functions; expect that there is adjectif apposé in French that there is not in Persian Language. Many adjectives in both languages have morphological criteria that we can determine adjectives easily.
This paper investigates similarities and differences of Adjectives in Persian and French Languages regarding morphological and syntactic criteria. Main distinction of adjective in Persian and French Languages is the existence of gender in French Language. French adjectives often are like as Persian ones from the viewpoint of being before and after of the noun. Some Adjectives such as les adjectifs possessifs have not

Long time ago, because of the proximity, various commercial, military, political and cultural relations was predominated and this ultimately affect bilateral relations and interaction between residents of these areas have resulted languages in an area between the northern regions of Russia and Iran.
Therefore we can see many Russian loan words in southern coast of the Caspian Sea languages. In this article relying on the culture of words and field research in Gilan and Mazandaran provinces,a list of loan words in the field of fisheries and the Russian Caspian Sea fish is prepared and a survey to Changes in phonetic, grammatical, semantic and etymology of the target language is done. We can mostly seethe presence of this type of loan words in Persian, Russian, specialized and professional literature. At the end by recapitulation of this analysis we tried to introduce and precise the general trend of the loan words features.

Nowadays, translation education has some goals beyond translation of source text. To this end, translation teachers should design the syllabus with specific aims and the activities and the lesson plans should be sequenced accordingly. Since MA translation practical courses are the opportunity to training researcher translators, the present study deals with MA translation workshop activities and materials and their influence on translators competence based on real-world translation. To do so, MA translation students who have passed the course were selected as the sample of the study. In order to gather the required data, first a pilot open questionnaire designed on the bases of the research questions. Then, the analysis of the collected data was classified and a 5- Likert-scale structured questionnaire containing 44 items based on four domains was developed. The findings of the study revealed that the participants of the study did not get enough satisfaction from the contents and activities in workshop context and a gap was also found between translation education in the course and real-world translation.

Speech acts are utterances that perform some action in their very enunciation. Linguists have proposed different classifications of the concept, the first of which belongs to J. Austin. These classifications distinguish different classes of speech acts based on the way three simultaneous acts, including locutionary, illocutionary, and perlocutionary acts, are performed. One of these classes is called imperative-directive or incentive speech acts, which motivate the hearer to perform an action. This class is further divided into different subclasses such as ‘suggestion’, ‘invitation’, ‘request’, etc.
The present study is an attempt to analyze and identify the main formulas used for ‘suggesting’ in Russian verbal environment. The linguistic elements contributing to ‘suggestion’ can be divided into three main categories including verbs, short adjectives, and particles. In the first category, there are such verbs as хотеть (to want), мочь (to be able to), согласиться (to agree), the negative form of the verb возражать (to oppose), etc. Cогласен/согласна/согласны (Do you agree?) is a short adjective used to express ‘suggestion’. As for the category of particles, which are auxiliary particles of speech, there are the interrogative particle ли (whether), бы (used to render conditional and subjunctive patterns), the negative particle не, and the imperative particle давай[-те] (come[sgl/pl]). Using the above-mentioned linguistic elements, the interrogative intonation as well as strategies of politeness, modesty, confirmation, and agreement contribute to the politeness of ‘suggestion’.

Considering the importance of English language teaching programs at Iranian high schools, the present study scrutinizes different stake holder's evaluation regarding the efficacy of the English language program, at first and second grades of Iranian high schools by using CIPP model of evaluation. Participants include students, teachers, language policy makers and text-book developers from five provinces of Iran. The data was obtained from questionnaires, interview, observation, and the investigation of different documents and policies of Ministry of Education and course books. The context findings reveal that most of the classes do not have basic facilities. Some classes are overcrowded and heterogeneous. Also time allocation is Inadequate. Regarding the input, the program has a well establish policies in an objective dimension however it is vital to inform to English teachers. In process aspect of the evaluation the majority of stakeholders believed that new series of books in first and second grades are well designed. At the end based on the findings some suggestions are offered.

English language learning is one of the challenges of educational systems in Iran. This study aimed to investigate the relationship between learning strategies and attitude towards English language with succeed in General English. The population consisted of 4125 subjects which according to Morgan table and random cluster sampling, 351 persons were chosen and studied. The tools used in this research were questionnaire of Oxford language learning strategies and attitudes towards Gardner , and for data analysis, the coefficients of Pearson correlation and regression were used stepwise. Data analysis showed that the attitude towards the English language is a predictor of students" academic achievement (p

The current study aimed at examining the differential effects of corrective feedback (CF) on the acquisition of conditional sentences. To this end, 50 Iranian high intermediate EFL learners were randomly selected and assigned to 5 groups of 10: elicitation focus on form (FFI), recasts FFI, metalinguistic feedback FFI, FFI-only and control. FFI was implemented by the input enhancement technique along with input manipulation in the form of text reconstruction during which CFs were provided. Each conditional type was targeted in three sessions and the related immediate posttests were given in the following sessions, and the delayed versions were run with a two-week interval. Results suggested that CF effectiveness is a multifaceted phenomenon and the linguistic target, type of feedback, and timing of posttests play key roles. Awareness of the impact of CF on the the development of knowledge of grammar serves helpful for teachers to plan their syllabi

In an attempt to investigate other options to address learner's written grammatical errors, the present study compared the effects of indirect focused written corrective feedback (WCF) with sample enhanced motivating input (SEMI) on the accuracy with which EFL learners used English articles in narrative writing. Using three intact intermediate classes totaling 46 students, three groups were formed: (1) a WCF group who received indirect focused WCF along with written metalinguistic information, (2) a SEMI group who received SEMI-feedback (a writing sample the focused structures of which are enhanced) along with written metalinguistic information, and (3) a control group who received no corrective feedback. While no difference in effectiveness was found between WCF and SEMI, the experimental groups outperformed the control group on the immediate and delayed posttests. The results suggest that, given its high practicality, SEMI-feedback can be considered a reliable alternative to focused WCF for addressing student's grammatical errors.