Journal of English Language Research
Volume:2 Issue: 1, Jun 2021

One of the most important features of neo-Victorianism is the appropriation of Victorian life and literary traditions. In neo-Victorian novels, the traditions of the genre of the novel are appropriated. As historiographic metafictions, neo-Victorian novels, through fictionalizing characters and incidents of the Victorian era, simultaneously rewrite the Victorian past and question the possibility of such invocation of the past. In this way, they assert their awareness of the shortcomings of historical writing. Refuting metanarratives, the Neo-Victorian novel favors plurality and fragmentation. Furthermore, this type of novel shows its preoccupation with the present situation and the way the present narrative retells the past. The Victorian way of life is viewed from a contemporary perspective. In spite of the fact that it is set in the Victorian period, the neo-Victorian novel is preoccupied with an exposition of the problems of the present time. The researcher of the present article has probed to understand the way A. S. Byatt’s Possession: A Romance treats the notion of historical understanding with regard to the theories of Heilmann and Llewellyn. Ann Heilmann and Mark Llewellyn contest the confinement of neo-Victorian novel to the historical novels that are set in the Victorian age. Instead, in their view, a neo-Victorian novel has to reflect the preoccupation of the present time with the Victorian past.

Ideology is a crucial factor that has an impact on translation products and processes.  Political news texts are among those linguistic texts that undergo the effects of ideology. Translators in the process of translation transfer the semantic and ideological meanings of the given text and may leave their ideological traces in the target text. The present study aimed to critically analyze the impacts of the translator’s ideology on manipulating the discourse structure in translating political news. To this aim, 50 Iranian English Translation students (master’s degree) from some significant State and Azad universities in Iran were randomly asked for translating a political news text. To achieve this objective, the performance of 50 Translation students on translating a political news text was analyzed by two experienced translation raters based on Van Dijk’s ideological square and his categorization of ideological discourse structure. The results of critical discourse analysis of translation texts indicated that participants ideologically manipulated the eight elements of categorization of the discourse structure of Van Dijk’s CDA framework, including the disclaimer, polarization, presumption, authority, categorization, repetition, euphemism, and victimization, to emphasize the positive aspects of the ‘Us’ group, de-emphasizing the negative aspects of ‘Us’ group, emphasizing the negative aspects of ‘Them’ group, and de-emphasizing the positives aspects of ‘Them’ group. In addition, categorization and victimization were the most frequent discourse structures employed by Translation students to reveal their ideology in Translation.

This study examined how people with the entity or incremental language mindset vary in their language learning goals and responses to failure situations. To this end, 200 EFL learners were assigned to answer three questionnaires in three phases. First, the Language Mindset Inventory was administered to measure participants’ view of the fixedness and malleability of language mindsets. The three-dimensional Goal Orientations Scale, together with the Responses to Failure Situations Scale, were applied to assess learners' goal orientations and emotional responses. Also, learners’ mindsets manipulation was used in the second language context to an experimental group. Next, 37 students were selected through administering the Preliminary English Test. Afterward, 26 participants with the highest entity language mindsets established through Dweck Mindset Instrument were exposed to the treatment to study the effect of mindset theory-altering experimental intervention on fostering incremental language mindsets among Iranian EFL learners. The participants took advantage of mindset theory-altering experimental intervention adopted from Blackwell et al. in 2007; that is an intervention protocol including seven sessions workshop in seven weeks, 2 hours per session. It was outlined for students through readings, videos, group discussions, and activities promoting the message of improvable intelligence. The findings indicated that learners with an incremental mindset adopted learning goals and a more significant mastery response in failures. However, learners with an entity mindset endorsed performance goals with a more substantial helplessness response. The manipulation also showed that learners’ language mindsets were altered through the implementing mindset theory-altering experimental intervention.

This experimental study explored the probable impact of an audiovisual product accompanied by interlingual subtitles on the remediation of dyslexic children. The participants, selected via convenient sampling, were 51 primary school students with developmental dyslexia diagnosed by the experts. They were assigned randomly to three separate balanced groups: the first experimental group watched the animation with verbatim subtitles; the second experimental group watched the animation with non-verbatim subtitles, and the control group read a text extracted from the video content. The three groups were exposed to the treatment for a total of 25 hours. All participants sat a pre-test to evaluate their reading ability at the very beginning of the experiment. Immediate and delayed post-tests were administered to the participants after receiving the treatment. The findings of the study indicated that the experimental condition caused a more significant development in dyslexics’ reading skills compared to the control condition. Moreover, regarding the type of subtitling, statistically significant results emerged at the supremacy of non-verbatim subtitling treatment. These findings can provide subtitlers, translators, and teachers with practical implications.

Fairytales, as Byatt asserts, are considered as an effective kind of literature for human beings. Studying Byatt’s On Histories and Stories which investigates the importance of fairy tales and explains all variable aspects of these tales clarifies a sign of worldwide completeness in her works. This study investigates the deep relationship between the need of the human soul for truth and, at the same time, their need for fancy fairy tales as entertainment, as suggested by Byatt. Consequently, there is a meaningful relationship between fairy tales and the conception of truth in narratives. In this regard, some of Byatt’s well-known fairytales have been selected to be investigated and discussed with special attention to their intertextual mode. Regarding some of her fairy tales, like “The Story of the Eldest Prince”, “The Djinn in the Nightingale’s Eye”, “The Thing in the Forest”, “A Stone Woman”, and “The Glass Coffin”, there are some similar writing styles and subjects which can be called as the special characteristics of Byatt’s works. These conformities and similarities in Byatt’s works are first seen as the cause of making her works enjoyable to read. In these fairytales, one will find women that are fighting against a pervasive idea of femaleness that they do not think fits their own expectations and feelings. For this reason, as they forsake their exclusively sexual existence and turn into rational beings, they can come back to life. This study probes to investigate the way A.S. Byatt simultaneously employs and subverts the structural and thematic conventions of fairytales. The study would take advantage of the theories of Linda Hutcheon and the ideas of Byatt mentioned in On Histories and Stories.

Bellow’s Herzog can be studied as an answer to modernity, modernity in which nihilism has embedded. The way Saul Bellow addresses the desolation at the core of western culture is the subject of this study. In this research, Saul Bellow’s Herzog will be studied based on Zupancic’s Ethics of the Real in which some Lacanian psychoanalytic terminologies are combined with psychoanalytic consideration of Kantian ethics. This study seeks to show the extent to which this novel lends itself to ethics as it is described by psychoanalysis and tries to investigate the importance of ethics in a seemingly ethically barren world that Saul Bellow creates.

Postcolonial feminism or third-world feminism is a current movement that illustrates the way women of the colonized countries suffer from double marginality practiced by native patriarchs and imperialists. In this regard, Joseph Conrad’s Heart of Darkness and E. M. Forster’s A Passage to India have been selected to be investigated and discussed from the postcolonial feministic point of view. Thus, the present study examines female voicelessness and double colonization of third-world women through the postcolonial feministic perspectives and texts of Gayatri Chakravorty Spivak. Spivak’s theories on subalternity will be applied to the selected novels. The main purpose is to investigate the role of women in the postcolonial contexts and to have a deep look at postcolonial feminism by the help of the theories of Spivak.

This paper’s objective is to follow ideas of Fanon about colonialism and the psychology of colonialism in order to examine the debilitating effects of South Africa’s apartheid upon the whites and the blacks. In the time of apartheid, the structure of South Africa was based on racial discriminations, and the white thought that they were the supreme agents and considered non-white people as inferior. In this research, the colonialist ideology of white supremacy in South Africa during the apartheid era and also the colonialist psychology (Manichean psychology) are studied in Athol Fugard's "Master Harold"… and the boys. This research tries to show how colonialist ideology was operating in South Africa through examining Athol Fugard's play to show the conflicts between the characters in this play and to examine the destructive effects of colonialism on both the colonizer and the colonized by applying Frantz Fanon's ideas about colonialism and the psychology of colonialism.

The unprecedented scale of the COVID-19 pandemic has dramatically impacted upon current standards and teaching language thereof. This study, via the internet, aims by adopting a translation strategy with a whole Language approach to teaching IELTS simultaneously on reading and writing skills at examining the level of acquired language stability and the probable development. Twenty participants’ scores through adobe acrobat DC and WhatsApp were obtained from the pretest into the final posttest over two months in four intervals of two weeks.  The proposed design of this study, inspired by Bell’s reader and writer relationship in translation and whole language approach, evinces a reciprocally multidimensional feature. Descriptive analysis of Pearson Correlation to consider the implications of reading and writing, and Spearman's Rho to appraise concurrent teaching of both skills were conducted. The findings suggest that, despite certain stagnation in two variables, the orientation emanates a moderately supportive tendency for gradual development in writing. The reading analysis, furthermore, proceeds with constructive progress in the teaching procedure. Finally, translation theory as an integrated approach in teaching language evinces a paramount role when affiliating with the whole language.

Collocation is a universal linguistic phenomenon. Words are always used together. It is no exaggeration to say that none of the natural languages is free of collocation. In fact, words seldom occur in isolation (Wallace, 1982, p.30). The present study aimed to investigate the relationship between intrapersonal and interpersonal intelligence of the students on learning collocations among Iranian EFL learners; It also sought to examine if interpersonal and intrapersonal intelligence would lead to using more collocations or not. The statistical population of the study constituted 60 English language students at elementary levels. This quantitative study consisted of a collocation test, an English proficiency test and a Multiple Intelligence questionnaire followed the study. The comparison between the students‟ scores showed that there was no significant difference in the final performance of the two groups. Therefore, the findings of the study indicated that there was no significant relationship between intrapersonal and interpersonal intelligence on students' learning collocations.

Shakespeare's Romeo and Juliet could be regarded as a work of Bard’s youth while Hamlet marks his maturity and mastery of his craft. In the former, the writer mainly draws upon the classical frame stories and makes use of the medieval mode of evaluating people and things in terms of binary oppositions (either/or thinking), while in the latter the writer is no longer obsessed with this dichotomy. This is a passage from the medieval separation-romance to the Renaissance humanistic pensée. Such a transition could be considered a passage from the Hebraic (medieval) mode of thinking and living to a Hellenic (Renaissance) mindset which is not stuck in the binary opposition of good and evil but emphasizes intellect and multidimensionality.

One of the challenges or difficulties in translating law texts is the necessity of classifying the terminologies for translators within languages. The notion of finding a classification of law terminologies is to facilitate and have a wide view to improve the quality of translation in the law texts within languages. For this purpose, the researchers of this study comprehended that there was not any classification of law terminologies between English and Persian languages. Primarily the material of this study was selected from some national and international law coursebooks. Then, the researchers intended to explicate a translation model for these two languages in terms of the qualitative design. As a result, by the analysis and comparison of the different theorists’ classifications of translating law terminologies within other languages from the past to the present time, and the researchers’ experiences of teaching legal texts translation within English and Persian languages, the translation of law terminologies of these two languages was classified into five categories through providing examples from the selected law coursebooks as follows: 1) differences in culture-bound concepts of law; 2) different English equivalents for one Persian equivalent; 3) different collocations; 4) faithfulness in transferring the meaning; and 5) transferring the same structure from a language to another. Based on the results, this model of classification can be very essential and useful for translators of such texts, educators in teaching the law text translation, and learners or students attended in ESP or EAP classes or courses.