نشریه پژوهش های زبانشناختی در زبان های خارجی
سال دوازدهم شماره 2 (تابستان 1401)

Translating the proper names (PNs) is one of the most challenging topics in translation studies and, at best, in literary translation studies and it seems to be important in two ways. First, the PNs, including the categories of material and spiritual items of each language and culture, are related to the identity and ideology of that culture. Second, translators' strategies in translating the PNs may indicate the translator’s presence, voice, and style. Translating the PNs can be investigated through a variety of patterns and approaches. This paper examines Saleh Hosseini's style, as a literary translator, based on Leppihalme’s model, in his five translated novels. Hosseini has preserved the original writers’ style through ‘retention of the name’ and has shown his style through ‘replacing the name by another name,' as two main procedures proposed by Leppihalme (Leppihalme,1997). This paper used a method of collecting data from the PNs in a body consisting of five novels by two authors, namely Animal Farm and 1984 by G. Orwell, and The Sound and The Fury, Absalom! Absalom! and Go Down, Moses by W. Faulkner, shows that Hosseini, in translating the PNs of these works, has tried to reconcile the preservation of the style of these writers with that of his style, showing that if in the original text, "style is the man himself," in translation, style is the translator himself.

This study investigates the effect of educational games and their role in the autonomous performance of language learners in the form of educational space. According to different educational, philosophical, sociological and psychological theories about the role of creativity in autonomy in education and individual identification in learning, a new method has been tried to be possible regarding the category of autonomy in learning. In this article, with regard to this theoretical analysis, the mental and current performance of German language students regarding autonomy and individual identity according to its theoretical background is challenged. For this purpose, students are presented with a series of literary texts in German and are asked to produce and play dramatic texts with changes in the text and without changing the content. Changing the type of literary texts and uniqueness of learning to provide a basis for the identity and autonomy of language learners. The question is how this helps them to improve and complete language learning strategies, especially at the metacognitive level, and thus the reflection of their educational behavior is examined. The purpose of this article is to analyze the autonomous performance of language learners in the form of educational space created according to the analyzed theories and to assess the learning progress of language learners.

This study aims to investigate the readability of Iranian English ‎textbooks, Vision series 1-3, for high school. It focused on the reading ‎sections of student books and workbooks. The texts were collected and ‎fed into different readability tools such as Coh-metrix, and Flasch-‎Kincaid. The purpose was to evaluate the texts in terms of lexical and ‎syntactic complexity as well as cohesion which included narrativity, ‎syntactic simplicity, word concreteness, referential cohesion and deep ‎cohesion. Each factor was able to increase or decrease the load of ‎cohesion in the text. in addition, the output analysis managed to generally ‎determine how difficult the passages were and what grade levels they ‎suited. The findings revealed that there was some mismatch between the ‎standard CEFR and NGSL wordlists and the number of words the ‎learners study during their formal school language learning. Besides, the ‎texts of the workbooks were to varying degrees incompatible with each ‎other. Detailed examination uncovered some more features of each single ‎text. Assessing the Iranian textbooks may be generalized to assist the ‎international community such as teachers, material developers, and ‎writers determine what might present difficulties to language learners and ‎then take actions to improve their reading and writing skills .‎

The objective of the present study is to report a descriptive-analytic study on the probable correlation between verb/object and adjective/standard orders as well as the dominant word orders of verb/object and adjective/standard in two varieties of northwestern Iranian languages, namely Taleshi and Gilaki, and their correspondence to the Dryer’s Branching Direction Theory. the dominant tendency and correlation of the aforementioned orders were examined and the results were compared on the basis of Dryer’s observed patterns. The data collection was carried out through a structured interview, devised based on a questionnaire including a compilation of 60 Persian sentences and phrases that were translated into Taleshi and Gilaki during interviews with 10 elderly illiterate and semi-literate speakers respectively from Hashtpar and Bandar Anzali. Based on the obtained results, Taleshi variety was proved to be an OV&StAj language. This result corresponds well with Dryers’ findings confirming an obvious preference for StAdj order among OV languages and conforming to BDT. Concerning Gilaki variety, however, samples fell evenly in two groups of either StAdj or AdjSt with OV order. Therefore, there is no definite claim implying the frequent occurrence of StAdj, which can conform to BDT in this variety. It can be concluded that although both Taleshi and Gilaki belong to verb-final languages, their tendencies towards Adj/St order can be the main source of difference distinguishing these varieties. This study can provide an appropriate context for further investigation of word order in language varieties belonging to the same language families at a broad level

Listening is of significant importance in daily communication and educational process. Having a good command of second language (L2) listening is required for successful communication in L2. In spite of its importance, it has received little attention in second language acquisition, research, teaching, and assessment. This study aims at comparing bilinguals and monolinguals across gender in terms of listening comprehension and listening strategy use. The correlation between listening strategies and listening comprehension was also explored. To this end, 112 monolinguals (67 males and 45 females) and 120 bilinguals (61 males and 59 females) were selected to participate in the study. They filled out a listening strategies use questionnaire (LSUQ) and then took a listening comprehension test (LCT). The results of data analysis using a series of ANOVAs as well as Pearson correlational analysis revealed that there was a significant difference between monolinguals and bilinguals, in favor of the latter group, in terms of listening comprehension and the use of listening strategies. Moreover, the effect of gender on listening comprehension and listening-strategy use was not significant. Finally, a significantly positive correlation was found between listening comprehension and listening strategy use. This research carries essential implications for syllabus designers and material developers.

age and level of knowledge of learners. The aim of this study was to investigate the relationship between age and adult speech strategies in learning German (introductory level A1). In this article, the average use of language learning strategies for each strategy was calculated and compared based on the age of the participants. Also, the overall average score of language teaching strategies for all strategies was calculated and compared based on the age of the participants. Speech strategies according to the Oxford model include: emotional, social, cognitive, metacognitive and compensatory strategies. The results show that the effect of age on language learning and learning through interpretation and speech skills of participants at different ages is different so that the highest score belongs to the lower age group and the lowest score belongs to the upper age groups. Also, the difference in speech skills score between participants was statistically significant (P <0.05). This means that it can be said that the increase in the score obtained in the speech skills of the participants decreases with age and people at younger ages can be more successful in language learning. In this study, the test scores of the age group of 17 to 27 years showed a statistically significant difference with the age groups of 45 years and above and the age group of 27 to 35 years (P <0.05). Also, the score of the age group below 17 years with the age group above 45 years was statistically significant (P <0.05).

One of the main problems of second language learners is learning grammar. In this research, We have tried to facilitate learning Persian grammar for Italian learners learning Persian by using the achievements of linguistics typology. For this purpose, similarities and differences between Persian and Italian are determined using typological word order. For the next step, without pointing out typological similarities and differences of Persian and Italian, the grammatical points were taught to the participants and then they were tested (pre-test).the test was in three parts. In the first part, sentences were presented in Italian and the participants were asked to choose the correct equivalent among four choices. In the second part, the participants were asked to translate Italian sentences into Persian. In the third part of the test, the participants were asked to translate a designed Italian text into Persian. Finally, after a certain period of time, the grammatical points were taught to the participants considering typological differences and similarities between Persian and Italian. Finally, the test (post-test) was performed. Data analysis showed that the participants' mean scores in the post-test were higher than their mean scores in the pre-test. In addition, the analysis of inferential statistic shows that the difference is considerable which means that the independent variable, awareness of typological features of Persian and Italian, has an impact on dependent variable which is participants’ scores. Therefore, being aware of these features (similarities and differences) could help the Italian language learners to get a better score.

Conceptual metaphors have a wide presence in our daily lives and also have a special place in cognitive linguistics. Many researchers emphasize the importance of metaphors in the language learning process. Learners face many challenges encountering metaphorical expressions in the target language, and since metaphors are present in most discourse contexts, they cannot be ignored. In this paper, we argue the effects of explicit multimodal metaphor training in developing reading and writing skills in an EFL context. To examine the effects of using conceptual metaphors in English language classrooms and assess the metaphorical ability of EFL students, we directed two measuring instruments: pre-test and post-test for control and experimental groups in both reading and writing skills. The pre-test and post-test scores of the experimental group who were exposed to explicit multimodal metaphor training were compared with the control group's scores through this bipartite study. The outcomes of this paper can shed light on teaching and learning the multimodal language in an EFL context. The findings showed that learners who were exposed to multimodal metaphors and received explicit instruction from their teacher resulted in a better understanding of metaphorical texts, enhancing the ability of metaphor production and also in better scores. In other words, this paper found that explicit multimodal metaphor instructions can lead to some improvements in metaphor comprehension and production in an EFL context.

In this assay we are trying to find some points of contact between foreign literary works and their adapted cinematographic versions as a probable method used in foreign language teaching processes with a central cultural competence and intercultural knowledge . Our first hypothesis in this study is that these two native cultural corpus, if included in teaching program, will be a useful tool for teaching a foreign language with a focus on intercultural competence. Therefore, at first, are discussed some special features of the nature of a literary text and the cinematic text or the film. In this regard, we analyze the educational and methodical reasons that, along with valid teaching resources, may validate the use of this type of native resources in the language classes and in a language course. Then methodological aspects in using this type of educational resources will be pointed out by presenting three different teaching models, so that by using the nature and structural features of a literary work and it’s adapted cinematic version, effective suggestions and practical solutions can be provided. We will see that use of this type of educational resources in language learning classes would be interesting and useful to develop cultural knowledge of the target community and help to gain a more strong intercultural competence in language learners.

Willingness to communicate in a foreign language (L2 WTC) has always been one of the most prominent learning objectives in language classes. L2 WTC is not a constant component, determined by one specific variable; rather, it has a dynamic nature, which can be changed at any moment in classroom interactions according to momentary changes and reactions between its various personal/emotional, environmental/ situational, and cultural elements. Taking into account De Bot’s Complex Dynamic Systems Theory, the present research investigates the role of important factors mentioned by students in their willingness to communicate in online elementary Persian Language courses at Korea University, in which students from different nationalities participate. More precisely, the present study examines the role of students’ linguistic profile and education culture on their L2 WTC. For this purpose, a questionnaire was distributed among 23 students from five nationalities, followed by semi-structured interviews with all participants. Results indicate that in general, students' linguistic profiles and personal/emotional characteristics did not play an important role in their L2 WTC; however, significant differences were observed in environmental/situational components among East Asian students and students from other nationalities, especially in the type of interaction (written/spoken) and the interlocutor (teacher/classmates). In addition, East Asian students were not willing to communicate in challenging classroom interaction situations (due to lack of the necessary linguistic skills or challenging/controversial topics), while students from other nationalities embraced these situations and considered them an opportunity for developing their linguistic or communicative competencies.