نشریه پژوهش های زبانشناختی در زبان های خارجی
سال دوازدهم شماره 3 (پاییز 1401)

Drawing on the conceptual metaphor theory (Lakoff & Johnson, 2003) and using the theoretical framework of the cognitive writing model (Flower & Hayes, 1980), the researchers attempted to improve EFL learners’ writing dispositions through establishing an interaction between their conceptual system and the natural experiences that form the framework of a text. To that end, 120 male and female EFL Bachelor-of-Arts (BA) students from Foreign Language Center at Islamic Azad Karaj University in Iran participated voluntarily in the study and were randomly divided into two groups, with the experimental group receiving the cognitive approach training and the control group the traditional approach instruction. Using a two-way analysis of co-variance (ANCOVA) procedure, the researchers evaluated the posttest results of both groups. SPSS (version 25) was used to analyse the data of the present study.The analysis revealed that the cognitive group experienced a remarkable growth in the posttest scores of writing self-efficacy and writing attitudes. Findings of the present study can be of practical and theoretical importance to the EFL writing teachers, because they provide EFL teachers with feedback to incorporate conceptual metaphor as a cognitive strategy in their writing courses to improve their students’ affective factors which overshadow their success in writing.

The present study explored the effects of motivational, metacognitive, and technology-based scaffolding in developing Iranian English as a foreign language (EFL) learners’ writing ability. The participants were 60 EFL learners who were selected based on their performance on the Preliminary English Test (PET). The selected participants were randomly assigned to three equal groups. Then, they took the pretest to measure their writing ability at the beginning of the study. In the technology-based scaffolding, software was designed by a computer technician consisting of different tasks. In the motivational scaffolding group, the instruction of writing was based on activities, which stimulated learners’ motivation. In the metacognitive scaffolding group, scaffolded instruction of writing was integrated into metacognitive strategies. The participants of all groups took the posttest. At the end of the study, all participants took part in the interview. The results showed that motivational-based scaffolding was shown to be the most effective technique in enhancing EFL learners’ writing ability. The results of the interview also showed that scaffolding techniques consistently improved the writing skills of EFL students. A sufficient amount of scaffolding instructions help EFL learners to give their best in bridging the gap in their zone of proximal development. The results of this study may be useful for EFL teachers in eliminating or minimizing the counterproductive effects of traditional methods and strategies on EFL learners' behavior and learning.

The purpose of foreign language teaching is the ability to communicate as closely as possible with the target language (Azimov, 2009, 98). The first step in understanding and transmitting meaning is in the foundations of phonology. Regardless of the learner's mastery of grammar and lexical knowledge, the incomprehensibility of pronunciation can actually impair communication. The purpose of this study is to compare the pronunciation of Persian language students in the pronunciation of some Russian phonemes with standard pronunciation. A comparative study in this area provides the possibility of minimizing the negative impact of the phonetic system of the mother language (here Persian language) on learning a second language (here Russian language). The results clearly show that Russian phonemes, which are similar to those in Persian (Including fricative consonants examined in this article), have practically no correspondence with each other in terms of physical characteristics, intensity, phonology, strength, articulation, first formant, second formant active and inactive speech organs. Students also pronounce Russian words, replace the original sample with Persian phonemes. This creates an accent that takes education away from its original purpose. Investigate how this deviation in producing these sounds is formed, it can greatly help the students to eliminate it.

With the Corona pandemic all over the world, all educational activities were shut down and the only option was to continue the educational activities through distance learning. In this study, an attempt was made to evaluate the effect and the quality of virtual education on the learning of new- coming German language students, who started their studies at the university at the outset of the virtual education system, regarding three language skills: reading, writing, and speaking. In this study, the proficiency level of 55 students in the four sections of reading, spoken language, written language and grammar in the final exams of the first semester of 1401-1400 at both quantitative and qualitative levels, as well as their views on distance education were evaluated. The results of this evaluation show a considerable difference in students' success in final exam: none of the students in this study, unlike previous years, failed the pre-university and first-semester exams, while according to the assessment, only 12% of the students were fluent in German and 80% of the students had no distance learning experience. Also, their knowledge level of information technology was low. In addition, in this study, various advantages and disadvantages of distance learning together with suggestions to solve the unwanted problems caused by the weaknesses and disadvantages of distance education were presented.

Until about half a century ago, preserving the lending in translation meant that the original language was more in Persian. But half a century ago, and especially after the year, when the translation became more prosperous, they measured the value of the translation by adapting it to the original text, calling it style.The present study aims to qualitatively and quantitatively analyze the style and language varieties used within the original and Persian renderings of The Adventures of Huckleberry Finn (1884) by Mark Twain, and observe whether they match. The reason this subject was chosen was the complete disregard of language varieties in the Persian renderings, and the reason this book was chosen, as the author himself has said, was the wide variety of accents, dialects and tones which are used in the narrative. The researcher has worked to identify these language varieties in the original text, and then check their counterparts within the Persian renderings. Then tried to see if they match and if the translation is faithful, and ultimately attempted to establish a connection between the translator’s performance and the book’s reception. First the English text and then the Persian renderings were checked for these stylistic and linguistic patterns. Ultimately, it was concluded that Golestan (1328) has performed better in comparison to Daryabandari (1366), but contrary to that, Daryabandari’s rendering has been better received by the market.Key words: translation, language varieties, text, characterization, tone

This study aimed at exploring how teachers discursively construct their professional identity inclinations during their everyday interactions and talks with others. For this purpose, the three dilemmatic lenses of professional identity construction proposed by Bamberg, De Fina and Schiffrin (2011) was used. These three controversial lenses include agency versus control, difference versus sameness and constancy versus change. In order to gather data, 5 experienced teachers and 5 teacher-students (all females) took part in semi-structured interviews and follow-up personal contacts with the researcher. All the content was transcribed for the purpose of content analysis. The iterative analysis of the content revealed that more experienced teachers believed that their identities as a teacher were controlled by the world and not by themselves (control vs. agency) while the majority of teacher-students believed that they could initiate new transformations in their classrooms. Moreover, both groups asserted that their identities were constructed as more similar to other colleagues or their own teachers (sameness) rather than different by following a fixed routine in their daily career (constancy) in contrast to changing their practices according to the particular needs of the context (change). Informed decision-making based on awareness can help agency and initiation against dominant discourses empowered by the context.

Cover design, foreword, captions, cutouts, paperwork, footnote,, and all the extensions that make the text a book, are the paratext. Inspired by the concept of paratext, Yuste Frias coined the term paratranslation. Paratranslation is the translation of the paratexts of a book in order to adapt it to the sign sphere of the target language. Paratextual factors are invisible channels for the influence of translators' ideology. The aim of this study is to investigate the effect of paratranslational factors on changing the dominant discourse of the original language effect. Due to the large number of translations of "The Giving Tree" by Shell Silverstein, from English to Persian, and the various readings of its commentators, the book has been adapted for the subject of translation studies of this article. In this regard, the present research, by analytical-descriptive method, seeks to adapt how different paratextual factors of each of these translations interact. In the field of children's literature, the interaction of text and image has always been considered by theorists such as Nikolajeva. The novelty of the present study is that it generalizes their intended interactions, from the level of text-image relationship to the level of paratranslational factors. The results show that the interaction of text and paratranslation is of five types: symmetric, complementary, expansive, counterpointing and paradoxical. The cultural distance between the original language text and the translated text, as well as the prominent position of paratranslational factors such as cover design,, etc. in the children's book publishing industry, necessitate research.

Learning is a transformational activity that prepares people to cope with events and adapt to the environment. Therefore, the present study investigates the effect of a flipped learning model based on the problem-solving teaching approach on students' English language learning problem-solving styles. This research is a quasi-experimental study with pre- and post-test in two control and experimental groups. participants were 320 people available by random replacement. To collect data, Cassidy and Long's problem-solving questionnaire was administered to the two groups as a pre-test. Then, the teaching method was traditional in the control group, and under a flipped teaching model based on the problem-solving teaching approach in the experimental group. To evaluate the amount of learning, the post-test scores of the two groups were compared. To measure the normality of the study population, a repeated measure test and independent t-test were performed. The results indicate the use of this method has an impact on students' constructive and non-constructive problem-solving styles of learning English. Also, the performance of the experimental group was better than the control group, and the learning difference was more significant. But no significant superiority was observed in the effect of the method in the two groups. Learning in this way is one of the basic needs of today's all levels of education. Given the benefits of reinforcing in-depth thinking, analytical thinking, critical thinking, creativity, confidence in decision-making, and problem-solving, this teaching method can be used as a complementary method alongside traditional teachings.

The purpose of this research is to investigate the effectiveness of teaching Glasser's psychological choice theory in training-the-trainer courses on qualitative development in education. The need for this research is to address the issue of educational needs and empowerment of language learners by teachers. The above research is of an applied type and its statistical population includes a group of 40 foreign language teachers (French and English) who were randomly divided into two groups of 20 (experimental group and controls). The experimental group was trained in a teacher training course called Strategies for Teaching Foreign Languages and learned the concepts of Glasser's choice theory. The control group had received no training. The two groups of teachers were evaluated twice by pre-test and post-test using a questionnaire. Our hypothesis in this study is based on the fact that the teaching of Glasser's choice theory in the trainer training course is effective on the evolution of the teaching model of French and English language teachers. To test the above hypothesis, an analysis of covariance was used. The results of this study show that the auxiliary random variable (F = 357.360) at the level of error (0.01≥P) is significantly related to the dependent variable. There is a significant difference between the pre-test and post-test scores; the control and the experimental group have a significant difference in the post-test score. Teaching Glasser's choice theory in the train-the-trainer course was effective in changing the post-test stage French and English teacher teaching model by 90.6%.

In this research, the words that are given in the first five chapters of ShikandGumānīkVichār by the author of the Pāzand text from Hindī and Gujarātī in the Pāzand text, along with Pāzand, Pahlavi form, Persian translation of words, etymology and their ancient form, are examined. The book ShikandGumānīkVichār was written by Mardānfarōkha, the son of Hōrmezddāt, after his trip to India and became acquainted with the Pārsī Gujarātī language during his travel to India, and also the author of the text of Pāzand of the book was one of the Pārsīs of India,that is why many words from Hindī and Gujarātī are mentioned in all the chapters of this book. The authors of this article, who are fully acquainted with Hindī and Gujarātī, have found and studied all these words in Hindī and Gujarātī. In this study, it was found that the author of the book and the author of the Pāzand, because their language was Pārsī Gujarātī, they used the Hindī and Pārsī Gujarātī forms for many words, and all the pure Hindī and Gujarātī words that existed in the first five chapters were examined, and the transliteration forms were also examined because they are given in Indian transliteration with Avestan script and for each word, the grammatical and gender category that the word has in Hindī and Gujarātī(masculine,feminine,neuter)was given, and notes were provided for each word separately. This article is the result of a discovery made for the first time in the world by its responsible author.