توجه: محتویات این صفحه به صورت خودکار پردازش شده و مقاله‌های نویسندگانی با تشابه اسمی، همگی در بخش یکسان نمایش داده می‌شوند.
۱The Effect of Anxiety on Iranian EFL Learners’ Listening Comprehension
نویسنده(ها): ،
اطلاعات انتشار: کنفرانس بین المللی مدیریت و علوم انسانی، سال
تعداد صفحات: ۷
Anxiety and its crucial role in language learning and its subsequent effects on learners’ performance have been taken into consideration as an influential factor in foreign language learning process. This paper sought to explore the probable relationship between foreign language listening anxiety and listening comprehension ability and the way they influence each other. To investigate these issues, 03 Iranian EFL students from an institute in Isfahan were selected as the study participants. After applying an IELTS test as listening comprehension test and foreign language listening anxiety scale, gathered data were analyzed through the proper statistical procedure (Pearson product moment) and a considerable negative correlation between two variables was derived. Based on the findings, some pedagogical applications in order to improve the process of learning, implicitly listening performance, were suggested.<\div>

۲The Effect of Gender on Iranian EFL Learners’ Self–correction Process in Oral Classroom Pronunciation Errors
نویسنده(ها): ،
اطلاعات انتشار: سومین کنفرانس بین المللی پژوهشهای کاربردی در مطالعات زبان، سال
تعداد صفحات: ۷
The effective role of error making in learning process, if the best technique for treating is taken, can be a good reason to conduct some research about different error types and their appropriate correction techniques. Considering the importance of pronunciation in communication and also the significance of self–correction technique in students’ progress, the present study tried to find male and female students’ differences toward using self–correction to treat their oral classroom pronunciation errors. For this aim, 34 Iranian male and female intermediate EFL learners from two private institutes in Isfahan during 4 sessions of a semester were observed and recorded. Through analyzing gathered data, a partly considerable difference in using this technique for correcting pronunciation errors was found between male and female participants, although in comparison to other correction techniques, self–correction was not the mostly used technique in Iranian EFL settings. Based on the findings, some pedagogical applications in order to improve learning process, explicitly pronunciation, were provided<\div>

۳The Effect of Online Collaborative Learning via Whatsapp Application on Writing skills and attitudes of Iranian ESP Business Language Learners
نویسنده(ها): ، ،
اطلاعات انتشار: سومین کنفرانس بین المللی پژوهشهای کاربردی در مطالعات زبان، سال
تعداد صفحات: ۲۲
This study investigated the effects of Whatsapp collaborative writing groups on ESp students' writing performance. A total of 30 university ESP learners were involved in this study. The students were divided into two groups; control and experimental groups. Whatsapp, as the treatment in this study was compared to a conventional method; face–to–face in the collaborative writing activities. The comparison between face–to–face and Whatsapp collaborative writing groups were made in order to measure students‟ writing performance on the intervention based on Jacob‟s et al. (1981) ESL Composition Profile; content, organization, vocabulary, language us and mechanics. Before using this approach, a pre–test was administered to all students and based on the preliminary results; students were divided into Whatsapp and face–to–face collaborative writing groups. After using both approaches, a post–test was given to participants in both groups. After the post–test a questionnaire was given to the students in order to investigate the effect of Whatsapp on the attitudes of ESP vocabularies and expressions by the ESP learners . The data were then analyzed using inferential statistics; independent t–test and paired sample t–test. From the findings, it was found that participants in Whatsapp collaborative writing groups displayed slightly higher scores compared to face–to–face collaborative writing groups. However, the differences between Whatsapp and face–to–face collaborative writing groups were not significant in the post–test writing scores. When comparison was made within each group, this study found that there were significant differences for overall writing performance, content, organization, vocabulary, language use and mechanics. The results also indicated that the students had positive attitudes toward using whatsapp collaborative learning.<\div>

۴Assessing the Quality of Persian Translation of Orwell’s Nineteen Eighty–Four Based on House’s Model: Overt–Covert Translation Distinction
اطلاعات انتشار: The International Journal of Foreign Language Teaching and Research، اول،شماره۲، Summer ۲۰۱۳، سال
تعداد صفحات: ۱۰
This study aimed to assess the quality of Persian translation of Orwell's (1949) Nineteen Eighty–Four by Balooch (2004) based on House's (1997) model of translation quality assessment. To do so, 23 pages (about 10 percent) of the source text were randomly selected. The profile of the source text register was produced and the genre was realized. The source text profile was compared to the translation text profile. The result of this comparison was dimensional mismatches and overt errors. The dimensional mismatches were categorized based on different dimensions of register including field, tenor, and mode. The overt errors which were based on denotative mismatches and target system errors were categorized into omissions, additions, substitutions, and breaches of the target language system. Then, the frequencies of occurrences of subcategories of overt errors along with their percentages were calculated. The overt errors and dimensional errors were analyzed carefully. The dimensional mismatches as well as a large number of major overt errors such as omissions and substitutions indicated that the translation was not in accordance with the House's view stating that literary works needed to be translated overtly. In other words, mismatches on different levels of register showed that the cultural filter was applied in translation and the second–level functional equivalence required for overt translation was not reached. As a result, the Persian translation of Nineteen Eighty–Four did not fulfill the criteria to be an overt translation. Instead, this translation tended to be a covert one.

۵Equivalence in Technical Texts: The Case of Accounting Terms in English–Persian Dictionaries
نویسنده(ها): ،
اطلاعات انتشار: The International Journal of Foreign Language Teaching and Research، اول،شماره۳، Autumn ۲۰۱۳، سال
تعداد صفحات: ۸
Translating accounting documents, in general, and accounting terminology, in particular, is not a simple task, especially when the new terms keep created in pace with accounting developments. This study was carried out to find the most common and preferable ways to translate accounting terms from English into Persian. Also, an attempt was made to identify the frequently used patterns of word–formation in the rendition of technical terms in English and Persian. To this end, Mir dictionary was selected and the accounting terms were identified and categorized. Then, patterns of word–formation in English and Persian were identified. Also, a comparison was made between the English accounting terms and their Persian equivalents in order to determine the translation strategies used. The results of the study revealed that the most frequently employed patterns of word–formation for rendering the accounting terms in English and Persian are noun+noun and adj+noun and the most commonly used translation strategy is transposition.

۶Translation Quality Assessment of English Equivalents of Persian Proper Nouns: A case of bilingual tourist signposts in Isfahan
اطلاعات انتشار: The International Journal of Foreign Language Teaching and Research، دوم،شماره۸، Winter ۲۰۱۴، سال
تعداد صفحات: ۹
This study evaluated the translation quality of English equivalents of Persian proper nouns in the tourist signs and bilingual boards in Isfahan. To find different errors in the translations of the bilingual boards and tourist signs, the data were collected directly by taking picture or writing exactly from the available tourist signs and bilingual boards. Then, the errors were assessed by Multilingual eLearning in Language Engineerin (MeLLANGE) translation error typology, a model for evaluating and marking the errors of a project by Leonardo da Vinci center of education and culture in the University of Paris. The findings revealed that the most frequent errors in Persian–English translation were related to errors of incorrect cases in full upper cases, errors of transferring the content by source language intrusion in the un–translated translatable cases and errors related to the syntax of language. As a conclusion, using expert and knowledgeable translators, applying a consistent method, and employing a comprehensive and standard system can be effective to reduce such errors.

۷structure – dependence in (L= 1 persian) English Interlanguage
نویسنده(ها): ،
اطلاعات انتشار: Knowledge & Research in Applied Psychology، اول،شماره۴، تابستان ، سال
تعداد صفحات: ۱۸
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