ORIGINAL_ARTICLE
Translating Legal Texts: Adequacy or Acceptability? Implications for Teaching Legal Translation
Translation is almost always conducted within a certain socio-cultural framework with its particular ideology. In the present study, the application of various shift types in two legal translations was examined to show how socio-cultural and ideological inclinations of the translator affect adequacy and acceptability in translation. Two legal texts in English (the Geneva Interim Agreement and NPT) and their Persian translations released by IRI’s Ministry of Foreign Affairs formed the corpus of the study. The analysis of the translations indicated the lack of ideological and cultural shifts and the presence of structural and stylistic shifts. Legal texts are highly sensitive and need the utmost precision in their translation. These requirements could make ideological and cultural shifts out of the question in legal translation. The results, therefore, suggest that in legal translation training, attention should be devoted to structural and stylistic shifts. As for the adequacy and acceptability, it was also observed that translated texts cannot be totally adequate or totally acceptable; the poles of adequacy and acceptability are on a continuum, and translators move between these two extremes.
https://efl.shbu.ac.ir/article_95911_970f7f0328243d4845be38fab3f56673.pdf
2019-01-01
1
16
10.22034/efl.2019.95911
Adequacy
Acceptability
Legal Text
Shift
Mojtaba
Amini
m.amini257@yahoo.com
1
Department of English, Faculty of Foreign Languages, University of Isfahan, Iran
LEAD_AUTHOR
Bahareh
Lotfollahi
bahar.lotfollahi@gmail.com
2
Department of English, Faculty of Foreign Languages, University of Isfahan, Iran
AUTHOR
Aghagolzadeh, F., & Farazandeh-pour, F. (2012). The analysis of English- Persian legal translations based on Systemic Functional Grammar Approach (SFG). Theory and Practice in Language Studies, 2(1), 126- 131.
1
Ali, H. I. H. (2016). Legal contract translation problems: Voices from Sudanese translation practitioners. Arab World English, 5, 124-143.
2
Baker, M. (2009). Critical concepts: Translation studies (vol. 4). Abingdon and New York: Routledge.
3
Bassnett, S., & Lefevere, A. (1998). Introduction: Where are we in Translation Studies?. Constructing cultures: essays on literary translation, pp.1-11.
4
Biel, L. (2011). Professional realism in the legal translation classroom: Translation competence and translator competence. Meta: Translators' Journal, 56(1), 162-178.
5
Bourdieu, P., & Wacquant Loïc, J. D. (1992). An invitation to reflexive sociology. Chicago: The University of Chicago Press.
6
Cao, D. (2007). Translating law. Clevedon/Buffalo/Toronto: Multilingual Matters Ltd.
7
Chirila, C. (2014). Errors and difficulties in translating legal texts.
8
Management Strategies Journal, 26(4), 487-492.
9
Dumitrescu, A. E. (2014). Difficulties and strategies in the process of legal texts translation. Management Strategies Journal, 26(4), 502-506.
10
Halliday, M. A. K. (1970). Language structure and language function. In J. Lyons (Ed.), New horizons in linguistics (pp. 140-165). Harmonds Worth: Penguin.
11
Inghilleri, M. (2003). Habitus, field and discourse: Interpreting as a socially situated activity. Target, 15(2), 243-268.
12
Mooney, A., Peccei, J. S., LaBelle, S., Henriksen, B. E., Eppler, E., Irwin, A.,
13
…, & Soden, S. (2011). Language, society and power: An introduction. (3rd ed.). London: Routledge.
14
Munday, J. (2016). Introducing translation studies: Theories and applications
15
(4th ed.). London and New York: Routledge.
16
Murici, M. (2016). Issues in Translating Legal Texts. International Journal of English Language & Translation Studies, 4(3), 69-74.
17
Kockaert, H. J., & Rahab, N. (2017). Introduction. Quality in Legal Translation. The Journal of Specialised Translation, 17, 2-9.
18
Pagani, G. (2007). Expressions/representations of the relationship between the ‘state' and the ‘citizen’ register analysis of local government discourse. Critical Approaches to Discourse Analysis Across Disciplines, 1(1), 1–18.
19
Sagger, J. (1993). Language engineering and translation. Consequences of automation. Amsterdam/Philadelphia: John Benjamin.
20
Sarcevic, S. (1997). New approach to legal translation. The Hague, Netherlands: Kluwer.
21
Schneiderova, A. (2016). On the development of translation strategies in rendering of legal texts. Journal of Modern Science, 29(2), 347-362.
22
Schroth, P. (2010). Legal translation. American Journal of Comparative Law, 34, 47-65.
23
Simeoni, D. (1998). The pivotal status of the translator’s habitus. Target, 10(1), 1-39.
24
Swan, M. (1995). Practical English usage. Oxford: Oxford University Press.
25
Toury, G. (1995). Descriptive translation studies and beyond. Amsterdam:
26
John Benjamin.
27
Wardhaugh, R. (1986). An introduction to sociolinguistics. London: Basil Blackwell.
28
Way, C. (2016). The challenges and opportunities of legal translation and translator training in the 21st century. International Journal of Communication, 10, 1009-1029.
29
ORIGINAL_ARTICLE
Analysis of MA Thesis Writing Problems and Perceptions of Postgraduate EFL Learners towards them
Although EFL learners pass different courses in writing at university and are expected to be able to express their thoughts in various forms of writing, their texts suffer from many problems. Therefore, the current study aimed to identify the type of problems that postgraduate EFL learners encounter in writing their thesis proposals. To this end, first, the problems marked by supervisors in thirty-two proposals written by TEFL and Translation Studies students were classified into two general categories: macro and micro problems. Then, these problems were classified based on Halliday and Hassan’s (1976) and Tardy’s (2009) models of academic genre. After that, a questionnaire about writing problems was administered to participants to elicit their perceptions towards writing MA proposals. The responses were then analyzed according to Dornyei’s (2003) suggestions for analyzing qualitative data. The findings revealed that discoursal and linguistic problems were among the highest frequent problems. The analysis of the questionnaires also indicated that EFL postgraduate learners hold negative attitude towards proposal writing, and considered discoursal problems as their major challenge in writing. There was consistency between their ideas and the real problems.
https://efl.shbu.ac.ir/article_105225_63fc2d0e8701835716a364cac30a0510.pdf
2019-01-01
17
40
10.22034/efl.2019.213730.1013
Thesis proposal
academic writing
Writing problems
Bita
Keyvandarian
keyvandarian@shbu.ac.ir
1
MA in TEFL, Department of Foreign Languages, Sheikhbahaee University, Isfahan, Iran
AUTHOR
Katayoon
Afzali
k.afzali@shbu.ac.ir
2
Assistant Professor in Applied Linguistics, Department of Foreign Languages, Sheikhbahaee University, Isfahan, Iran
LEAD_AUTHOR
Angelil-Carter, S. (2000). Stolen language? Plagiarism in writing. Harlow: Pearson Education.
1
Bae, J. (2001). Cohesion and coherence in children’s written English: Immersion and English-only classes. Issues in Applied Linguistics, 12 (1), 51-88.
2
Buitkiene, J. (2005). Variability of cohesive devices across registers. Studies About Languages (Kalbu Studijos), 7, 17-20.
3
Cai, Y. (2011). The use of cohesive devices in the compositions of Chinese college students.
4
Chen, L. (2006). The effect of the use of L1 in multimedia tutorial on grammar learning: An error analysis of Taiwanese beginning EFL learners’ English essays. The Asian EFL Journal Quarterly, 8 (2), 76-110.
5
Chun, Yen, Ch. (2009). Student perceptions of an EFL undergraduate research writing project. RELC Journal, 40(3), 314-332.
6
Danaee, A., & Sadeghi, A. R. (2012). A comparative study of academic articles written by Iranian scholars and English native scholars based on textual cohesion. Iranian EFL Journal, 8(4), 154-175.
7
Deckert, G. D. (1993). Perspectives on plagiarism from ESL students in Hong Kong. Journal of Second Language Writing, 2 (2), 131-148.
8
Dӧrnyei, Z. (2003). Questionnaires in second language research: Construction, administration, and processing. USA: Lawrence Erlbaum Associates.
9
Fallahzade, H. & Shokrpour, N. (2007). A survey of the students and interns’ EFL writing problems in Shiraz University of Medical Sciences. Asian EFL Journal, 9 (1).
10
Gonzalez, M.A.G. (2010). Evaluating lexical cohesion in telephone conversations. Discourse Studies, 12 (5), 599-623.
11
Grabe, W., & Kaplan, R. B. (1998). Theory and practice of writing: An applied linguistics perspective. London: Longman.
12
Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English. New York: Longman.
13
Hinkel, E. (2004). Teaching academic ESL writing: Practical techniques in vocabulary and grammar. Mahwah, NJ: Lawrence Erlbaum Associates,Inc. Publishers.
14
Ho, C. (2003). Empowering English teachers to grapple with errors in grammar. Internet TESL Journal, 15(3), 10-22.
15
Hyland, K. (2008). Second language writing. USA: Cambridge University Press.
16
Krashen, S. (1993). The power of reading: Insights from the research. Englewood, Co: Libraries Unlimited.
17
Li, M. (2009). College-level L2 English writing competence: Conjunctions and errors. Polyglossia, 16, 13-21.
18
Mohamed-Sayidina, A. (2010). Transfer of L1 cohesive devices and transitive words into L2 academic texts: The case of Arab students. RELC Journal, 41(3), 253-266.
19
Najafi, S. M., & Nezami, A. (2012). Common error types of Iranian learners of English. English Language Teaching, 5 (3), 160-170.
20
Nunan, D. (1999). Second language teaching and learning. Boston: Heinle and Heinle Publishers.
21
Ong, J. (2011). Investigating the use of cohesive devices by Chinese EFL learners. The Asian EFL Journal Quarterly, 13 (3).
22
Pecorari, D. (2008). Academic writing and plagiarism: A linguistic analysis. London: Continuum.
23
Silva, T. (1993). Toward an understanding of the distinct nature of L2 writing: The ESL research and its implications. TESOL Quarterly, 27, 665-77.
24
Spivey, N. N. (1990). Transforming texts: Constructive processes in reading and writing. Written Communication, 7, 256-87.
25
Tardy, C. M. (2009). Building genre knowledge. West Lafayette, India: Parlor Press.
26
Vujevic, V. M. (2012). Ellipsis and substitution as cohesive devices.
27
Wenden, A.L. (1999). An introduction to metacognitive knowledge and beliefs in language learning: beyond the basics. System, 27(4), 435–441.
28
Williams, J. (2007). Teaching writing in second and foreign language classrooms. Beijing: World Publishing Corporation.
29
Yeh, C. C. (2009). Student perceptions of an EFL undergraduate research writing project. RELC journal, 40(3), 314-332.
30
Yu, A. (2012). Analysis of the problems of the Chinese college students’ EFL classroom writings. International Education Studies, 5 (5), 199-203.
31
ORIGINAL_ARTICLE
Analysis of the Translator’s Use of Plurality to Overcome Culture Industry in Translation of Poems: The Case of Elahi’s Translation of T. S. Eliot’s Ash-Wednesday into Farsi
Capitalism benefits from the uniformed society by suppressing individuals ’consciousness through commodifying them. Being deceived by the system, individuals get stuck in the culture industry (the mass production of cultural things in a supply-driven economy turning to a set of standardized and predictable reaction of individuals). Assuming translation of poetry as an artistic creation, that is against uniformity by nature by not following a set of prescriptive principles, this study aimed to analyze the translator’s use of plurality to overcome culture industry. To this end, creating plurality in Bijan Elahi’s translation of T.S. Eliot’s Ash-Wednesday on the basis of six features of Hassan’s catena was analyzed and traced in Elahi’s translation. Findings show that Elahi’s translation satisfied all the six items in Hassan’s list which resulted in overcoming the culture industry. The findings of this study has implications for teaching poetry translation.
https://efl.shbu.ac.ir/article_105711_69db620a313b7b4a4c8229af3761c988.pdf
2019-01-01
41
66
10.22034/efl.2019.216531.1015
plurality
Culture Industry
Ash-Wednesday
Ihab Hassan’s catena
Vajihe
Yousefzade
atiyousefzade@yahoo.com
1
MA in Translation Studies, Department of Foreign Languages, Sheikhbahaee University, Isfahan, Iran
AUTHOR
Mehdi
Azari Samani
mehdiazari@shbu.ac.ir
2
Assistant Professor in English Language and Literature, Department of Foreign Languages, Sheikhbahaee University, Isfahan, Iran
LEAD_AUTHOR
Adorno, T. W. (2002). Aesthetic theory. London: A&C Black.
1
Adorno, T. W., & Horkheimer, M. (1997). Dialectic of enlightenment (Vol. 15). London: Verso.
2
Adorno, T. W., & Rabinbach, A. G. (1975). Culture industry reconsidered. New German Critique, (6), 12-19.
3
Adorno, T. W., & Simpson, G. (1941). On popular music. Studies in Philosophy and Social Science, 9(1), 17-48.
4
Bressler, C. E. (2007). An introduction to theory and practice. New York:Prentice-Hall, Inc.
5
Bruns, G. L. (2008). On the conundrum of form and material in Adorno's aesthetic theory. The Journal of Aesthetics and Art Criticism, 66(3), 225-235.
6
Bourdieu, P. (1977). Outline of a Theory of Practice. New York : Cambridge University Press.
7
Caputo, J. D. (2000). Deconstruction in a Nutshell. New York: Fordham University Press.
8
Cunningham, D., & Mapp, N. (Eds.). (2009). Adorno and literature. London: A&C Black.
9
Czypionka, A. (2007). Typologie Word Order and Focus Position in the World's Languages. Linguistische Berichte, 2007(212), 439-454.
10
Davis, K. (2001). Deconstruction and Translation. UK: St Jerome Publishing.
11
Derrida, J. (1974). Of Grammatology. New York: Johns Hopkins University Press.
12
Derrida, J. (1981). Dissemination. London: The Athlone Press Ltd.
13
Derrida, J. (1998). Monolingualism of the Other. Stanford, CA: Stanford University Press.
14
Elahi, B. (1984). Eshraqha Oraq-e Mossavar-e Arthur Rimbaud [Illuminations Painted Plates].Tehran: Faaryaab.
15
Farhadpour, M. (2010). Aql-e Afsordeh [The Depressed Reason]. Tehran: Tarh-e No.
16
Fletcher, P. R. (2011). Postmodern Literary Madness: A Study of Style and Technique in Jeffry Renard Allen’s Rails Under My Back. International Journal of Humanities and Social Science. 1(6), 207-215.
17
Gentzler, E. C. (1990). Contemporary Translation Theory (Doctoral Dissertation). Vanderbilt University, Nashville, Tennessee.
18
Gommlich, K., & Erdim, E. (2001). Evolving imagery in the translation ofOrhan Pamuk's Kara Kitap. Across languages and cultures, 2(2), 37-249.
19
Gould, R. R., & Tahmasebian, K. (2019). Translation as Alienation: Sufi Hermeneutics and Literary Modernism in Bijan Elahi’s Translations. Forthcoming in Modernism/ Modernity.
20
Greenall, A. K. (2006). Translation as dialogue. BENJAMINSTRANSLATION LIBRARY, 68, 67. In Duarte, J. F., Rosa, A. A., & Seruya, T. (Eds.). (2006). Translation studies at the interface of disciplines (Vol. 68). John Benjamins Publishing.
21
Hanquinet, L., & Savage, M. (Eds.). (2015). Routledge international handbook of the sociology of art and culture. London and New York: Routledge.
22
Hassan, I. (1986). Pluralism in postmodern perspective. Critical Inquiry,12(3), 503-520.
23
Jameson, F. (1979). Reification and utopia in mass culture. Social text, (1), 130- 148.
24
Johnson, A. L. (1985). " Broken Images": Discursive Fragmentation andParadigmatic Integrity in the Poetry of TS Eliot. Poetics today, 6(3), 399-416.
25
Kruger, J.L. (2004). Translating Traces: Deconstruction and the practiceof Translation. Literator, 25(1), 47-71.
26
Lyotard, J. F. (1984). The postmodern condition: A report on knowledge (Vol. 10). St. Paul:University of Minnesota Press.
27
McQuillan, M. (2001). Deconstruction: A reader. Retrieved from https://books.google.com/books.
28
Melaney, W. D. (1997). Art as a Form of Negative Dialectic. The Journal of Speculative Philosophy,11(1).
29
Meyer, K. (2002). The “Otherness” Within “Ownness”: Reading T. S. Eliot’s Ash-Wednesday. Christianity and Literature, 51(3), 425- 454.
30
Miall, D. S., & Kuiken, D. (1994). Foregrounding, defamiliarization, and affect: Response to literary stories. Poetics, 22(5), 389-407.
31
Neubert, A. (2001). Some implications of regarding translations as hybrid texts. Across languages and cultures, 2(2), 181-193.
32
Newton, K. M. (1997). Wolfgang Iser:‘Indeterminacy and the Reader’s Response’. In Twentieth-Century Literary Theory (pp. 195-199). Palgrave, London.
33
Pham, L. Q. (2016). Nietzsche on Language and Our Pursuit of Truth.
34
Pym, A. (2014). Exploring translation theories. London and New York: Routledge.
35
Quennet, F. C. (2001). Where" Indians" Fear to Tread?: A Postmodern Reading of Louise Erdrich's North Dakota Quartet (Vol. 18). LIT
36
Verlag Münster. Reynold, J., & Roffe, J. (Eds.) (2004). Translation. In Understanding Derrida (1st ed., p. 103), New York: Continuum.
37
Sakai, N. (2006). Translation. Theory, Culture & Society, 23(2-3), 71-78.
38
Samadi, M. (1964). Chahar Quartet [Four Quartet]. Tehran: Torfeh.
39
Sawyer, F. (2010). A reading of TS Eliot's Ash-Wednesday. Koers, 75(1), 245-266.
40
Schäffner, C., & Adab, B. (2001). The idea of the hybrid text in translation: Contact as conflict. Across languages and cultures, 2(2), 167-180.
41
Sim, S. (2011). Lyotard dictionary. Edinburgh: Edinburgh University Press.
42
Simon, S. (2001). Cultural and textual hybridity. Across languages and cultures, 2(2), 217-226.
43
Smith, K. (2007). Pierre Bourdieu-Challenging Symbolic Violence and the Naturalization of Power Relations. E-International Relations Students. Retrieved from https://www.e-ir.info/pdf/181
44
Snell-Hornby, M. (2001). The Space ‘In Between': What Is A Hybrid Text?.Across Languages and Cultures, 2(2), 207-216.
45
Snell-Hornby, M. (2006). The Turns of Translation Studies: New paradigms or shifting viewpoints? (Vol. 66). New York: John Benjamins Publishing.
46
Spivak, G. (1997). Introduction. Of Grammatology. By Jacques Derrida. Trans. Spivak. Baltimore: Johns Hopkins UP.
47
Wales, K. (2011). A dictionary of stylistics. London and New York: Routledge.
48
Williamson, G. (1966). A reader's guide to TS Eliot: a poem-by-poemanalysis. New York:Syracuse University Press.
49
Yongguo, C. (2003). The uncertainty of translation. Perspectives: Studies in Translatology, 11(1), 37-44.
50
ORIGINAL_ARTICLE
Exploring the Relationship between Teachers’ Creativity, Classroom Management, Age and Gender
The present study aimed to study the relationship between teachers’ creativity, classroom management, age and gender. To achieve these goals, 70 Iranian EFL teachers participated in the study by filling out two questionnaires: Creativity Fostering Teacher Behavior Index developed by Soh (2000) ,and Behavior and Instructional Management Scale developed by Martin and Sass (2010). Analysis of the questionnaires revealed that there is a statistically positive significant relationship between teachers’ creativity and classroom management. In addition, the findings indicated that there is statistically significant difference across the three age groups regarding their attitudes towards creativity and classroom management. Likewise, it was revealed that there is significant difference between Iranian EFL male and female teachers concerning their attitudes towards creativity. However, the findings also indicated that there was not any statistically significant difference between Iranian EFL male and female teachers regarding their attitudes towards classroom management. The findings have implications for EFL teachers.
https://efl.shbu.ac.ir/article_105877_6e8f09cf71949c776b701b111fef6a89.pdf
2019-01-01
67
88
10.22034/efl.2019.225247.1027
age
Classroom Management
Gender
Teachers’ Creativity
Farzaneh
Khodabandeh
farzaneh.khodabandeh@gmail.com
1
Department of Linguistics and Language Teaching, Payame Noor University, Mobarakeh Branch
LEAD_AUTHOR
Maryam
Jamali
mymj72@gmail.com
2
Department of Linguistics and Language Teaching, Payame Noor University, Mobarakeh Branch
LEAD_AUTHOR
Al-Karasneh, S., & Jubran, A. (2013). Classroom leadership and creativity: a study of social studies and Islamic education teachers in Jordan. Scientfic Research, 4(10), 651-662.
1
Al-Qahtani, A. A. (2016). Why do Saudi EFL readers exhibit poor reading abilities? English Language and Literature Studies, 6 (1), 1-15. doi: http://dx.doi.org/10.5539/ells.v6n1p1
2
Brophy, J. (1986). Classroom management techniques. Education and Urban Society, 18(2), 182-194.
3
Brophy, J. (1988). Educating teachers about managing classrooms and students. Teaching and Teacher Education, 4(1), 1-18.
4
Burden, P. R. (2005). Powerful classroom management strategies: Motivating students to learn. Thousand Oaks, CA: Corwin Press.
5
Cramond, B. (2001). Fostering creative thinking. In F. A. Karnes, & S. M. Bean (Eds.), Methods and Materials for Teaching the Gifted (pp. 399-444). Waco TX, Prufrock Press.
6
Cropley, A. (1990). Creativity and mental health in everyday life. Creativity Research Journal, 3(3), 167-178.
7
Cropley, A. J. (1997). Fostering creativity in the classroom: General principles. In M. A. Runco (Ed.), Creativity Research Handbook (pp.83-114). Cresskill, N. J.: Hampton Press.
8
Darnell, N., Gallagher, D., Andrews, R., & Amaral, D. (2000). Environmental management systems: Opportunities for improved environmental and business strategy? Environmental Quality Management, 3, 1-9.
9
Demirdag, S. (2015). The relationship between critical thinking abilities and classroom management skills of high school teachers. Educational Research and Reviews, 10(7), 850-855. doi:10.5897/ERR2015.2173.
10
Doyle, W. (2006). Classroom organization and management. In M.C. Wittrock (Ed.), Handbook of Research on Teaching (3rd ed.). New York: Simon and Schuster.
11
Fleith, D. (2000) Teacher and student perceptions of creativity in the classroomenvironment. Roeper Review, 22, 148-154. http://dx.doi.org/10.1080/02783190009554022
12
Good, T. L., & Brophy, J. E. (2006). Looking in classrooms (8th ed.). New York: Longman.
13
Gürçay, D. (2015). Preservice physics teacher’s beliefs regarding classroom management. Procedia - Social and Behavioral Sciences, 174, 2430-2435.
14
Holmes, J. (2013). An introduction to sociolinguistics. Routledge.
15
Jalali, S., & Panahzade, V. (2014). Predicting language teachers’ classroom management orientations on the basis of their computer attitude and demographic characteristics. International Journal of Instruction, 7(2), 135-148.
16
Jarideh, F., & Kargar, A. A. (2015). Investigating the impact of the degree of contextualization on Iranian intermediate EFL learners’ reading and listening tests performance. English Language Teaching, 2(4), 11-33.
17
Khany, R., & Boghayeri, M. (2014). How creative are Iranian EFL teachers? Australian Journal of Teacher Education, 39(10) 15-28. http://dx.doi.org/10.14221/ajte.2014v39n10.2
18
Khany, R., & Ghoreyshi, M. (2013). On the relationship between iranian efl teachers’efficacy of classroom management, reflective thinking, and transformational leadership style: A structural equation modeling. Issues in Language Teaching, 2(1), 55-81.
19
Kinai, T. K. (2013). Kenyan student-teacher counsellors' creativity and its relationship with their gender, age, and teaching experience. US- China Education Review B, 3(5), 296-304.
20
Martin, N.K., & Sass, D.A. (2010). Construct validation of the behavior and instructional management scale. Teaching and Teacher Education, 26(5), 1124-1135.
21
Martin, N. K., Yin, Z. & Mayall, H. (2008). The attitudes and beliefs on classroom control inventory-revised and revisited: A continuation of construct validation. Journal of Classroom Interaction, 42 (2), 11-20.
22
NACCCE (National Advisory Committee on Creative Cultural Education). (1999). All over features: Creativity culture and education. London: DFEE.
23
Pruit, R. P. (1989). Fostering creativity. The innovative classroom environment. Educational Horizons, 68(1), 51-54.
24
Savage, T. V, &Savage, M.K. (2009). Successful classroom management and discipline: teaching self-control and responsibility. (3rd edition). Sage Publications, Inc.
25
Schussler, D. L. (2009). Beyond content: How teachers manage classrooms to facilitate intellectual engagement for disengaged students. Theory into Practice, 48(2), 114-121.
26
Simonton, D. K. (2002). Creativity: Cognitive; Personal development and social aspects. American psychologist, 55(1), 151-158. http://dx.doi.org/10.1037/0003-066X.55.1.151.
27
Soh, K. (2000). Indexing creativity fostering teacher behavior: a preliminary validation study. Journal of Creative Behavior, 34(2), 118-134.
28
Treffinger, D., Young, G., Selby, E., & Shepardson, C. (2001). Definition and characteristics of creativity and creative thinking. In D. Treffinger (Ed.), Creative Learning Today (pp. 1-17). Centre for Creative Learning, Sarasota, FL.
29
Unal, Z., & Unal, A. (2012). The impact of years of teaching experience on the classroom management approaches of elementary school teachers. International Journal of Instruction, 5(2), 41-53.
30
Zeteroglu, E., Dogan, Y., & Derman, M. (2012). Determining the opinions of preschool and primary school teacher candidates on creativity and metaphorical perception. Educational Sciences: Theory and Practice, 12, 3135-3145.
31
ORIGINAL_ARTICLE
Enhancing the Accuracy of the Use of Verb Tenses by Iranian Intermediate EFL Students through Mall: The Case of English Grammar Ultimate Software App
Teaching grammar to EFL students has always been a challenge for EFL teachers. Many studies have acknowledged the role of using mobile apps to remove this problem. Therefore, the present study was conducted to see if the use of English Grammar Ultimate Software app can enhance the use of verb tenses by Iranian intermediate students. To this end, thirty-two students participated in this study based on their performance in a Quick Oxford Placement Test. They were randomly assigned to experimental and control groups. Each group consisted of 16 learners. Then a test of grammar was administered to two groups as the pre-test to assess their knowledge of simple present, simple past, present continuous, past continuous, and simple future tenses and ensure their homogeneity. Learners in the control group were taught these tenses through traditional language classrooms and received no extra treatment at all. However, learners in the experimental group were taught those tenses through English Grammar Ultimate Software app. Finally, in order to measure the effect of the treatment, a posttest was given to both groups. The results of the comparison between and within groups showed that the participants who had benefited from mobile-assisted learning had a significantly better performance on the post-test than the participants in the control group. The findings of the present study can have implications for material developers and EFL language teachers teaching grammar.
https://efl.shbu.ac.ir/article_105948_18225e82d78b4898a1dd0a46347633a7.pdf
2019-01-01
89
104
10.22034/efl.2019.225388.1029
E-learning
Grammar knowledge
MALL
material development
Akram
Sabahi
paradisesaba71@gmail.com
1
Department of Literature and Foreign Languages, Faculty of English Language, Payam Noor University
AUTHOR
Razieh
Rabbani Yekta
r_ryekta@yahoo.com
2
Department of Literature and Foreign languages, Faculty of English Language, Payam Noor University
LEAD_AUTHOR
Alexander, B. (2004). Going nomadic: Mobile learning in higher education. EDUCAUSE Review, 39(5), 23-38.
1
Aweiss, s.(1994).Situating learning in technology :The case of computer-mediated reading supports. Journal of Educational Technology Systems,2,63-74.Doi:10.2190/FWEF-TH4H-495C-YF45
2
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ORIGINAL_ARTICLE
Challenges of Translating Persian Books of Islamic Laws into English
In this study, challenges in the translation of Islamic Shi’a texts of practical laws were investigated. The English translations of the books of Islamic laws written according to three Iranian Twelver Shi’a mujtahids namely, Grand Ayatollah Wahid Khorasani, Grand Ayatollah Sistani, and Grand Ayatollah Makarem Shirazi were examined. Next, the culture-bound terms concerning practical laws of religion in the three English translations were looked at to see what kinds of procedures have been used by different translators and which procedure(s) is/are the most frequent one(s). The results of this study indicated that the challenges found in the translation of Islamic law texts could be classified into two groups: lexical challenges and structural challenges. Moreover, it was found out that the main challenges include Islamic words, culture-specific items, units of measurement, common words with uncommon meanings, fixed expressions, and modal verbs. In addition, it was found that the translators of these texts have used six procedures more than others and those are transliteration, literal translation, cultural equivalent, functional equivalent, descriptive equivalent and recognized translation. The analysis of examples in this research suggests that among all procedures, the translator, in most cases, has used transliteration and literal translation to cope with the lexical gap.
https://efl.shbu.ac.ir/article_106071_6e73a1dcfd84d783622e334fb4b9f881.pdf
2019-01-01
105
124
10.22034/efl.2019.219026.1022
Islamic laws
Culture-bound terms
religious texts
Translation challenges
translation procedures
Mohammad
Shanazary
shanazarymohammad@yahoo.com
1
Department of English Language, Mofid University, Qom, Iran
LEAD_AUTHOR
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