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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Domestication,taboo,Foreignization,Audiovisual Translation (AVT),Culture-Specific Items (CSIs)
- چکیده: دوبله
- چکیده انگلیسی: Demonstrating their idiosyncrasies in a culture-specific way, cultural aspects are one of the most demanding tasks in cultural transfer, especially in rendering audiovisual materials. This study investigated the applied strategies in rendering taboos from English to Persian in 10 dubbed action Hollywood movies by Islamic Republic of Iran Broadcasting (IRIB). To this aim, the original and dubbed versions of the movies were collected from Soroush Sima Company, which is a highly official audiovisual translation (AVT) company in Iran. Afterwards, the original and dubbed versions of the movies were compared seeking for the culture-specific items (CSIs), especially taboos. Then, the taboo expressions were extracted from the original versions and compared with their translations in the dubbed versions. Finally, the results were interpreted through SPSS, considering Venuti's (1995) strategies in translation studies (i.e., domestication and foreignization). Analysis of the chi-square results indicated χ2 (27, N = 10) = 83.49, considering **p < 0.05. Besides, analysis of the data revealed that deletion, with the frequency of 60.26%, was the topmost applied strategy in the rendition of the taboo expressions. Moreover, reduction of the dubbed run-time of the movies indicated that scene omission was another strategy to censor and prevent injection of harmful thoughts into the Islamic society of Iran. Thus, Iranian audiovisual translators mainly tend to localize, or domesticate, translation of taboo expressions while dubbing. Findings contribute to a proper translation of CSIs, especially taboos in AVT, mainly in the dubbing field.
- انتشار مقاله: 19-08-1397
- نویسندگان: Mahmood Hashemian,Maryam Hosseini,Azizullah Mirzaei
- مشاهده
- جایگاه : پژوهشی
- مجله: Research in English Language Pedagogy
- نوع مقاله: Journal Article
- کلمات کلیدی: subtitle,translation strategies,idiom
- چکیده:
- چکیده انگلیسی: Idiomatic expressions are considered as a part of everyday language. In other words, they are the essence of each language and one of the most problematic parts to cope with, especially in the process of interlingual translation. Furthermore, there is sometimes no one-to-one equivalent for the idioms of the source language (SL) in the target language (TL). This study aimed at investigating the applied strategies in the translation of idiomatic expressions in 2 American subtitled movies, namely Mean Girls (2004) and Bring It On! (2009), through using Baker’s (1992) proposed procedures in translating idiomatic expressions in translation studies. To this aim, the idiomatic expressions were extracted from the original versions of the movies and compared with the subtitled translations in Persian. Analysis of the relevant data indicated that the chi-square results were not significant at χ2 (3, N = 2) = 1.188, p = 0, considering p ˂ 0.05. Therefore, Baker’s (1992) strategies were not distributed equally between these two movies. Moreover, the “omission” strategy with the frequency of 40 was the topmost used strategy in these movies.
- انتشار مقاله: 25-07-1396
- نویسندگان: Mahmood Hashemian,Atefeh Arezi
- مشاهده
- جایگاه : پژوهشی
- مجله: Research in English Language Pedagogy
- نوع مقاله: Journal Article
- کلمات کلیدی: Phonology,pronunciation errors,speed of reading
- چکیده:
- چکیده انگلیسی: As oral skills are increasingly seen as a high priority, phonology and pronunciation teaching are occupying a central position in the teaching and learning of other languages. The present study is an attempt to shed some light on identifying and exploring the difficulties of Iranian EFL learners in phonology and pronunciation. To achieve this goal, 3 male language learners (elementary, intermediate, and advanced) were randomly selected and were required to articulate 3 different types of material. Having analyzed the data, the study revealed that, first, pronouncing
/ɪə/ as /eə/, /æ/ as /e/, /ɑ:/ as /ɔ:/, /ʊ/ as /u:/, /aɪ/ as /ɔɪ/, /ɪ/ as /i:/, /əʊ/ as /ɔ:/, /w/ as /v/,
/ð/ as /d/ or /z/, /θ/ as /t/ or /s/ and /ŋ/ as /ng/ and mispronouncing /ɒ/, /ʌ/, /ɜ:/, /ə/,
/ɔɪ/, /eə/, /r/ and /aʊ/ are the most frequent errors among Persian-speaking learners. Second, the study indicated that the speed of reading was inappropriate for all the beginning, intermediate, and advanced learners.
- انتشار مقاله: 31-03-1391
- نویسندگان: Mahmood Hashemian,Kamal Heidari Soureshjani
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: Captions,Instruction,Subtitles,L2 vocabulary learning,Extensive TV viewing
- چکیده:
- چکیده انگلیسی: Television can be considered a rich, helpful, and valuable source to expose L2 learners to huge amounts of comprehensible input so that they can improve their L2 knowledge and, in particular, their L2 vocabulary knowledge. This study aimed to discover how effective sustainable and extensive TV viewing can be in L2 vocabulary learning, considering the language of the on-screen text (L1 or L2) and instruction type (preteaching L2 items or not). Eighty L2 learners (58 female and 22 male), who had an intermediate English proficiency and were divided into four groups, participated in the intervention over an academic term in a language institute. Participants viewed 14 episodes of a TV series under four experimental conditions: (1) captions and preteaching, (2) captions without preteaching, (3) subtitles and preteaching, and (4) subtitles without preteaching. A pre/posttest design to examine the gains regarding both L2 vocabulary meaning and form was adopted. Results suggested that extensive exposure to TV series positively affected the participants’ L2 vocabulary learning, both in terms of meaning and form. Participants exposed to L2 captions outperformed those who had received L1 subtitles, concerning both L2 vocabulary meaning and form. Finally, the analyses showed that, overall, the groups that had undergone preteaching performed better, regardless of the language of the on-screen texts.
- انتشار مقاله: 02-10-1399
- نویسندگان: Shahab Mazahery,Mahmood Hashemian,Javad Alipour
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: request,politeness,E-Mail,(Im)politeness,(In)appropriateness
- چکیده:
- چکیده انگلیسی: A significant amount of contribution to pragmatics research comes from cross-cultural and developmental pragmatic studies with L2 learners in focus; however, despite broad interest in such analyses, the role of lecturers has been relatively ignored. As the lectures’ perceptions/opinions of L2 learners’ e-mail requests are important, L2 learners must become familiar with their lecturers’ perceptions of (in)appropriateness and (im)politeness of e-mail requests. Therefore, through examining Iranian applied linguistics lecturers’ perceptions of (in)appropriateness and (im)politeness of L2 learners’ e-mail requests, this study was an attempt to provide insights into lecturers’ ideal norms of (in)appropriateness and (im)politeness of L2 learners’ e-mail requests. To this aim, a purposive sample of 38 university lectures participated in this study. A questionnaire was utilized to collect the data. The lecturers’ comments in the questionnaire served as the basis to identify the major themes (e.g., directness, language use accuracy, etc.). An in-depth qualitative analysis of the lecturers’ comments revealed that the perceptions of the lecturers were greatly influenced by the use of appropriate openings and closings of the e-mails. Also, language use accuracy and appropriateness were among the most recurring reasons mentioned by the lecturers to regard the e-mails as (in)appropriate and (im)polite. Overall, the results stress the importance of pragmalinguistic and sociopragmatic aspects of language for applied linguistics lecturers. Findings have implications for L2 learners, teachers, and researchers.
- انتشار مقاله: 19-06-1398
- نویسندگان: Mahmood Hashemian,Maryam Farhang-Ju
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: lexis-based instruction,formulaic sequences (FS),speaking performance,unanalyzed chunks
- چکیده:
- چکیده انگلیسی: Although lexis research (e.g., Lewis, 1997; Taguchi, 2008) has already evidenced the possibility of teaching formulaic sequences (FS), further research is still needed to examine the procedures or frameworks through which the approach can be applied and probe the second or foreign language (L2) areas where it demonstrates more relevance. This pretest-posttest quasi-experimental study aimed, firstly, to compare the effects of intensive and extensive lexis-based L2 instructions on the development of IELTS candidates’ speaking performance and, secondly, to explore whether different types of speaking tasks (i.e., monologic vs. dialogic) have any differential effects on the frequency of using FS by L2 learners. To this end, three intact classes including 40 L2 learners preparing themselves for IELTS in a language center in Iran were randomly assigned to one control and two experimental groups. The groups received the same amount of instruction, however differently, two receiving intensive and extensive instructions in FS (or unanalyzed chunks) and the other receiving conventional non-lexis instruction. The results revealed that both lexis groups outperformed the control group pointing to the effectiveness of both intensive and extensive lexis-based instructions to the learners’ development of speaking proficiency. Moreover, the results showed no significant difference between the effects of intensive and extensive types of lexis instructions upon IELTS candidates’ development of speaking performance. Further, it was revealed that dialogic tasks were more conducive to the FS use than monologic tasks. Finally, the implications for L2 theory and pedagogy are discussed.
- انتشار مقاله: 27-03-1395
- نویسندگان: Azizullah Mirzaei,Mahmood Hashemian,Mahshid Azizi Farsani
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: Speech acts,request,cross-cultural speech act realization pattern (CCSARP)
- چکیده:
- چکیده انگلیسی: This study was an attempt to shed light on the use of requestive speech act by Iranian nonnative speakers (NNSs) of English and Canadian native speakers (NSs) of English to find out the (possible) similarities and/or differences between the request realizations, and to investigate the influence of the situational variables of power, distance, context familiarity, and L1’s (possible) influence. Participants were 4 different groups: Canadian NSs of English, Persian NNSs, Iranian hotel staff, and Iranian English learners. Data were obtained by a discourse completion test (DCT) including 12 situations and was translated into Persian to elicit the data from the Persian NNSs. Then, data were analyzed and codified based on the cross-cultural speech act realization pattern (CCSARP; Blum-Kulka & Olshtain, 1984). Findings indicated that the Persian culture is more direct and positive-politeness oriented, whereas the Canadian culture tends to be indirect and negative-politeness oriented. The Iranians revealed more variations in their request performance and were more sensitive to power differences. The Canadians were fixed and used conventionally indirect strategies in most situations.
- انتشار مقاله: 08-09-1392
- نویسندگان: Mahmood Hashemian,Mahmood Hashemian,Mahmood Hashemian,Mahmood Hashemian
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: metaphor,FonFs,FonF,Metaphoric Competence
- چکیده:
- چکیده انگلیسی: Recent developments in cognitive linguistics have highlighted the importance and the ubiquity of metaphors in language. Their effect has been instrumental in making significant headway into the pedagogical practice and design of teaching materials. The current study was carried out to explore the efficacy of focus-on-form (FonF) and focus-on-forms (FonFs) instructions on learning metaphorical language by Iranian intermediate learners of English. First, 60 participants who were homogeneous in terms of language proficiency and metaphorical competence were assigned to 3 groups, 2 being the experimental groups and 1 the control group. One of the experimental groups was exposed to the explicit teaching of metaphors (i.e. FonFs) included in 20 reading passages. The second group was taught the target metaphorical expressions through implicit instruction (i.e. FonF). And, the control group went through the usual classroom instruction; they took the same pretest and posttest as the 2 experimental groups did. To analyze the data, a three-way ANOVA and analysis of covariance were utilized. The findings revealed that the FonFs-taught group gained better results on the posttest. The results seem to indicate a positive correlation between the FonFs and metaphorical competence. It could be claimed that it is possible to enhance L2 learners’ metaphorical competence through the FonFs instruction of metaphors.
- انتشار مقاله: 24-11-1391
- نویسندگان: Mahmood Hashemian,Mahmood Hashemian,Mahmood Hashemian,Mahmood Hashemian
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: pragmatic transfer,language proficiency,Discourse Completion Test (DCT),semantic formula,refusal pattern
- چکیده:
- چکیده انگلیسی: This study aimed to examine cross-cultural differences in performing refusal of requests between Persian native speakers (PNSs) and English native speakers (ENSs) in terms of the frequency of the semantic formulas. Also examined in this study was whether Persian EFL learners would transfer their L1 refusal patterns into the L2, and if there would be a relation between their proficiency level and the transfer of refusal strategies. To do so, 66 PNSs (studying Archeology and Law) and 59 ENSs from both genders filled out the Persian and English versions of the same discourse completion test (DCT), respectively. Also, the Oxford Placement Test (OPT) was used to form 2 groups consisting of 61 high proficient (HP) Persian L2 learners and 81 low proficient (LP) ones, who all filled out the English version of the DCT. The refusals strategies used by the participants were turned into semantic formulas, and then classified into 3 groups of Direct, Indirect, and Adjuncts to Refusals. Findings showed no significant differences in the use of Direct refusal strategies between the ENSs and the PNSs. Unlike the PNSs who outweighed the ENSs in the use of Indirect strategies, the ENSs employed substantially more Adjuncts to Refusals. Findings also indicated the occurrence of pragmatic transfer in the use of Indirect and Adjuncts to Refusals by both the HP and LP L2 learners. However, the LP group was found to transfer their L1 refusal patterns more than the HP group.
- انتشار مقاله: 06-10-1391
- نویسندگان: Mahmood Hashemian,Mahmood Hashemian,Mahmood Hashemian,Mahmood Hashemian
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Research in Applied Linguistics
- نوع مقاله: Journal Article
- کلمات کلیدی: Corrective Feedback,Writing Ability,Metalinguistic Feedback,grammatical accuracy,Field (In)dependent
- چکیده:
- چکیده انگلیسی: An increasing number of studies have investigated the effects of different types of corrective feedback. However, doubts have been raised whether field (in)dependent (FI/FD) L2 learners benefit differently from the explicit type of corrective feedback (i.e., metalinguistic). This study examined the (possible) effects of metalinguistic feedback on FI/FD intermediate L2 learners’ writing accuracy. To this aim, 52 Iranian intermediate L2 learners in intact classes were classified into FI/FD learners through Group Embedded Figures Test (GEFT). They were, then, randomly assigned into 2 experimental and 1 control groups. Experimental groups received metalinguistic feedback and the control group received no feedback. Two sample IELTS tests (i.e., the Writing section) were used as the pretest and posttest to measure the participants’ learning of English articles as a result of metalinguistic feedback. Data were analyzed through ANCOVA and post-hoc. Although the results revealed that both the FI/FD learners benefited from metalinguistic feedback, the FD participants outperformed the FI ones. Findings have implications for L2 teachers and researchers to help L2 learners with different cognitive styles to improve their writing accuracy.
- انتشار مقاله: 04-07-1397
- نویسندگان: Mahmood Hashemian,Maryam Farhang-Ju
- مشاهده