Archives for July 2015

‘Use of Translation in Language Teaching-Learning’ by Neha Joshi

Abstract

Language teaching and learning is an area of interest and research for many across the globe. Since it plays a pivotal role in the process of learning, it is given importance irrespective of the discipline. Grammar, Translation and Communicative Approach are a few to mention which reflect the kinds of research that have taken place in the domain of language education. This paper is an attempt to express various opinions about integration of translation as a tool to teach English language.

Index Terms: Translation, Language Teaching, Second Language

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‘To What Extent the Strategies that Gottlieb Offered in his Subtitling Typology Are Applicable into the Persian-to-English Subtitling?’ by Forouzan Dehbashi Sharif & Alireza Sohrabi

Abstract

This article aimed to investigate to what extent the Gottlieb model of translation strategies for subtitling was applicable to Persian into English subtitling of TV series ”Madar-e Sefr Darajeh” and if there was any significant difference between the strategies that different Iranian translators applied in English subtitling of TV series ””Madar-e Sefr Darajeh”. According to typology of subtitling strategies proposed by Gottlieb (1992) including transfer, imitation, transcription, expansion, paraphrase, dislocation, condensation, deletion, decimation and resignation, the researchers compared, contrasted, and analyzed the Persian and English subtitles frame by frame and based on the obtained data of this research, found out that all the Gottlieb’s (1992) proposed strategies except ‘’Transcription’’ and ‘’Expansion” were used in the Persian to English translation of subtitles. ‘’Transfer’’ was the first most common strategy and ‘’Paraphrase” strategy was the next common. In finding out the difference between the percentages of the strategies which were used for translating subtitles, the chi-square test showed that there was no significant difference among the applied strategies of Gottlieb’s (1992) model in English translation of the Persian subtitles at the probability levels of 95% and 99%.

Index Terms: Audiovisual Translation, Subtitle, Subtitling

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‘Feedback and Writing Performance of Iranian EFL Learners’ by Fatemeh Alipanahi

Abstract

Researchers working in educational settings are increasingly paying attention to the role students’ thoughts and beliefs play in the learning process. Teacher/student feedback and students self-efficacy, as key elements of social cognitive theory, appear to be an important variable because it affects students’ motivation and learning. This article investigates empirical literature about the role of student and teacher feedbacks in EFL writing performance. It also explored the relationship between learners’ self-feedback and increasing their self-efficacy. Ninety advanced Iranian EFL learners were chosen as the participant of this study based on their performance on Oxford Quick Placement Test. After pretest 48 students were randomly divided into two groups: control group received teacher-feedback for their writings and the experimental group received self-feedback on their performance. The results of parametric statistics suggested no difference in writing ability of the participants receiving self or teacher-feedback, but the results showed that applying self-feedback strategies increased learners’ self-efficacy.  The results also indicated that educational programs have the possibility to enhance students’ self-efficacy, and programs based on self feedbacks proved to be particularly successful. Several factors appeared to influence students’ self-efficacy and provided evidence of the potency of the main sources of self-efficacy. Directions for future research are indicated.

Index Terms: self-feedback, self-efficacy, teacher-feedback, writing ability.

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‘A Modification of Culture-specific Items and Translation Strategies Used by Native and Non-native Translators in Translation of ‘The Blind Owl’ by Sadegh Hedayat’ by Forouzan Dehbashi Sharif & Sima Shakiba

Abstract

This article reviews culture-specific items (CSIs) and investigates if there is any difference between the strategies that a native and a non-native translator apply in translating them. The corpus of the study belongs to Sadegh Hedayat’s The Blind Owl and its translation once done by Costello (1957) as the non-native translator and later by Bashiri (1974) as the native translator. The theoretical frame work of this study was adopted selectively from strategies proposed by Aixela (1996), Ivir (1987), and Davies (2003) and based on the characteristics of Persian language modified by the writers of this article. After extracting 184 CSIs from the original novel and comparing them with their English translations, it was concluded that both translators have used all nine strategies of the framework, including borrowing, extratextual gloss, intratextual gloss, localization, globalization, literal translation, synonymy, deletion, and transformation. The results of using chi-square test revealed that there was no significant difference among the strategies applied in translating CSIs of ‘The Blind Owl’ by an Iranian translator and an English translator.

Index Terms: Culture, culture-specific items, literary translation, translation strategies

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‘An Investigation into the Relationship between Metacognitive Reading Awareness and Reading Comprehension of Iranian EFL learners’ by Forough Sadeghi & Mostafa Zamanian

Abstract

Using appropriate reading strategies is influential in reading comprehension. In this study an attempt has been made to compare the metcognitive awareness of the reading strategies of proficient EFL students with that of less-proficient EFL learners. In addition, the current study tried to find the possible correlation between metacognitive awareness and reading comprehension. In order to accomplish this, 107 Iranian EFL learners studying English in two language institutes in Shiraz were selected through simple two-stage cluster sampling. Participants were all between 21-25 years old (both male and female). A Proficiency Test (Toefl test of Tarbiat Modares University) was administered to ensure the homogeneity of the subjects and to divide them into two proficiency levels according to their scores. Then, a reading comprehension test was given to the subjects to be completed in order to assess their reading ability in English. Soon after this, they were given a questionnaire of reading metacognitive awareness. Pearson Product Moment correlation was employed to find out if there was a statistically significant relationship between Iranian EFL learners’ reading ability and metacognitive awareness. And a t-test was run to find whether the two groups differ significantly or not. The results of the study suggested a negative significant correlation between EFL learners’ metacognitive awareness and their reading comprehension scores. In addition, it was found that there was no significant difference between high and low proficient subjects in terms of their metacognitive awareness.

Index Terms: Cognitive strategies, learning strategies, metacognitive strategies, metacognition, more proficient and less proficient learners

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