‘The theme of the Marginalized in the play On a Muggy Night in Mumbai by Mahesh Dattani’ by Rahul Panchal

Abstract:

The prominent playwrights of Indian writing in English; Mahesh Dattani occupies a unique place for bringing out real life problems on the stage. Mostly Homosexuality is considered as a taboo in the Indian society and considered to be a major problem that threatens the fabric of our society. His play On a Muggy Night in Mumbai deals with the issue of Homosexuality. It  explores Dattani’s the theme of the homosexuals community as the marginalized from Indian society with a particular focus on two parallel themes in the play – the critique of heterosexuality, and the need to remain true to one’s sexual orientation. The social exclusion faced by these sexually marginalized communities gives rise to their identity crisis. The afflictions of these homosexuals often remain invisible to the public. Mahesh Dattani in his play On a Muggy Night in Mumbai projects a vivid picture of the lives of the homosexuals. The themes of taboo relationship and homosexuality are the central motives of the plays.

Index Terms: Marginalized, taboo relationship, Homosexuality, society.

Access full paper.

‘Hitches in English Language Learning among Engineering Students’ by Dr. S. Radhika

Abstract

As English teachers we were not satisfied when we return after the class to our seats. There appears a lacuna in the teaching-learning process. English is seen and is taught as a subject and not as a language. The paper aims to throw light on the factors of impediments in English language learning among the engineering students and to find possible solu-tions to overcome the hindrances. The three factors that determine the success of language learning process are: Classroom, Students and Teachers. The availability of resources in the classroom, the attitude of the learners and the methodology used by the teachers are considered the reasons or obstacles in the language learning process. Adequate facilities in the class-room, students’ mindset to learn the language and the innovative teaching practices by the teachers may enhance the teach-ing-learning process and helps the students to acquire the English language like their L1.

Index terms: Language- impediments- learning- engineering- teaching- English

Access full paper.

‘Enhancing General Vocabulary of ESL Students through Small Group Discussion’ by Jaydeep Solanki & Sunil Shah

Abstract

Majority of the students in India study in vernacular medium for their primary and secondary education. Dur-ing their study they do not get that good exposure of English language. For learning any foreign language, four major skills should be balanced equally. Instead of using all four major skills, the students only make use of two skills: listening and reading and sometimes writing also but only for their home works. They never get chance to speak in front of the class and among their groups.

Access full paper.

‘Mobile Assisted Language Learning(MALL) and Its Role in Learning of English Language’ by Om Joshi & Sunil Shah

Abstract

In the educational field of learning English language, learners use mobile for learning English language; mo-bile offer them various activities for developing different language skills. Mobile technology has become an important tool in the teaching process and in students’ learning as well. It is crucial to learn how students feel towards learning English via MALL in their classrooms. However, the learners’ attitude towards MALL could play an important role in learning of Eng-lish language. In this study we attempt to research the possibility of language learning through portable innovations. Here, it has been attempted to demonstrate the advantages of utilizing mobile phones in learning English as a second language.

Index Terms: Mobile Learning, ELT

Access full paper.

‘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

Access full paper.

‘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

Access full paper.

‘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.

Access full paper.

‘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

Access full paper.

‘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

Access full paper.

‘The Relationship between Using Ellipsis in English Writing and English to Persian Translation Quality of Advanced Translation Students’ by Forouzan Dehbashi Sharif & Razieh Gilani

Abstract

Writing and translation share a set of basic characteristics which suggest that the forms of research carried out in the two areas could benefit from each other. The purpose of the present research was to investigate if there was any significant difference between the translation quality of those students who could use ellipsis in their writing more accurately in translating the texts containing this form and those who were not able to use this form in their writing and translation appropriately. For conducting this research, 180 students of English translation studies at B.A. level participated in general test of ellipsis. From among this population, a total number of 94 students took the writing and translation tests. Also, in this research, along with the researcher, two M.A. translation students were selected as the raters of the study who were as qualified as the researcher in the field of translation studies. The raters were asked to evaluate both the translation and the writing tests based on required rubrics. The results indicated that those students who used ellipsis more efficiently in their writing did not necessarily represent a better translation containing ellipsis.

Index Terms: Cohesive Devices, Ellipsis, Translation, Writing

Access full paper.