FOREIGN LANGUAGE RESEARCH JOURNAL (PAZHUHESH-E ZABANHA-YE KHAREJI)
Year:2011 | Volume:1 | Issue:1|Papers Count:7

Many researchers believe that grammatical terminology has no spontaneous influence in the procedure of language learning. This study is trying to say that if German grammar is to be translated to Persian, the translator should take into consideration the differences between German and Persian grammatical terminology. Otherwise, the reader will face a serious challenge in comprehending the translated objects. What this research is going to focus on is a symptomatic inaccuracy. Persian language is the first language of all translators whose works involve translating from German into Persian. It would be a mistake to ignore this fact that these translators usually make mistakes in translating German grammatical terminology into Persian. This mistake exerts on the process of teaching and/or learning German language. This article tries to investigate comparatively the grammatical terminology of both the German and Persian language mentioned in works translated into Persian.

The main purpose of this semi-experimental study was to examine the effects of rehearsal strategies training on second language vocabulary learning. In particular, four training methods were examined: (a) vocal rehearsal, (b) subvocal rehearsal, (c) vocal and subvocal rehearsal, and (d) no rehearsal. One hundred and sixty-two undergraduate freshmen (four intact classes from four fields of study) at Hormozgan University participated in this study. Pretest and post-test vocabulary checklists were administered and the ANOVA analysis was conducted to identify any significant difference among the four groups. The results indicate that all three methods resulted in significant vocabulary gains. Furthermore, the difference between vocal rehearsal and subvocal rehearsal was not significant; the participants in the third method did significantly better than the others.

The idea that teaching a foreign language has a cultural dimension isn't new. This study is a review of literature on the importance of the synchronized teaching of culture and language and the exising challenges in this area. This paper deals with questions like: what is the aim of teaching culture? What are the constituent components of culture? What aspects of culture should be taught and what is the role of familiar culture? In addition, it investigates the inhibiting factors that cause language teachers to refuse to teach culture. Results show that the relationship between language instruction and teaching culture depends on the ultimate goal of teaching a foreign language and our interpretation of the cultural component. The research also shows that language teachers due to lack of time, lack of practical techniques and uncertainty about the aspects of culture which must be taught, as well as denial, avoidance and self-perceptions of learners and also the absence of appropriate content of textbooks, refuse to teach culture.

This study investigated the effectiveness of Concept Mapping (CM) used as a teaching and learning strategy in English as a Second Language (ESL). The research design was semi-experimental with a pre-test and a post-test. Thirty-three ESL students were allocated randomly in three experimental groups: collaborative CM, individual CM and the traditional teaching method. The participants were matched according to their English language proficiency. The data was analyzed using mixed ANOVA. The findings showed there were statistically significant differences between collaborative CM and traditional teaching both in student’s vocabulary learning and comprehension tests. The comprehension scores of individual CM group were significantly higher than the traditional group but there was not any difference in vocabulary scores.

Considering research contributions to translation studies in the Iranian context, especially in the recent years, there is a remarkable improvement in terms of both quality and quantity of these studies. Most of these studies can be classified in one of the following groups: (1) the studies which adopt a linguistic-oriented approach, (2) those with non-linguistic orientations covering socio-cultural or historical issues, for example, and (3) theoretical contributions. This paper appreciates the existing valuable attempts accomplished in the field of translation studies on one hand, and on the other, highlights the process-oriented research as the major vacancy and research priority of the current situation of translation studies in Iran. Furthermore, it illustrates the schema of process-oriented research and discusses its position in the Iranian context.

The affixes in a languague are a masive web of morfolexical elements formed by two bases; the root and the bound. The combination of these two links the meaning of a word with a concept. The aim of the present paper is to study the similitud and dissimilitude in the funtion of these suffixes in both Spanish and Persian languages. We will study and compare the formation of new words across affixes and the convergences and existing differences between both mentioned languages.

In order to simplify the pronunciation of the adult's words, children use phonological processes in the initial years of their speech growth. The present study aims at considering phonological processes in a group of two to four-year old Farsi speaking children. The results indicate that it is not possible to correctly and precisely account for the occurrences of such processes in children’s pronunciation based on the theory of Generative Phonology. In contrast Articulatory Phonology is an amalgamation of Phonology and Phonetics where we are confronted with Articulatory Gestures which are activated through time. The exact time and place of each gesture’s production are thus detectable in indices of Gestures. This study is conducted using analytical and field research methods. Children use all the phonological processes such as unstressed syllable, final consonant deletion, reduplication, consonant harmony, cluster reduction, stopping, fronting, gliding, initial consonant deletion, epenthesis etc. This paper presents the average occurrence percentage of the processes and their highest and lowest occurrences in each of the studied age groups separately. It also analyzes the relationship between age and each of the processes.