Journal of Language and Translation Studies
Year:2017 | Volume:49 | Issue:4 (30)|Papers Count:7

Extended Abstract:1. Introduction:Learning occurs best in educational settings where learners are motivated. Previous research has indicated that motivation is one of the important factors that affects learner’s performance and success significantly (Dörnyei, 2105). Positive relationships between teachers and learners provide them with the opportunity to enhance their motivation. Stroke is one of the important factors that contribute to the positive relationship between teachers and learners. Therefore, it is suggested that stroke can be directly related to motivation (Francis & Woodcock, 1996). Stroke is defined as every action to acknowledge other’s presence and values (Shirai, 2006). The current study was conducted to investigate the notion of stroke from different aspects and to suggest a new classification of this concept as well. In other words, we tried to explain and clarify the concepts of stroker and strokee and point out their implications in second language teaching. Hence, we explored the concept of stroke in psychology and second language teaching by proposing a new classification for different kinds of strokers and strokees. Furthermore, implications of this classification in educational contexts are presented in this study.

Extended Abstract:1. Introduction:This article is an investigation to answer why some plays have been translated in Qajar era. The investigation of the themes and the translators' motivations in these plays links translation studies with sociology. To Chesterman (2009), sociologically investigating the translator's motivations can contribute to a better understanding of translators' opinions and personal drives; therefore one can find the reflection of these aspects in their choice of translated plays. From a sociological point of view, the socio-political conditions of the society have their impact on the translators' choice. The translator's habitus that is proposed by Bourdieu (as cited in Gouanvic, 2010) is deemed as the main factor in a social practice. Therefore, their motivations are probed in this article.

Extended Abstract:1. Introduction:Since the late 1990s, the world has been experiencing a gradual involvement into an emerging trend of translation-related activities; a transition from “translation” and “interpretation” towards “media translation”. This has been a period characterized by an ever-increasing momentum in dubbing, voice- over, subtitling, etc. with regard to a multitude number of movies, TV series, documentaries, multi-media factoids, and the like. These obviously require domestication/deforeignization of the materials. According to Venuti (1995, p. 20)“domestication” is defined as “an ethnocentric reduction of the foreign text to target language cultural values, bringing the author back home”. Thus, domestication involves some sort of manipulation in a foreign text aimed at reproducing it to serve the recipient language and culture. Recent sources on the issue too appear to comply with this perspective(Ramieri,2006; Tymoczko,1995; Ulrych,2000).

Extended Abstract:1. Introduction:Gaining competence in writing academic texts has been considered as a challenging and important task in the process of second and/or foreign language learning; and "this realization is not surprising, given the similar difficulties related to the development of first language (L1) writing competency" (Whalen & Ménard, 1995, p. 382). As a result, teaching and making language learners aware of common linguistic measures in different kinds of academic registers can be significant and useful. In this regard, Ortega (2003) has suggested that this construct -grammatical complexity- is of significance in "second language research because of the assumption that language development entails, among other processes, the growth of an L2 learner’s syntactic repertoire and her or his ability to use that repertoire appropriately in a variety of situations" (p. 492).

Extended Abstract:1. Introduction:The role of phrases especially in a universal grammar (UG) sense and the presentation of grammar based on the lexical-functional grammar (LFG) in the form of C-structure rules (Thomann, 2002) and the role of phrase-based instruction in learning seem to be under-researched. Of particular relevance to this issue is the role of grammar instruction which has been very controversial in second language acquisition (SLA) literature (e.g., Ellis, 2008; Krashen, 1993; Pienemann, 1984). One famous view about the effectiveness of grammar teaching is the teachability hypothesis (TH) which proposes a hierarchy of six stages of syntactic acquisition which second language (L2) learners must pass through in the process of acquiring the grammar of a L2 (Pienemann, 1984). It states that instruction will be effective only if learners have developed the pre-requisite processing procedures for processing higher-level linguistic structures. Therefore, this study aims to answer the question of whether, despite the developmental constraints proposed by the TH, explicitly instructing L2 learners to recognize the concept, boundary, and structure of English phrases and the specific grammatical relationships and inter-relationships held by each phrase will enhance their grammatical accuracy in written and oral production and help them develop to the next, next + 1, and 2 stages.

Extended Abstract:1. Introduction:Amélie Nothomb, the Belgian writer, has nowadays taken notoriety in literary circles because of applying her specific point of view in her books. In many of her works, frequent references to her past life and childhood can be noticed, which has been excessively criticized by her critics. In this article, we intend to understand Nothomb’s autobiographical writing style and explain it through Doubrovsky and Lejeune’s beliefs. We will also respond to how autobiographical roman functions in consoling psychological traumas.