PAZHUHESH-E ZABANHA-YE KHAREJI
Year:2008 | Volume:- | Issue:42|Papers Count:8

The following study, in the first place, attempts to examine the role of Iranian EFL teachers' multiple intelligences (MI) in their success in language teaching. In the second place, the role of gender and the most effective intelligences of teachers with respect to their teaching success will be investigated. For this purpose, a population of 93 English language teachers has been selected according to available sampling from different high schools in Mashhad. At the end of the schooling year, the teachers sat through the MI Developmental Assessment Scale (MIDAS). At the same time, a questionnaire which is called Students' View of an Ideal Teacher was given to the students of those teachers (N=2287). By this questionnaire, the teachers' performance was evaluated by their students in terms of teacher's teaching capabilities, personality, order and regularity, supplementary programs and activities, and social and educational life. The subsequent data analysis and statistical calculations via correlation and t-test revealed that there is a significant relationship between teachers' success and their linguistic, interpersonal, and musical intelligences, but there is no significant relationship between teachers' success and other types of intelligences. Furthermore, no significant differences were found between gender and MI with respect to teaching success. 

Many French and non-French writers have been influenced by Gustave Flaubert's writings. Several english writers, especially Joyce was immensely influenced by Flaubert. The latter's influence was felt more on Joyce's literary masterpiece, Dubliners rather than his other works. Its style, the creation of anti-heroic characters together with scrutiny, deep observation and meticulousness of the writer are all, based on the model of Madame Bovary which reflects the specific method of Flaubert's use of imagery. In a certain sense, the reader confronts a series of images that collectively reflect the mystery of the story. As a result, what is closely to be observed is how this imagery of Flaubert's novel is transferred to the scattered stories of Joyce and how Bovarism reveals its existence in the separate stories of Dubliners.

Given that Universal Grammar constrains first language grammars, the question is: are interlanguage grammars constrained by UG principles too? The goal of this research is to show that Persian L2 learners of English are equipped with knowledge of binding theoretic principles in the absence of evidence from English and Persian. Grammaticality judgment tests were given to 20 L2 learners of English with Persian as L1. The tests consisted of three types of sentences containing the locality constraint, the c-command condition and the extension of binding domain into the higher clause. The subjects were asked to determine the binder of reflexives and to differentiate between reflexive and emphatic pronouns. Subjects judged the sentences with accuracy between 80% and 87%. Out of 20 subjects, 15 scored higher than the 3/4 criterion. As such we concluded that interlanguage grammars are constrained by principle A which L2 learners have not learned from L2 input or L1 grammar.

Negative-maker affixes are those linguistic elements that are widely used in word making. The function and the type of each of these affixes are unique and different from others. The Russian affix He-, for example, in its combination with pronouns and adverbs, makes non-referential sentences that use the infinitive form of the verb, while the affix HИ- in its combination with pronouns and adverbs makes subjective sentences. The semantic differences resulting from the combination of these negative-making affixes to the same root and their blending with certain words are amongst other features of these negative-making affixes.

Trope, the use of words in a non-literal sense, is among the topics found in the language and literature of all nations. However, all methods of using words considered as tropes in a language, are not necessarily regarded as such in another language and literature; and occasionally there are similarities and differences among known tropes. In German language and literature 10 types of tropes are distinguished: metaphor, metonymy, synecdoche, metalepsis, periphrasis, antonomasia, irony, hyperbole, litotes, emphasis, whereas in Persian language and literature only 2 to 4 tropes are discussed: simile, metaphor, metonymy, periphrasis. This paper surveys tropes in Persian and German languages and literatures, which is actually a study of tropes in language and literatures of East and West.

Street theater is forms of stage performance which has unfortunately escaped the attention of society as well as artists. These performances are usually enacted in open space in a very friendly interaction with spectators. The performances express social problems which can result as effective means to tackle social matters. Street theater server’s two purposes: first, is its carnival application which is performed as a group and for the purpose of enjoyment. The second is its rebellious and complaining character, which reflects social defects and contradictions. In this paper, in addition to the presentation of the characteristics of this kind of theater, we will also take into account the approaches, strategies, and finally find ways in which to enhance this creative art.

Educators have been preoccupied with individual differences in learning for quite a long time. One way of addressing these differences has been a focus on learning styles. Understanding students’ learning styles is important for the quality of instructional design. A major problem in measuring the learning styles of learners of English as a foreign language (EFL) is the development of a valid and reliable instrument. This paper reports the results of administering two learning styles questionnaires, namely Reid’s (1987) Perceptual Learning Style Preference Questionnaire ( PLSPQ) and Wintergerst and De Capua’s (2002) Learning Styles Indicator (LSI) originally developed for the ESL learners. Over 1000 Iranian BS and BA students took the questionnaires. The results reveal that the PLSPQ is weak in terms of construct validity and reliability while the LSI enjoys acceptable construct validity and reliability. Since the LSI has fewer items than the PLSPQ, it tends to be more practical. All in all, it can be claimed that the LSI will better assess the learning styles of the Iranian students of English. Most readers readily agree that there are few questionnaires that entail all aspects of a given construct. In the LSI, for example, the mode of reasoning (inductive vs. deductive) is missing. Hence, some items geared towards this aspect of learning are proposed to be added to the LSI to render it more valid in terms of content (content validity).

The advanced global mechanical translation system has the skill of translating a thousand pages in less than two minutes, a task which may take over a year by a professional translator. Although critics find fault with the new system of translation especially in its low-quality output, yet mechanical translation seems to be progressing at an enormous speed. One must, however, remember that the traditional method of translation has also tasted success in its own day, despite several shortcomings. Many ancient texts have been poorly translated since there was no criticism or control over the translation. An individual like Abu Ali Sina read Aristotle's work 40 times and yet did not understand what he read due to its poor translation. In this article, selected mechanical translations in Russia and the West have been compared in order to find out reasons for their superiority and if at all weaknesses. In certain cases these translations have been compared to the old translation system, and after investigating the deficiencies of mechanical translation, suggestions have been made for the promotion of quality in translation.