Linguistics congress abstract book

‫مجموعه‬‫خالصه‬‫خارجی‬ ‫ادبیات‬ ‫و‬ ‫شناسی‬ ‫زبان‬ ‫المللی‬ ‫بین‬ ‫کنگره‬ ‫اولین‬ ‫مقاالت‬
‫بیدگلی‬ ‫کریمشاهی‬ ‫مهدی‬ :‫گردآورنده‬
‫میهن‬ ‫هم‬ :‫ناشر‬
:‫تیراژ‬1000‫جلد‬

‫پیشگفتار‬
‫دوره‬ ‫از‬ ‫گذر‬ ‫با‬ ‫شناسی‬ ‫زبان‬ ‫دانش‬‫بود‬ ‫گسترده‬ ‫و‬ ‫سریع‬ ‫ّالت‬‫و‬‫تح‬ ‫شاهد‬ ‫بیستم‬ ‫قرن‬ ‫در‬ ،‫ّر‬‫خ‬‫متأ‬ ‫قرون‬ ‫نشیب‬ ‫و‬ ‫پرفراز‬ ‫های‬.‫چالش‬
‫آن‬ ّ‫د‬‫ر‬ ‫یا‬ ‫تأیید‬ ‫در‬ ‫مختلفی‬ ‫های‬ ‫دیدگاه‬ ‫و‬ ‫آمد‬ ‫پیش‬ ‫علم‬ ‫یک‬ ‫عنوان‬ ‫به‬ ‫شناسی‬ ‫زبان‬ ‫تثبیت‬ ‫راه‬ ‫در‬ ‫فراوانی‬ ‫های‬.‫گردید‬ ‫ارائه‬
‫ادبیا‬ ،‫شناسی‬ ‫مردم‬ ،‫فلسفه‬ ‫نظیر‬ ‫ها‬ ‫دانش‬ ‫دیگر‬ ‫از‬ ‫شناسی‬ ‫زبان‬ ‫تفکیک‬‫نظر‬ ‫اختالف‬ ‫و‬ ‫بحث‬ ‫مورد‬ ‫ها‬ ‫مدت‬ ‫شناسی‬ ‫جامعه‬ ‫و‬ ‫ت‬
‫بین‬ ‫زیادی‬ ‫مشترک‬ ‫های‬ ‫زمینه‬ ‫شناسان‬ ‫زبان‬ ‫تدریج‬ ‫به‬ ،‫پیمود‬ ‫می‬ ‫را‬ ‫استقالل‬ ‫راه‬ ‫شناسی‬ ‫زبان‬ ‫که‬ ‫همچنان‬ ‫حال‬ ‫عین‬ ‫در‬ .‫بود‬
‫یافت‬ ‫می‬ ‫شناسی‬ ‫صوت‬ ‫و‬ ‫پزشکی‬ ،‫شناسی‬ ‫عصب‬ ،‫رایانه‬ ‫همچون‬ ‫نوظهور‬ ‫های‬ ‫دانش‬ ‫ّی‬‫ت‬‫ح‬ ‫و‬ ‫ها‬ ‫دانش‬ ‫این‬ ‫همه‬ ‫و‬ ‫شناسی‬ ‫زبان‬.‫ند‬
‫بود‬ ‫زبانشناسی‬ ‫عالم‬ ‫در‬ ‫خاموش‬ ‫های‬ ‫انقالب‬ ‫سرآغاز‬ ‫این‬ ‫و‬.‫خورد‬ ‫می‬ ‫پیوند‬ ‫علوم‬ ‫مختلف‬ ‫های‬ ‫شاخه‬ ‫با‬ ‫چنان‬ ‫آن‬ ‫شناسی‬ ‫زبان‬
‫دوران‬ ‫این‬ ‫از‬ ‫عبور‬ ‫از‬ ‫پس‬ ‫اکنون‬ .‫نماید‬ ‫جلوه‬ ‫بلندپرواز‬ ‫شناسان‬ ‫زبان‬ ‫دسترس‬ ‫از‬ ‫دور‬ ‫که‬ ‫شد‬ ‫می‬ ‫یافت‬ ‫ساحتی‬ ‫کمتر‬ ‫دیگر‬ ‫که‬
‫پ‬ ‫است‬ ‫الزم‬ ،‫تثبیت‬ ‫و‬ ‫گذار‬ ‫پرهیاهوی‬‫آینده‬ ‫مطالعات‬ ‫برای‬ ‫راهی‬ ‫نقشه‬ ،‫گذشته‬ ‫دستاوردهای‬ ‫به‬ ‫نگاهی‬ ‫با‬ ‫رشته‬ ‫این‬ ‫ژوهشگران‬
‫و‬ ‫علمی‬ ‫نیازهای‬ ‫پاسخگوی‬ ‫که‬ ‫کنند‬ ‫هدایت‬ ‫سمتی‬ ‫به‬ ‫را‬ ‫جوان‬ ‫پژوهشگران‬ ‫مشتاق‬ ‫و‬ ‫جوان‬ ‫نسل‬ ‫ویژه‬ ‫به‬ ‫و‬ ‫کنند‬ ‫ترسیم‬ ‫خود‬
.‫باشد‬ ‫جامعه‬ ‫آینده‬ ‫و‬ ‫حال‬ ‫عملی‬
،‫رو‬ ‫این‬ ‫از‬‫شناسی‬ ‫زبان‬ ‫المللی‬ ‫بین‬ ‫کنگره‬ ‫اولین‬‫خارجی‬ ‫ادبیات‬ ‫و‬‫ماه‬ ‫بهمن‬ ‫دهم‬ ‫در‬1394‫بین‬ ‫های‬ ‫همایش‬ ‫مرکز‬ ‫در‬
‫برجسته‬ ‫دانشمندان‬ ‫تحقیقات‬ ‫نتایج‬ ‫و‬ ‫تجارب‬ ‫گذاری‬ ‫اشتراک‬ ‫به‬ ‫و‬ ‫تبادل‬ ‫هدف‬ ‫با‬ ‫تهران‬ ‫بهشتی‬ ‫شهید‬ ‫دانشگاه‬ ‫المللی‬
‫تری‬ ‫جدید‬ ‫بحث‬ ‫به‬ ‫و‬ ‫شد‬ ‫خواهد‬ ‫برگزار‬ ‫شناسی‬ ‫زبان‬ ‫های‬ ‫جنبه‬ ‫تمام‬ ‫مورد‬ ‫در‬ ‫محققان‬ ‫و‬ ‫پژوهشگران‬ ،‫دانشگاهی‬،‫نوآوری‬ ‫ن‬
‫پرداخت‬ ‫خواهد‬ ‫ای‬ ‫رشته‬ ‫بین‬ ‫مربیان‬ ‫و‬ ‫پزشکان‬ ،‫محققان‬ ‫برای‬ ‫حل‬ ‫راه‬ ‫ارائه‬ ‫و‬ ‫عملی‬ ‫های‬ ‫چالش‬ ‫و‬ ‫ها‬ ‫نگرانی‬ ،‫روندها‬.
‫های‬ ‫ژورنال‬ ‫با‬ ‫شده‬ ‫انجام‬ ‫های‬ ‫هماهنگی‬ ‫به‬ ‫توجه‬ ‫با‬ISI‫علمی‬ ‫سطح‬ ‫همچنین‬ ‫و‬ ‫کنگره‬ ‫داوران‬ ‫و‬ ‫علمی‬ ‫کمیته‬ ‫معرفی‬ ‫و‬
‫می‬ ‫پذیرش‬ ‫و‬ ‫مقاالت‬ ‫داوری‬ ‫از‬ ‫پس‬ ‫پژوهشگران‬ ‫و‬ ‫شده‬ ‫تخصصی‬ ‫ژورنال‬ ‫چندین‬ ‫با‬ ‫مشترک‬ ‫نامه‬ ‫تفاهم‬ ‫انعقاد‬ ‫به‬ ‫منجر‬ ‫برگزاری‬
.‫نمایند‬ ‫اقدام‬ ‫انتشار‬ ‫برای‬ ،‫ژورنال‬ ‫پروسه‬ ‫در‬ ‫مجدد‬ ‫داوری‬ ‫بدون‬ ‫توانند‬
‫کنگره‬ ‫دبیرخانه‬

‫کنگر‬ ‫محورهای‬‫ه‬
‫فناوری‬‫در‬‫آموزش‬‫زبان‬
‫تحلیل‬‫گفتمان‬‫و‬‫کاربرد‬
‫صرف‬‫و‬‫نحو‬
‫آزمون‬‫زبان‬‫و‬‫ارزیابی‬
‫ارزیابی‬‫برنامه‬‫درسی‬
،‫زبان‬،‫فرهنگ‬‫و‬‫هویت‬
‫اخالق‬‫در‬‫آموزش‬‫زبان‬
‫اکتساب‬‫زبان‬‫دوم‬
‫آموزش‬‫زبان‬
‫تعلیم‬‫و‬‫تربیت‬‫انتقادی‬
‫آموزش‬‫زبان‬‫با‬‫کمک‬‫رایانه‬
‫آزمون‬‫زبان‬‫و‬‫ارزیابی‬
‫آموزش‬‫و‬‫پرورش‬‫معلم‬‫و‬‫ارزیابی‬
‫توسعه‬‫مواد‬
‫تحلیل‬‫گفتمان‬‫انتقادی‬
‫کاربرد‬‫و‬‫جامعه‬‫شناسی‬
‫فلسفه‬‫در‬‫آموزش‬‫زبان‬
‫ادبیات‬‫در‬‫آموزش‬‫زبان‬
‫مطالعات‬‫ترجمه‬
‫مطالعات‬‫ادبی‬
‫نقد‬‫ادبی‬
‫مطالعات‬‫و‬‫ادبیات‬‫پسااستعماری‬
‫هرمنوتیک‬‫و‬‫ادبیات‬
‫فمینیسم‬‫وادبیات‬
‫مهم‬ ‫های‬ ‫تاریخ‬
:‫مقاله‬ ‫چکیده‬ ‫ارسال‬ ‫مهلت‬‫تاریخ‬20‫ماه‬ ‫مهر‬1394
:‫نهایی‬ ‫و‬ ‫کامل‬ ‫مقاله‬ ‫ارسال‬ ‫مهلت‬10‫ماه‬ ‫آبان‬1394
:‫مقاالت‬ ‫داوری‬ ‫نتایج‬ ‫اعالم‬15‫ماه‬ ‫آبان‬1394
:‫قطعی‬ ‫نام‬ ‫ثبت‬ ‫مهلت‬20‫ماه‬ ‫آبان‬1394

‫کنگره‬ ‫اجرایی‬ ‫دبیرخانه‬
‫طبقه‬ /‫نخل‬ ‫مجتمع‬ /‫نخل‬ ‫خیابان‬ /‫لشگرک‬ ‫جاده‬ /‫تهران‬3
:‫پستی‬ ‫کد‬1345734557
‫تلفاکس‬:22446893-021
info@lingconf.ir

:‫کنگره‬ ‫دبیرخانه‬ ‫کاری‬ ‫گردش‬ ‫مهم‬ ‫رویدادهای‬ ‫و‬ ‫اخبار‬ ‫مستندات‬
‫ژورنال‬ ‫در‬ ‫کنگره‬ ‫شده‬ ‫پذیرش‬ ‫مقاالت‬ ‫انتشار‬ISI‫تخصصی‬
‫های‬ ‫ژورنال‬ ‫با‬ ‫شده‬ ‫انجام‬ ‫های‬ ‫هماهنگی‬ ‫به‬ ‫توجه‬ ‫با‬isi‫داوران‬ ‫و‬ ‫علمی‬ ‫کمیته‬ ‫معرفی‬ ‫و‬
‫ژورنال‬ ‫چندین‬ ‫با‬ ‫مشترک‬ ‫نامه‬ ‫تفاهم‬ ‫انعقاد‬ ‫به‬ ‫منجر‬ ‫برگزاری‬ ‫علمی‬ ‫سطح‬ ‫همچنین‬ ‫و‬ ‫کنگره‬
‫مجدد‬ ‫داوری‬ ‫بدون‬ ‫توانند‬ ‫می‬ ‫پذیرش‬ ‫و‬ ‫مقاالت‬ ‫داوری‬ ‫از‬ ‫پس‬ ‫پژوهشگران‬ ‫و‬ ‫شده‬ ‫تخصصی‬
‫برای‬ ،‫ژورنال‬ ‫پروسه‬ ‫در‬‫نمایند‬ ‫اقدام‬ ‫انتشار‬.
‫ایرانیان‬ ‫علمی‬ ‫گنجینه‬ ‫در‬ ‫کنگره‬ ‫شده‬ ‫پذیرش‬ ‫مقاالت‬ ‫کلیه‬ ‫سازی‬ ‫نمایه‬ ‫و‬ ‫رسمی‬ ‫حمایت‬
IRAN DOC
‫ملی‬ ‫سطح‬ ‫در‬ ‫کنگره‬ ‫این‬ ‫مقاالت‬ ‫اشاعهء‬ ‫و‬ ‫تحلیل‬ ،‫بازیابی‬ ،‫حفظ‬ ،‫ذخیره‬ ،‫سازماندهی‬ ‫هدف‬ ‫با‬
‫بین‬ ‫و‬‫کلی‬ ،‫دهی‬ ‫ارجاع‬ ‫برای‬ ‫کشور‬ ‫پژوهشگران‬ ‫دسترسی‬ ‫همچنین‬ ‫و‬ ‫المللی‬‫پذیرش‬ ‫مقاالت‬ ‫ه‬
‫ایرانیان‬ ‫علمی‬ ‫گنجینه‬ ‫در‬ ‫کنگره‬ ‫شده‬(IRAN DOC)‫شد‬ ‫خواهد‬ ‫نمایه‬ ‫و‬ ‫ثبت‬.
‫جهانی‬ ‫سازمان‬ ‫گواهینامه‬ ‫صدور‬TUV-SUD‫کنگره‬ ‫در‬ ‫کنندگان‬ ‫شرکت‬ ‫کلیه‬ ‫برای‬
‫کنگره‬ ‫برگزاری‬ ‫روز‬ ‫در‬ ‫یافته‬ ‫حضور‬ ‫کنندگان‬ ‫شرکت‬ ‫کلیه‬ ‫برای‬certificate‫بین‬ ‫معتبر‬
‫جهانی‬ ‫سازمان‬ ‫المللی‬TÜV SÜD‫حدود‬ ‫قدمت‬ ‫با‬ ‫فوق‬ ‫سازمان‬ .‫گردد‬ ‫می‬ ‫صادر‬150‫ساله‬
‫نماید‬ ‫می‬ ‫فعالیت‬ ‫آموزشی‬ ‫و‬ ‫فنی‬ ‫خدمات‬ ‫از‬ ‫ای‬ ‫گسترده‬ ‫طیف‬ ‫با‬ ‫دنیا‬ ‫سراسر‬ ‫در‬.
‫صدور‬Certificate‫جهانی‬ ‫سازمان‬ ‫توسط‬ ‫کارگاه‬ ‫در‬ ‫حضور‬European
Certification Group
‫در‬ ‫پژوهشگران‬ ‫حضور‬ ‫برای‬ ‫افزوده‬ ‫ارزش‬ ‫ایجاد‬ ‫هدف‬ ‫با‬‫موفق‬ ‫سیاستگزاری‬ ‫شورای‬ ،‫کنگره‬
‫جهانی‬ ‫سازمان‬ ‫با‬ ‫قرارداد‬ ‫انعقاد‬ ‫به‬European Certification Group‫برای‬ ‫تا‬ ‫گردید‬

‫کنندگان‬ ‫نام‬ ‫ثبت‬ ‫کلیه‬–‫الکترونیکی‬ ‫ویا‬ ‫ازحضوری‬ ‫اعم‬-‫همراهان‬ ‫و‬ ‫پنل‬ ‫(دارنده‬ ‫کنگره‬ ‫در‬
‫کامل‬ ‫نام‬ ‫ثبت‬ ‫درصورت‬) Certificate‫کارگاه‬ ‫در‬ ‫حضور‬ ‫المللی‬ ‫بین‬ ‫معتبر‬‫سازمان‬ ‫توسط‬
‫گردد‬ ‫صادر‬ ‫مذکور‬.
‫ایران‬ ‫های‬ ‫دانشگاه‬ ‫بندی‬ ‫رتبه‬ ‫و‬ ‫کشور‬ ‫فناوری‬ ‫و‬ ‫علم‬ ‫جایگاه‬ ‫ارتقاء‬ ‫برای‬ ‫بزرگ‬ ‫افتخاری‬
‫مجدانه‬ ‫های‬ ‫رایزنی‬ ‫و‬ ‫پروردگار‬ ‫لطف‬ ‫به‬‫کم‬‫دا‬ ‫یته‬‫همکا‬ ‫ﺋمی‬‫ر‬‫یها‬‫ی‬‫علمی‬‫و‬‫فن‬‫اوری‬‫سا‬‫ز‬‫ما‬‫ن‬
‫کنفر‬‫ا‬‫نس‬‫ا‬‫س‬‫ﻼمی‬(COMSTECH)‫مقاالت‬ ‫کلیه‬ ،‫ایران‬ ‫عزیزمان‬ ‫کشور‬ ‫در‬ ‫بار‬ ‫اولین‬ ‫برای‬
‫الزویر‬ ‫انتشارات‬ ‫توسط‬ ‫کنگره‬ ‫این‬ ‫شده‬ ‫نهایی‬ ‫پذیرش‬(Elsevier)‫دایرکت‬ ‫ساینس‬ ‫در‬
Science Direct‫بندی‬ ‫رتبه‬ ‫در‬ ‫الزویر‬ ‫انتشارات‬ ‫از‬ ‫مستخرج‬ ‫گزارش‬ .‫شد‬ ‫خواهد‬ ‫منتشر‬
‫و‬ ‫فناوری‬ ‫و‬ ‫علم‬ ‫لحاظ‬ ‫از‬ ‫جهان‬ ‫کشورهای‬ ‫پیشرفت‬‫دنیا‬ ‫دانشگاههای‬ ‫رنکینگ‬ ‫همچنین‬
‫گردد‬ ‫می‬ ‫استفاده‬.
‫به‬ ‫علمی‬ ‫اول‬ ‫نشان‬ ‫افتخار‬ ‫حمایل‬ ‫اهدای‬12‫کنگره‬ ‫برگزیدگان‬ ‫از‬ ‫نفر‬
‫از‬ ‫فنی‬ ‫و‬ ‫تسلط‬ ،‫علمی‬ ‫لحاظ‬ ‫از‬ ‫مقاالت‬ )‫شفاهی(حضوری‬ ‫کنندگان‬ ‫اراﺋه‬ ‫بهترین‬ ‫از‬ ‫نفر‬ ‫شش‬
‫نظر‬‫بندی‬ ‫جمع‬ ‫و‬ ‫اختتامیه‬ ‫مراسم‬ ‫در‬ ‫و‬ ‫مشخص‬ ‫برگزاری‬ ‫روز‬ ‫در‬ ‫ها‬ ‫پانل‬ ‫رﺋیسه‬ ‫هیات‬ ‫داوران‬
‫آمد‬ ‫خواهد‬ ‫بعمل‬ ‫تقدیر‬ ‫آنان‬ ‫از‬.
‫کنگره‬ ‫برگزیدگان‬ ‫ویژه‬ ‫طال‬ ‫مدال‬
‫برگزاری‬ ‫سطوح‬ ‫در‬ ‫بار‬ ‫اولین‬ ‫برای‬ ‫فردا‬ ‫پژوهان‬ ‫روش‬ ‫آموزشی‬ ‫گروه‬‫کنگره‬ ‫و‬ ‫ها‬ ‫کنفرانس‬
‫زمینه‬ ‫و‬ ‫کشور‬ ‫در‬ ‫علمی‬ ‫های‬ ‫فعالیت‬ ‫انجام‬ ‫نشاط‬ ‫و‬ ‫شور‬ ‫ایجاد‬ ‫هدف‬ ‫با‬ ،‫کشور‬ ‫علمی‬ ‫های‬
‫طﻼ‬ ‫مدال‬ ‫اهدای‬ ‫به‬ ‫اقدام‬ ‫پژوهشگران‬ ‫بین‬ ‫در‬ ‫علمی‬ ‫سازنده‬ ‫و‬ ‫مثبت‬ ‫رقابت‬ ‫حس‬ ‫سازی‬...

‫کنگره‬ ‫داوران‬ ‫هیات‬ ‫و‬ ‫علمی‬ ‫کمیته‬
‫جواد‬‫رنجبر‬
‫راضیه‬‫ربانی‬‫یکتا‬
‫محمد‬‫حسن‬‫تقیه‬
‫محمدرضا‬‫ارغیانی‬
‫ژیال‬‫خانجانی‬
‫لیال‬‫جمشیدی‬
‫ملوک‬‫السادات‬‫حسینی‬‫بهشتی‬
‫حسین‬‫نجاری‬
‫مهران‬‫نجفی‬‫حاجیور‬
‫صدیقه‬‫سادات‬‫مقداری‬
‫شادی‬‫داوری‬
‫ابراهیم‬‫فالح‬
‫محمد‬‫داودی‬
‫ناصر‬‫دشت‬‫پیما‬
‫آزاده‬‫مهرپویان‬
‫مرتضی‬‫لک‬
‫اعظم‬‫دهقانی‬
‫بایز‬‫عنایتی‬
‫علیرضا‬‫صالحی‬‫نژاد‬
‫ملوک‬‫دانشمند‬
‫ازاده‬‫نعمتی‬
‫رضا‬‫یل‬‫شرزه‬
‫محمد‬‫صالح‬‫صنعتی‬‫فر‬
‫علی‬‫آرین‬
‫بلقیس‬‫روشن‬
‫مجتبی‬‫امینی‬
Ali Dabbagh
‫سیف‬‫اله‬‫مالیی‬‫پاشایی‬
‫ماندانا‬‫کالهدوز‬‫محمدی‬
‫طاها‬‫عشایری‬

‫فهرست‬‫مقاالت‬
Translation of Interjections in Dubbing from English into Persian ........................................................................1
Problematising Choice in Marriage: A Critique of the FilmBride of Fire.............................................................2
Translating the Titles of Novels into Persian in Post- Revolution Era: A Descriptive Perspective........................3
The Relationship between EFL Learners' Goal Orientation, Self-Efficacy, and their Effect on Learners'
Achievement ...........................................................................................................................................................4
The Cultural Approach towards Literary Translation: A Case Study of Horror Genre in Young Adults’
Literature.................................................................................................................................................................6
‫راهکارها‬ ‫و‬ ‫ها‬ ‫چالش‬ ،‫ها‬ ‫آسیب‬ :‫دینی‬ ‫متون‬ ‫های‬ ‫ترجمه‬ ..............................................................................................................7
Topic Shifts in Cross Gender Academic Discussions.............................................................................................9
The Effects of Explicit and Implicit Interactional Metadiscourse Instruction on Iranian EFL Learners’ Oral
Production.............................................................................................................................................................10
Comparative Study of Compound Nouns in Persian and English ........................................................................11
‫زبان‬ ‫دو‬ ‫هر‬ ‫متناسب‬ ‫و‬ ‫درست‬ ‫تولید‬ ‫در‬ ‫تسلط‬ ‫کسب‬ ‫تاخیر‬ ‫بر‬ ‫تولد‬ ‫ابتدای‬ ‫از‬ ‫دوزبانگی‬ ‫تاثیر‬ .................................................................12
Rebellious Mysticism of Emily Dickinson ...........................................................................................................13
Exploring the Relationship between Risk Taking Level and Willingness to Communicate among Iranian
University EFL students........................................................................................................................................14
Exploring the Effectiveness of ETR Method on the Grammar Learning of Iranian EFL Learners......................15
The Challenges of Teaching Paradise Lost to Muslim Iranian Students..............................................................16
‫گروه‬ ‫بازنگری‬ ‫نقش‬‫قابلیت‬ ‫توسعه‬ ‫و‬ ‫عربی‬ ‫زبان‬ ‫آموزش‬ ‫نوع‬ ‫در‬ ‫عربی‬ ‫ادبیات‬ ‫و‬ ‫زبان‬ ‫های‬‫کارآفرینی‬ ‫های‬ .......................................................17
Gestalt Theory: A Key to Chaos and Complexity in Classroom Interaction........................................................19
Universality of Fear Conceptual Metaphors in Persian and English.....................................................................20
The Victimization of Marginalized Voices in Caryl Churchill’s Light Shining in Buckinghamshire and Vinegar
Tom: Lyotardian Reading......................................................................................................................................21
Textbook Evaluation of Iranian’s Second Grade Junior High School English Book Regarding Social Semiotics
...............................................................................................................................................................................22
The Effect of Reading Purpose and Gender on Incidental Grammar Learning ....................................................23
Investigating the Relationship between the Critical Thinking Skills and the Fluency of Iranian Intermediate
TEFL Students’ Writing........................................................................................................................................24
The Effect of translation on Reading Comprehension of EFL Learners at Different Levels of Language
Proficiency............................................................................................................................................................25
‫انتقادی‬ ‫تربیت‬ ‫و‬ ‫تعلیم‬....................................................................................................................................................26
Gender linguistics .................................................................................................................................................28
The Effect of Songs and Lyrics on EFL Learners’ Vocabulary Learning and Recalling .....................................29
Ideology and Translation: Adequacy or Acceptability?......................................................................................31
Application of Translation Technologies in Translation Teaching and Testing...................................................32
‫وبصره‬ ‫کوفه‬ ‫نحویان‬........................................................................................................................................................33
‫زبا‬ ‫اکتساب‬‫(اهداف‬ ‫عربی‬ ‫زبان‬ ‫حوزه‬ ‫به‬ ‫رویکردی‬ ‫با‬ ‫ایران‬ ‫رسمی‬ ‫آموزش‬ ‫نظام‬ ‫در‬ ‫دوم‬ ‫ن‬–)‫ها‬ ‫آسیب‬ ........................................................34
The Impact of Using Technology in Teaching English as a Second Language ...................................................35
‫ناپذیرها‬ ‫ترجمه‬ ‫و‬ ‫پذیرها‬ ‫ترجمه‬) ‫عربی‬ ‫و‬ ‫فارسی‬ ‫های‬ ‫زبان‬ ‫بر‬ ‫تأکید‬ ‫با‬ ( .........................................................................................36
‫در‬ ‫جنسیت‬ ‫موضوع‬‫کنم‬ ‫می‬ ‫زندگی‬ ‫آن‬ ‫در‬ ‫که‬ ‫پوستی‬:1
‫ُآلمودووار‬‫و‬‫ِدر‬‫پ‬ ‫از‬ ‫فیلمی‬2
................................................................................38
Computers as a Marvelous Landmark in Language Learning Field .....................................................................40

Interactional Identity and Linguistic Appropriation: a Study of Diasporic Identity in House of Sand and Fog ..41
Gender-related emotionality in EFL students: Addressing a neglected issue through experience sampling method
...............................................................................................................................................................................42
The Effects of Planned and Incidental Focus on Form Instructions on Iranian EFL Learners' Vocabulary
Learning................................................................................................................................................................43
Semantic Holism: A Case of Teaching Grammar to Adult Iranian EFL Learners……………………….…..…44

1
Translation of Interjections in Dubbing from English into Persian
Masoumeh Ahmadizadeh
Department of English Languages , Faculty of Litrature and Humanities , Univercity of Shahid
Bahonar, Kerman , Iran , E-mail : m.ahmadi814@yahoo.com
Masoud Sharififar
Bahonar, Kerman , Iran , E-mail : m.sharififaruk.ac.ir
Sima Ferdowsi
Bahonar,Kerman , Iran , E-mail :Sima.Ferdowsiuk.ac.ir
Abstract.This study aimed at investigating the translation of interjections from English into Persian in dubbing.
To carry out this study the expressive secondary interjections found in the film Four weddings and a funeral
and their equivalent in Persian dubbed version were analyzed through the strategies proposed by Cuenca. The
descriptive analysis of the corpus showed that (strategy b) i.e. translating by using an interjection with dissimilar
form but the same meaning was the best and the most frequent strategy used by the translator. After (strategy b),
( strategy a) i.e. literal translation was proved to be commonly used by the translator. Using this strategy ignores
the pragmaticization of meaning and its frequency and context of use and results in the existence of a certain
degree of pragmatic interference and error in translation.
Key words: Interjection, Audiovisual Translation, Dubbing, Translation Strategy

2
Problematising Choice in Marriage: A Critique of the FilmBride of Fire
Mohammad Hadi Sameni,
Dept. of Eng., School of Medicine, Jahrom University of Medical Sciences, Iran,
hadisameni@gmail.com
Faranak Shahmoradi
Department. of Foreign Languages, Ghorveh branch, Islamic Azad University, Ghorveh, Iran,
faranak_shahmoradi@yahoo.com
Abstract. The blossoming of Iranian cinema in recent decades is deeply in debt of films such as Bride of Fire,
directed by K. Sinai. Being a social drama, the picture provides an investigation into the age old concern of
women, namely arranged marriage. The film brings to the fore a confrontation between two diverse views of
life, the rural and the urban. Sinai successfully highlights the importance of consent in marriage through a
cluster of binaries such as tradition and modernity, free will and bondage, education and illiteracy. In addition,
the film removes the boundary between the victim and victimiser as it blames tradition for shaping the mind-
set of people unfairly.
Key Words: Marriage, Tradition, Women

3
Translating the Titles of Novels into Persian in Post- Revolution Era: A
Descriptive Perspective
Atefeh Jalili Marand
Department of Translation Studies, East Azerbaijan Science and Research Branch, Islamic Azad
University of Tabriz, Iran, Email: jaliliatefeh@gmail.com
Reza Hosseini Baghanam
Department of Translation Studies, Yildiz Technical University of Istanbul, Email:
rbaganam@gmail.com
Abstract. World literary works such as novels are translated by well- known translators into Persian, but only
some of them meet the desired reception by readers and reach a mass circulation. Title is an eye-catching item
and its translation is of paramount importance. This paper focuses on the number of Iranian prolific translators
who translated originally English written novels. Then their biography, interviews, introductions and critics'
point of view as extra-textual material will be reviewed; furthermore one hundred titles of English novels and
their respective Persian translations will be compared to study translators' decision- making process as a title
selectors based on Toury's norms concept. Meanwhile it seems that most Iranian translators are not familiar with
dominant ideological, political and cultural norms and constrains of Iranian society in Post-Revolution. Present
study attempts to fill the mentioned gap.
Keywords: literary translation, title translation, preliminary norms, operational norms.

4
The Relationship between EFL Learners' Goal Orientation, Self-
Efficacy, and their Effect on Learners' Achievement
Omid Akbari
Department of English language and literature, International University of Imam Reza, Mashhad, Iran,
omidakbari777@yahoo.com
Mohammad Sadeghian
Department of English language and literature, International University of Imam Reza, Mashhad, Iran,
Mohammad.Sadeghian64@yahoo.com
Afsaneh Ghanizadeh
Department of English language and literature. International University of Imam Reza, Mashhad, Iran ,
Ghanizadeafsane@yahoo.com
Robabeh Esfandiari
Department of English language and literature, Payamenoor University of Qeydar, Zanjan, Iran,
Rz.esfandiary@gmail.com
Abstract. To contribute further to the exploration of the impact of motivational beliefs on enhancing academic
achievement in language learning contexts, this study probes the relationship between foreign language learners’
self-efficacy and goal orientation and their effect on academic achievement. For the purpose of this study, 100
EFL learners were selected from Imam Reza International University in Mashhad. Achievement Goal
Orientation Inventory (Midgley, et al, 1998) and Learners’ Self- Efficacy Survey (Gahungu, 2009) was used to
assess EFL learners’ goal orientation and and its components and EFL learners’ self-efficacy, respectively.
Finally, students' GPA (Grade Point Average) was used to show their language achievement during the process
of studying English as a foreign language. The results indicated statistically significant relationship between
self-efficacy and academic achievement. Out of three components of goal orientation, mastery approach had the
most significant relation to students' language achievement; performance approach was highly related to
students' language achievement; and there was no significant relation between goal avoidance approach and
language achievement. Self-efficacy and language achievement was less strong when mastery goal orientation
was statistically removed. However, this relationship between mastery orientation and achievement was still
higher than that of self- efficacy and achievement. As to goal approaches, mastery approach had the most
significant relation; mastery approach is more related to performance approach than avoidance approach. The
relationships between mastery orientation and performance orientation with achievement differ not significantly.
Last mastery orientation had the least relation with avoidance orientation. Discussions emphasized on the
importance of incorporating programs for teaching and enhancing self-efficacy and goal orientation related
beliefs at schools and universities. Enhancing this kind of beliefs in students might help raise their use of self-
regulated learning strategies and thus improve their performance.
Key words: self-efficacy, language achievement, goal orientation, self-regulated learning

5
A Postcolonial Approach to NgugiwaThiong'o's A Grain of Wheat
Ehsan Ekradi, Robabeh Esfandiari,
Department of Leadership and Educational Management, Faculty of Psychology and Education,
University of Allameh Tabataba’i University, Address: Faculty of Psychology and Education, ATU,
Tehran, Iran, E-mail: ehsan.ekradi954@gmail.com
Department of language and litrature, Faculty of humanities, Payamenoor University of Qeydar,
Zanjan, Iran, Email: rz.esfandiary@gmail.com
Abstract. The clear-cut inference and implication of the term “post-colonial” is that it refers to a period which
is coming after the end of colonialism ,so in the post-colonial period the era of the great European colonial
empires is over, and this term still continues to be used from time to time to mean ‘anti-colonial’ and to be
synonymous with ‘post-independence’. The present article tries to apply the post-colonial approach on
NgugiwaThiong’o’sA Grain of Wheat. It has been tried to trace the post-colonial elements of “the stereotype”,
“mimicry”, “hybridity”, “apartheid”, “Self and Other”, and so on, in this famous novel by the use of some
theories of important post-colonial critics such as HomiBhabha and Frantz Fanon. A Grain of Wheat (1967) by
NgugiwaThiong’o is a classical tale of Kenya's struggle and attempt for independence (the Uhuru Day), as seen
through the lives of people in Thabai, a small Kikuyu town. This is a novel replete with political, religious and
social observation alongside its crystallization of mid-twentieth century history.
Key Words: The Stereotype, Mimicry, Hybridity, Apartheid, Self and Other

6
The Cultural Approach towards Literary Translation:
A Case Study of Horror Genre in Young Adults’ Literature
Elham Imanjani (M.A.),
Department of English, University College of NABI-AKRAM, Tabriz, Iran
elham_imanjani66@yahoo.com
Bahloul Salmani, (Ph.D.)
Department of English, University College of NABI-AKRAM, Tabriz, Iran
bsalmani@iaut.ac.ir
Abstract. Horror genre is popular among young adults. Some translators believe that we should omit this
genre from young adults’ literature. They believe that concepts used in this genre cause defamiliarization and
use of strange and unusual interpretations and phrases will lead the Persian youth into the unreal world. This
study attempted to discuss the translation of horror genre in young adults' literature from cultural point of view
and proposed model by Venuti through qualitative type of research. The researcher specifically analyzed the
translation of two novels by the name of Welcome to Dead House of Goosebumps series by R.L.Stine (1991)
and The Awakening of Vampire Diaries by L.J. Smith (2007). It was demonstrated that how their translation
caused cultural problems because of the specificity of their readership and cultural differences. Furthermore
the appropriateness of horror genre and the role of translator in transferring this genre for young adults in Iran
were examined. Finally it is concluded that horror genre plays an important role in young adults’ book market
and we can easily use the genre for educating children and young adults; but it is possible only by writing and
translating proper books for them.
Key words: horror genre, young adults’ literature, defamiliarization, polysystem theory, culture

7
‫د‬ ‫متون‬ ‫های‬ ‫ترجمه‬‫ی‬‫راهکارها‬ ‫و‬ ‫ها‬ ‫چالش‬ ،‫ها‬ ‫آسیب‬ :‫نی‬
)‫فارسی‬ ‫و‬ ‫عربی‬ ‫های‬ ‫زبان‬ ‫بر‬ ‫تأکید‬ ‫(با‬
‫ّه‬‫ی‬‫تق‬ ‫حسن‬ ‫محمد‬ ‫دکتر‬1
‫نور‬ ‫پیام‬ ‫دانشگاه‬ ‫عربی‬ ‫ادبیات‬ ‫و‬ ‫زبان‬ ‫گروه‬ ‫استادیار‬ )،:‫الکترونی‬ ‫آدرس‬ .‫تهران‬mhtaqiyeh@yahoo.com
‫چکیده‬
‫راهنمایی‬ ‫تواند‬ ‫می‬ ‫ناشدنی‬ ‫وصف‬ ‫ای‬ ‫گونه‬ ‫به‬ ‫که‬ ‫است‬ ‫گیتی‬ ‫پهنه‬ ‫در‬ ‫ها‬ ‫انسان‬ ‫زندگی‬ ‫منشور‬ ‫دینی‬ ‫متون‬‫بهینه‬‫خوشبختی‬ ،‫افزون‬‫و‬
.‫دهد‬ ‫قرار‬ ‫بشر‬ ‫فراروی‬ ‫را‬ ‫رستگاری‬‫آنها‬ ‫فرهنگی‬ ‫و‬ ‫اجتماعی‬ ،‫اخالقی‬ ‫نکات‬ ‫از‬ ‫سرشار‬ ‫محتوای‬ ‫کنار‬ ‫در‬ ‫دینی‬ ‫متون‬ ‫معنوی‬ ‫های‬ ‫جنبه‬‫می‬
‫را‬ ‫جامعه‬ ‫تواند‬‫های‬ ‫آسیب‬ ‫و‬ ‫گزند‬ ‫از‬.‫دارد‬ ‫نگه‬ ‫امان‬ ‫در‬ ‫ـ‬ ‫فرهنگی‬ ‫ویژه‬ ‫به‬ ‫ـ‬ ‫جدی‬
‫جهانیان‬ ‫همه‬ ‫برای‬ ‫بها‬ ‫گران‬ ‫میراثی‬ ‫دینی‬ ‫و‬ ‫مقدس‬ ‫متون‬‫و‬ ‫ویژه‬ ‫بسیار‬ ‫جایگاه‬ ‫از‬ ‫شناسی‬ ‫ترجمه‬ ‫نظر‬ ‫از‬ ‫و‬ ،.‫است‬ ‫برخوردار‬ ‫ممتازی‬‫و‬‫ترجمه‬
‫آنها‬‫آید‬ ‫می‬ ‫شمار‬ ‫به‬ ‫علمی‬ ‫تالش‬ ‫و‬ ‫جهاد‬ ‫یک‬.‫متون‬ ‫ترجمه‬‫و‬ ‫مقدس‬‫ها‬ ‫اندیشه‬ ‫انتقال‬ ‫دینی‬‫و‬ ‫مضامین‬ ،‫های‬ ‫زبان‬ ‫به‬ ‫دینی‬ ‫متون‬ ‫معانی‬
‫دیگر‬.‫است‬‫این‬ ‫بر‬ ‫بنا‬ِ‫ی‬‫ماندگار‬ ‫راز‬ ‫و‬ ‫رمز‬‫جهان‬ ‫حتی‬ ‫و‬ ‫جامعه‬ ،‫قوم‬ ‫یک‬ ‫فرهنگ‬‫تاریخ‬ ‫گذر‬ ‫در‬‫از‬ ‫بهینه‬ ‫برداری‬ ‫بهره‬‫ای‬‫حوزه‬ ‫ن‬.‫است‬
‫بیشتر‬ ‫کند‬ ‫می‬ ‫تالش‬ ‫نگارنده‬ ‫البته‬ .‫گیرد‬ ‫دربرمی‬ ‫را‬ ‫آسمانی‬ ‫های‬ ‫دین‬ ‫همه‬ ‫نوشتارهای‬ ‫و‬ ‫ها‬ ‫کتاب‬ ‫و‬ .‫است‬ ‫اسالمی‬ ‫متون‬ ‫از‬ ‫أعم‬ ‫دینی‬ ‫متون‬
‫توان‬ ‫نمی‬ ‫و‬ ‫کند‬ ‫می‬ ‫پیدا‬ ‫نمود‬ ‫نیز‬ ‫وی‬ ‫نوشتار‬ ‫در‬ ‫پژوهشگری‬ ‫هر‬ ‫دینی‬ ‫ویژه‬ ‫باور‬ ‫زیرا‬ .‫بپردازد‬ ‫اسالمی‬ ‫متون‬ ‫و‬ ‫اسالمی‬ ‫مقدس‬ ‫متون‬ ‫به‬‫را‬ ‫آن‬
.‫انگاشت‬ ‫نادیده‬ ‫ـ‬ ‫الهی‬ ‫ادیان‬ ‫دیگران‬ ‫به‬ ‫احترام‬ ‫با‬ ‫ـ‬
‫مقاله‬ ‫این‬ ‫در‬ ‫دید‬ ‫الزم‬ ‫پژوهشگر‬‫ترجمه‬ ‫و‬ ‫مترجم‬ ‫های‬ ‫ویژگی‬،‫چرایی‬ ‫و‬ ‫چگونگی‬،‫ها‬ ‫آسیب‬‫و‬ ‫ها‬ ‫چالش‬ ،‫وضعیت‬ ‫از‬ ‫رفت‬ ‫برون‬ ‫های‬ ‫راه‬
‫متون‬ ‫ترجمه‬ ‫امروز‬ ‫آشفته‬،‫مقدس‬‫دینی‬‫پژو‬ ‫و‬ ‫بررسی‬ ‫مورد‬ ‫تجربه‬ ‫از‬ ‫گیری‬ ‫بهره‬ ‫با‬ ‫را‬ ‫اسالمی‬ ‫و‬‫بیشتر‬ .‫دهد‬ ‫قرار‬ ‫هش‬‫شتاب‬ ‫دینی‬ ‫متون‬‫زد‬‫ه‬،
.‫شوند‬ ‫می‬ ‫ترجمه‬ ‫نادرست‬ ،‫ناروشمند‬ ،‫برنامه‬ ‫بی‬
.‫شود‬ ‫می‬ ‫کاسته‬ ‫آنها‬ ‫ترجمه‬ ‫ارزش‬ ‫از‬ ‫که‬ ‫دهد‬ ‫می‬ ‫رخ‬ ‫دینی‬ ‫و‬ ‫مقدس‬ ‫متون‬ ‫ترجمه‬ ‫روند‬ ‫در‬ ‫طبیعی‬ ‫نتیجه‬ ‫یا‬ ‫عمدی‬ ،‫تغییر‬ ‫دو‬ ‫گاهی‬‫اگر‬
.‫داشت‬ ‫خواهد‬ ‫پی‬ ‫در‬ ‫ناخوشایندی‬ ‫پیامدهای‬ ‫نپذیرد‬ ‫انجام‬ ‫استاندارد‬ ‫و‬ ‫علمی‬ ‫ای‬ ‫ترجمه‬
‫تعامل‬ ‫در‬ ‫دانشگاه‬ ‫و‬ ‫حوزه‬ ‫دینی‬ ‫دانشمندان‬ ‫و‬ ‫پژوهشگران‬ ،‫مترجمان‬ ،‫منتقدان‬ ‫باید‬ ‫که‬ ‫است‬ ‫نکته‬ ‫این‬ ‫بر‬ ‫ناظر‬ ‫مقاله‬ ‫این‬ ‫نتایج‬ ‫و‬ ‫ها‬ ‫یافته‬‫با‬
‫نگرانی‬ ،‫ها‬ ‫دغدغه‬ ‫که‬ ‫بیندیشند‬ ‫راهکارهایی‬ ‫یکدیگر‬‫بربندد‬ ‫رخت‬ ‫علمی‬ ‫جامعه‬ ‫میان‬ ‫از‬ ‫دینی‬ ‫متون‬ ‫های‬ ‫ترجمه‬ ‫از‬ ‫ناشی‬ ‫های‬ ‫دلواپسی‬ ‫و‬ ‫ها‬
.‫برسد‬ ‫خود‬ ‫سطح‬ ‫کمترین‬ ‫به‬ ‫یا‬‫گیر‬ ‫قرار‬ ‫مخاطب‬ ‫و‬ ‫خواننده‬ ‫دسترس‬ ‫در‬ ‫علمی‬ ‫و‬ ‫روشمند‬ ‫ها‬ ‫ترجمه‬ ‫این‬ ‫و‬‫ن‬.‫د‬
:‫کلیدی‬ ‫واژگان‬،‫ها‬ ‫چالش‬ ،‫کریم‬ ‫قرآن‬ ،‫اسالمی‬ ‫متون‬ ،‫دینی‬ ‫متون‬ ،‫مقدس‬ ‫متون‬ ،‫ترجمه‬ ،‫شناسی‬ ‫آسیب‬‫راهکارها‬
1

8
Translations of religious texts, injuries, Challenges and Solutions
(With emphasis on Persian and Arabic)
Mohammad Hassan Taqiyeh
Assistant professor at the Arabic department "Payam noor" University of Tehran
Abstract
Religious Texts Charter of human life throughout the world that are impossible to describe, can help optimize,
and increasing happiness Learn redemption On the human. So the spiritual aspects of religious texts with the
full content of ethical, social and cultural life of the community from harm and injury can be serious,
especially in the cultural safety.
More hasty religious texts, the program, Narvshmnd, translated incorrectly. Sometimes the change is the result
of deliberate or natural, in the process of translating the Scriptures and religious occurs when the value of the
translation will be reduced. Researcher to see in this article how and why, interpreters and ways of overcoming
the challenges facing today's chaotic situation on the review of the research.
If you do not accept the standard translation of scientific and unpleasant consequences will follow. According
to studies and research carried out by the translators of the Scriptures and seems to be the most important
challenges for the religious in terms of the Holy Quran equivalents methods progresses less lack of scientific
and technical translation.
The findings and conclusions in this article refers to the fact that the translation of this text should be
"boundaries" be removed. And critics, translators, scholars and religious scholars and university areas interact
with each other in ways that reflect the concerns, fears and concerns arising from the translation of religious
texts from the scientific community Brbndd depart or arrive to the lowest level. And these translations
available scientific and methodical stuck between the reader and the audience.
Key words: Translation, scriptures, religious texts, the Islamic texts, the Quran, the challenge of translation

9
Topic Shifts in Cross Gender Academic Discussions
Sajad Afshari
Department of English, Faculty of Foreign Languages, University of Isfahan, E-mail
afshari.sajad@yahoo.com
Nemat Zamani
n_zamani2011@yahoo.com
Abbas Eslami Rasekh
abbasseslamirasekh@gmail.com
Abstract. The present study was designed to investigate the role of gender in types of topic shifts by the Iranian
EFL learners in academic contexts. To fulfill this purpose, Crow’s (1983) typology of topic shifts including
topic initiation, topic shading, topic renewal, and topic insertion was employed. Moreover, the study explored
the types of communication strategies (Tarone, 1980) used by males and females during the conversation.
Having collected, coded and analyzed the data, it was revealed that male participants used more topic initiations,
topic shadings and topic renewal in their conversations compared to female speakers who utilized more topic
insertion. The results imply that males tend to dominate conversations in cross gender discussions. There were
also some significant differences between males and females in terms of types of strategies used for topic shifts.
Keywords: topic Shift, gender, communication strategies, academic discussion.

10
The Effects of Explicit and Implicit Interactional Metadiscourse
Instruction on Iranian EFL Learners’ Oral Production
NematZamani
n_zamani2011@yahoo.com
SajadAfshari
afshari.sajad@yahoo.com
DaryoushNejadansari
Departmnt of English, Faculty of Foreign Languages, University of Isfahan, E-mail
d.n.ansarimahabadi@gmail.com
Abstract. The present study was designed to investigate the effects of explicit and implicit instruction of
interactional metadiscourse markers on Iranian EFL learners’ use of those features in their oral production. To
fulfill the purpose of the study, the researchers selected two intact Iranian EFL groups homogeneous in terms of
overall language proficiency determined by PET test. Both groups took a pretest to determine the presence or
absence of interactional metadiscourse markers in their oral production. The explicit group (N =24) and implicit
group (N =26) received explicit and implicit instruction on interactional metadiscourse markers, respectively,
for a month. Then, the participants were given a post test to determine the effects of the two types of instruction.
Finally, the results of independent t-test analyses revealed that both explicit and implicit instruction had
significant impact on the participants’ use of interactional metadiscourse markers in their oral production.
However, further analysis of the data in the post tests indicated that explicit group outperformed implicit group
in terms of use of interactional metadiscourse markers.
Keywords: Interactional metadiscourse markers, explicit instruction, implicit instruction, EFL learners, oral
production

11
Comparative Study of Compound Nouns in Persian and English
Esmaeil Heydari Asl
Department of English Language, Payam Noor University, Iran
Abstract
The present study aims to give a descriptive account of Persian and English compound nouns. Compounding is
a common and frequent process for enlarging the vocabulary of all languages. This article will attempt to
compare Persian and English compound nouns semantically, phonologically, and syntactically. Some issues
relating to the headedness and stress pattern in compounds will be discussed. It seems some differences exist
between English and Persian compound nouns. A contrastive study of compound nouns makes the main points
clear and helps the language learners to overcome their problem when they are reading, listening, speaking,
writing, and translating.
Key words: compound nouns, headedness, stress

12
‫ابتدای‬ ‫از‬ ‫دوزبانگی‬ ‫تاثیر‬‫تولید‬ ‫در‬ ‫تسلط‬ ‫کسب‬ ‫تاخیر‬ ‫بر‬ ‫تولد‬
‫زبان‬ ‫دو‬ ‫هر‬ ‫متناسب‬ ‫و‬ ‫درست‬
‫زاده‬ ‫حقانی‬ ‫حسن‬
hh.haghani@yahoo
: ‫چکیده‬
‫م‬ ‫زبانگی‬ ‫چند‬ ‫یا‬ ‫زبانگی‬ ‫دو‬ ‫برانگیز‬ ‫بحث‬ ‫مبحث‬ ‫شناسی‬ ‫روان‬ ‫علم‬ ‫متعدد‬ ‫های‬ ‫شاخه‬ ‫و‬ ‫شناسی‬ ‫زبان‬ ‫علم‬ ‫در‬ ‫برانگیز‬ ‫بحث‬ ‫و‬ ‫اساسی‬ ‫مسائل‬ ‫از‬ ‫یکی‬‫باشد‬ ‫ی‬
. ‫گیرند‬ ‫می‬ ‫کار‬ ‫به‬ ‫ارتباط‬ ‫درامر‬ ‫را‬ ‫زبان‬ ‫یک‬ ‫از‬ ‫بیش‬ ‫که‬ ‫رود‬ ‫کارمی‬ ‫به‬ ‫جوامعی‬ ‫یا‬ ‫و‬ ‫افراد‬ ‫ی‬ ‫درباره‬ ‫زبانگی‬ ‫چند‬ ‫یا‬ ‫زبانگی‬ ‫دو‬ ‫ی‬ ‫واژه‬ .‫زبان‬ ‫یا‬ ‫ّل‬‫و‬‫ا‬ ‫زبان‬
‫ک‬ ‫((دوزبانگی‬ ‫کلمه‬ ، ‫معتقدند‬ ‫شناسان‬ ‫زبان‬ ‫برخی‬ . ‫گیرد‬ ‫می‬ ‫فرا‬ ‫را‬ ‫آن‬ ‫ذاتی‬ ‫طور‬ ‫به‬ ‫و‬ ‫آموزشی‬ ‫هیچ‬ ‫بدون‬ ‫کودک‬ ‫که‬ ‫است‬ ‫زبانی‬ ‫ّلین‬‫و‬‫ا‬ ‫مادری‬‫ای‬ ‫لمه‬
‫از‬ ‫یکی‬ ‫باالخره‬ ‫دوزبانگی‬ ‫نوع‬ ‫هر‬ ‫در‬ ‫انسانی‬ ‫هر‬ ‫زیرا‬ ، ‫باشد‬ ‫نمی‬ ‫یافتن‬ ‫و‬ ‫لمس‬ ‫قابل‬ ‫واقعی‬ ‫عالم‬ ‫در‬ ‫و‬ ‫است‬ ‫انتزاعی‬‫خاص‬ ‫شرایطی‬ ‫در‬ ‫دیگری‬ ‫بر‬ ‫را‬ ‫زبانها‬
‫عوا‬ ، ‫زبانگی‬ ‫چند‬ ‫و‬ ‫دوزبانگی‬ ‫گستردة‬ ‫مفاهیم‬ ‫بیان‬ ‫بر‬ ‫عالوه‬ ‫که‬ ‫است‬ ‫شده‬ ‫برآن‬ ‫سعی‬ ‫مقاله‬ ‫این‬ ‫در‬ . ‫دهد‬ ‫می‬ ‫ترجیح‬ ‫خیال‬ ‫و‬ ‫رویاپردازی‬ ‫مثل‬‫وجود‬ ‫به‬ ‫مل‬
‫دوزبانگ‬ ‫شناسی‬ ‫روان‬ ‫های‬ ‫جنبه‬ ‫چنین‬ ‫هم‬ . ‫شود‬ ‫بررسی‬ ‫نیز‬ ‫زبانگی‬ ‫دو‬ ‫آمدن‬ ‫وجود‬ ‫به‬ ‫شرایط‬ ‫و‬ ‫آمدن‬‫کار‬ ‫گرامی‬ ‫معلمان‬ ‫تا‬ ‫کنیم‬ ‫می‬ ‫بررسی‬ ‫را‬ ‫ی‬
. ‫باشند‬ ‫داشته‬ ‫دارند‬ ‫زبانه‬ ‫دو‬ ‫آموزان‬ ‫دانش‬ ‫که‬ ‫کالسهایی‬ ‫در‬ ‫پدیده‬ ‫این‬ ‫با‬ ‫برخورد‬ ‫در‬ ‫را‬ ‫آسانتری‬
: ‫کلیدی‬ ‫های‬ ‫واژه‬‫زبانگی‬ ‫دو‬–‫زبانگی‬ ‫چند‬–‫ّل‬‫و‬‫ا‬ ‫زبان‬–‫انتزاعی‬–‫شناسی‬ ‫روان‬–‫شناسی‬ ‫زبان‬
Abstract
One of the most important and controversial issues in linguistics and different branches of psychology is the
controversial topic of bilingualism and multilingualism. The term bilingualism or multilingualism is used for
those societies which utilize more than one language for communication. First language or mother tongue is the
first language that a child will acquire instinctively without any educational program some linguists believe that
bilingualism is an abstract item and is not touchable and perceptible in the real worlds since everyone in every
kind of bilingualism will prefer
One language to another in circumstances like dreaming or imagination. In this article besides examining the
vast meanings of bilingualism and multilingualism, but a great attention is being paid to examine the factors and
situations that causes bilingualism to happen .
We also examine the psychological aspects of bilingualism to help the dear teachers to feel at ease confronting
classes contain bilingual students.
Key words: Bilingualism – Multilingualism list – First language – Abstract – Psychological – Linguistics

13
Rebellious Mysticism of Emily Dickinson
Ali Arian
PH.D Fulltime Faculty Member of Azarbaijan Shahid Madani University, Tabriz-Iran
ali_arian2005@yahoo.com
Abstract
Though Emily Dickinson was born in a puritan era, she did not follow the strict rules of Puritanism in the way
she speaks of religious thoughts. This contrast which made her to have a secluded life and withdrawal from the
active world outside her home has baffled her followers and readers and has brought forth a variety of theories
that try to elaborate how a bright child from a socially active family eventually decided that seclusion was
preferable to a public life. This study elucidates how and why Emily Dickinson's beliefs differ from Puritanism
which was the dominant belief of her time, and how it is manifested in her poetry. By analyzing of her poems it
is possible to indicate the way Emily has used to connect human beings with the world around and forms her
unique spirituality and also her difference from others in her period of life. The study ,furthermore, would like
to show her attitude toward God, influence of Transcendentalism, her habit of solitude, inclination for
deprivation, and belief in the self; and comes to the conclusion that Dickinson never rejected puritanism or any
other religion, but couldn‘t accept the current ideas and beliefs of the time.
Key terms: Mysticism, Transcendentalism, Puritanism, Dickenson, Rebellion, God

14
Exploring the Relationship between Risk Taking Level and Willingness
to Communicate among Iranian University EFL students
Khadijeh Jafari
Department of English Language Teaching, Golestan Science and Research Branch, Islamic Azad
University, Gorgan, Iran.
E-mail:Khadijehjafari2002@yahoo.com
Sona Pourghaz
E-mail:Sona.pourghaz@yahoo.com
Hamideh Qari
E-mail: maria.gh66@yahoo.com
Abstract
Willingness to communicate and risk taking as personality traits are important characteristic of successful
second / foreign language learning. Some learners are more willing to communicate in a foreign language while
others are reluctant to do so, this may be related to learners’ risk taking behaviors. The present study was
conducted to examine if there is any relationship between willingness to communicate and risk taking level
among EFL learners. The participants were 161 female and male college students majoring in English Language
Teaching and English Language Translation at several universities in Golestan province, Iran. Data for the
research were gathered using a two-part questionnaire. A sixteen-item Venturesomeness questionnaire was used
to assess the participants’ risk taking level. Students’ willingness to communicate was measured through a thirty
six-item willingness to communicate scale. Correlation Matrix analysis revealed a significant positive
relationship between risk taking level and willingness to communicate.
Keywords: risk taking, willingness to communicate, EFL learner

15
Exploring the Effectiveness of ETR Method on the Grammar Learning
of Iranian EFL Learners
Milad Masoomzadeh
English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran, Email:
milad.masoomzadeh@gmail.com
Hadi Salehi
English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran, Email:
hadisalehi1358@yahoo.com
Afroozeh Heidari
Islamic Azad University, Isfahan (Khorasgan Branch), Isfahan, Iran, Email: afroozheidari@gmail.com
Abstract
Teaching grammar in its best possible way has always been the ultimate aim of many teachers and researchers.
The current study is a two-fold research: (i) to investigate teaching grammar through the combination of
Examples, Tasks and Rules (i.e. ETR method), and (ii) to examine whether this method makes the students use
the grammar appropriately or not. To achieve the aim of the study, 30 intermediate students learning English in
Danesh Pajouhan Language Center in Isfahan, Iran were randomly selected to take part in the study. The
participants were then divided into control and experimental groups. Prior to conducting the study, a pretest was
given to both groups. Then, the experimental group received an 8-week treatment during which grammatical
points were taught using ETR method; however, the same grammatical points were taught to participants in
control group through inductive method of teaching grammar. After the treatment, all the participants received a
posttest. A t-test was run to examine if the differences between the means of both groups were statistically
significant. The results of the t-test showed that the mean of both control and experimental groups were
statistically significant and the experimental group outperformed the control group with respect to using ETR
method on the posttest. Teachers are highly recommended using this method in their educational settings so that
they will push students forward to learn on their own with more enthusiasm.
Keywords: EFL learners, Grammar, Examples, Tasks and Rules (ETR method)

16
The Challenges of Teaching Paradise Lost to Muslim Iranian Students
Zahra Jannessari Ladani
University of Isfahan, Faculty of Foreign Languages, Isfahan, 8174673441
Hosna Kasmaee
University of Isfahan, Faculty of Foering Languages, Isfahan, 8174673441
Abstract
Reading a literary text in a non-native language has always been a serious challenge for the students of
literature. The main challenge is posed when the students read a religious literary text about which they have
some background knowledge. The writer’s attitude towards religion can be either in line or in opposition to that
of the students’. In the latter case, students may try to reconcile their background knowledge with the writer's
worldview. John Milton's epic poem, Paradise Lost, deals with the story of man's fall, originally narrated in the
Bible. When Muslim Iranian students of English literature read Milton's narrative of man's fall, they confront
with a story which is different from what they have read in the Quran. This paper aims to compare and contrast
Milton’s narration of man's fall and that rendered in the Holy Quran to discuss the challenges of instructing this
poem to Muslim Iranian students.
Keywords: Fall Narrative; John Milton; Paradise Lost; Quran; Bible; Muslim Iranian Students; Christianity.

17
‫گروه‬ ‫بازنگری‬ ‫نقش‬‫قابلیت‬ ‫توسعه‬ ‫و‬ ‫عربی‬ ‫زبان‬ ‫آموزش‬ ‫نوع‬ ‫در‬ ‫عربی‬ ‫ادبیات‬ ‫و‬ ‫زبان‬ ‫های‬‫های‬
‫کارآفرینی‬
‫جوانرودی‬ ‫مصطفی‬
‫نور‬ ‫پیام‬ ‫دانشگاه‬ ‫عربی‬ ‫ادبیات‬ ‫و‬ ‫زبان‬ ‫گروه‬ ‫علمی‬ ‫هیئت‬ ‫عضو‬ ‫و‬ ‫استادیار‬mjavanrudy@yahoo.com
‫شریفی‬ ‫نسیم‬
‫نور‬ ‫پیام‬ ‫دانشگاه‬ ‫عربی‬ ‫ادبیات‬ ‫و‬ ‫زبان‬ ‫ارشد‬ ‫کارشناسی‬ ‫دانشجوی‬Nasimsharifi74@yahoo.com
‫چکیده‬
‫عمده‬‫زبان‬ ‫آموزش‬ ‫در‬ ‫مشکل‬ ‫ترین‬‫عربی‬‫زبان‬ ‫این‬ ‫به‬ ‫نگاه‬ ‫یا‬ ‫رویکرد‬ ،‫آن‬ ‫آینده‬ ‫برای‬ ‫برنامه‬ ‫نبود‬ ‫و‬‫آن‬ ‫به‬ ‫نگاه‬ ‫و‬ ‫عربی‬ ‫زبان‬ ‫از‬ ‫تعریف‬ ‫که‬ ‫زمانی‬ ‫تا‬ ‫و‬ ،‫است‬
‫تغییر‬،‫نکند‬‫روش‬ ‫و‬ ‫عناوین‬ ‫در‬ ‫دگرگونی‬ ‫هرگونه‬.‫بود‬ ‫نخواهد‬ ‫اثربخش‬ ،‫فنون‬ ‫و‬ ‫ها‬‫ایـنکـه‬ ‫بر‬ ‫عالوه‬ ،‫عربی‬ ‫زبان‬‫قر‬ ‫زبان‬‫آ‬‫اسالمی‬ ‫معارف‬ ‫و‬ ‫علوم‬ ‫و‬ ‫ن‬‫است‬‫و‬
‫زبان‬ ‫با‬‫است‬ ‫آمیخته‬ ً‫ال‬‫کام‬ ‫فارسی‬،‫ضروری‬‫رشته‬ ‫بیشتر‬ ‫فرهنگی‬ ‫و‬ ‫علمی‬ ‫دادوستد‬ ‫ابزار‬ ‫ترین‬‫انسانی‬ ‫علوم‬ ‫های‬-،‫فلسفه‬ ،‫فقه‬ ،‫قرآنی‬ ‫علوم‬‫اقتصا‬،‫د‬‫تاریخ‬،
‫الهیات‬...‫و‬‫می‬‫باشد‬،‫دیگر‬ ‫سوی‬ ‫از‬ .‫چالش‬ ‫از‬ ‫یکی‬‫روی‬ ‫پیش‬ ‫های‬‫دانش‬ ،‫مختلف‬ ‫جوامع‬‫توانایی‬ ‫فاقد‬ ‫آموختگان‬‫مهارت‬ ‫و‬ ‫فردی‬ ‫های‬‫برای‬ ‫الزم‬ ‫های‬
‫راه‬‫مناسب‬ ‫کار‬ ‫و‬ ‫کسب‬ ‫اندازی‬‫می‬‫باشد‬‫آماده‬ ،‫امر‬ ‫این‬ .‫وسیله‬ ‫به‬ ‫را‬ ‫دانشگاهی‬ ‫التحصیالن‬ ‫فارغ‬ ‫سازی‬‫ی‬‫د‬ ‫کارآفرینی‬ ‫فرهنگ‬ ‫توسعه‬‫می‬ ‫مسلم‬ ‫آنان‬ ‫ر‬‫سازد‬.
‫آماده‬‫روح‬ ‫است‬ ‫الزم‬ ‫و‬ ‫شود‬ ‫انجام‬ ‫تحصیل‬ ‫حین‬ ‫در‬ ‫بایستی‬ ‫کارآفرینی‬ ‫مورد‬ ‫در‬ ‫سازی‬‫دانشگاه‬ ‫در‬ ‫کارآفرینی‬.‫شود‬ ‫داده‬ ‫پرورش‬ ‫ها‬‫از‬‫این‬‫رو‬‫گروه‬‫زبان‬ ‫های‬
‫دانشگاه‬ ‫عربی‬ ‫ادبیات‬ ‫و‬‫می‬ ‫ها‬:‫قبیل‬ ‫از‬ ‫اقداماتی‬ ‫با‬ ‫توانند‬‫سرفصل‬ ‫اصـالح‬‫های‬‫درسی‬ ‫کتب‬‫جامعه‬ ‫نیاز‬ ‫با‬ ‫متناسب‬ ‫جدید‬ ‫دروس‬ ‫ایحاد‬ ‫و‬،‫از‬ ‫استفاده‬
‫روش‬‫به‬ ‫تدریس‬ ‫نوین‬ ‫های‬‫روش‬ ‫جای‬‫سـنتی‬ ‫هـای‬‫خالقیت‬ ‫نمودن‬ ‫روز‬ ‫به‬ ‫امکان‬ ‫که‬‫و‬ ‫ها‬‫ایده‬‫پردازی‬‫نماید‬ ‫ایجاد‬ ‫دانشجویان‬ ‫در‬ ‫را‬ ‫ها‬‫اساتید‬ ‫از‬ ‫استفاده‬ ،
،‫مجرب‬‫ایجاد‬‫گرایش‬‫میان‬ ‫و‬ ‫جدید‬ ‫های‬‫رشته‬‫ای‬‫ویژگی‬ ‫به‬ ‫توجه‬ ،‫کارآفر‬ ‫های‬‫ترویج‬ ‫جهت‬ ‫در‬ ‫دانشجویان‬ ‫ینانه‬‫قابلیت‬‫کارآفرینی‬ ‫های‬‫دانشجویان‬ ‫در‬‫رشته‬
،‫بردارند‬ ‫گام‬‫انسانی‬ ‫نیروی‬ ‫در‬ ‫را‬ ‫خالقیت‬ ‫و‬ ‫ابتکار‬ ،‫کارآفرینی‬ ‫ظرفیتهای‬ ،‫اجتماعی‬ ‫نیازهای‬ ‫بینی‬ ‫پیش‬ ‫و‬ ‫کار‬ ‫دنیای‬ ‫با‬ ‫همسویی‬ ‫ضمن‬ ‫تا‬‫و‬ ‫دهند‬ ‫توسعه‬
‫دانش‬ ‫اشتغال‬ ‫امکان‬ ‫و‬ ‫توان‬‫آموختگان‬‫رشته‬‫سازند‬ ‫فراهم‬ ‫را‬.
‫کلیدواژه‬‫ها‬:.‫کارآفرینی‬ ‫ترویج‬ ،‫عالی‬ ‫آموزش‬ ،‫عربی‬ ‫زبان‬ ،‫کارآفرینی‬

18
The Role of Arabic language and literature Review Groups in the
Arabic language Training and the Development of Entrepreneurial
Capabilities
Abstract
Promoting The Entrepreneurship in Higher Education System is a New Approach. The students' lack the
individual abilities and skills to start the proper business, is the One of the challenges faced by different
communities. This makes clear the preparation of university graduates by developing their entrepreneurial
culture. preparation about entrepreneurship Should be combined with education, and It is necessary to foster
entrepreneurial spirit in universities. Approach or look in this language and Lack of planning for its future is
The main difficulty in teach the Arabic language. Any change in the topics and methods and techniques, will not
be effective As long as the definition of the Arabic language And it does not change the look. Arabic, in
addition to the Quranic language and Islamic sciences and is fully integrated with the Persian language, is the
The most necessary tools of scientific and cultural Exchange of Most Humanities sciences- Quranic sciences
such as: jurisprudence, philosophy, economics, history, theology, and etc. Thus, the Arabic language and
literature departments in universities can measures such as: Lessons outline reform and create new lessons
tailored to the the needs of society, Using new methods of teaching Instead of traditional methods Which makes
it possible to update the student's creativity and ideas, Using experienced teachers, Create new trends and
interdisciplinary, considering the entrepreneurial characteristics of students, walk In order to promote
entrepreneurship capabilities of the students, In addition to convergence with the world of work and Predicting
social needs, Capacity for entrepreneurship, Initiative and creativity to develop human resources and Provide
students employment.
Key Words: Entrepreneurship, The Arabic language, Higher Education, Promoting Entrepreneurship.

19
Gestalt Theory: A Key to Chaos and Complexity in Classroom
Interaction
Farid Ghaemi
Department of English Language, Faculty of Literature and Foreign Languages, Karaj Branch Islamic
Azad University, Karaj, Iran E-mail: ghaemi@kiau.ac.ir
Esmaeil Hassannejad
Department of English Language , Faculty of Humanities , Dezful Branch Islamic Azad University,
Dezful, Iran E-mail: myhonor504@yahoo.com
Abstract. According to Tsui (1995) , interaction classroom processes are extremely complex; that is , they are
dynamic, unpredictable and sensitive to initial conditions (Larsen-freeman,1997). The randomness generated by
such a complex system has come to be called chaos which is , according to Gleick (1987) , a science of process
rather than state. In fact, chaos theory suggests that complex systems are comprised of many interacting parts ,
and it focuses on holding the whole and finding a unit of analysis. This holistic view seems to be rooted in
gestalt theory as a key to chaos and complexity in a variety of classroom interactions and the ways through
which transposition, applying one problem-solving situation to the solution of another problem, and productive
thinking take place in classrooms.
Keywords: Classroom Interaction, Chaos and Complexity Theory, Gestalt Theory

20
Universality of Fear Conceptual Metaphors in Persian and English
Shahrzad Pirzad Mashak ( M.A. in TEFL)
Abstract
Metaphors are both of mind and language as was proposed by contemporary metaphor scholar (Lakoff,
1993). Fear as a basic metaphor was investigated in the present study to mainly uncover the similarities and
differences in fear conceptualization and the dominant pattern in both English and Persian.
For the purpose of the study, total 151 fear expressions were collected from different sources in the two
languages. English data was extracted from the work of Kovecses (1990, 2005), British National Corpus, and
NTC dictionary of idioms. Persian expressions, in turn, were extracted from Amsal & Hekam Dehkhoda (1960
), and Estelahat-e-Amiyane Anvary(2004 ).
Lakoff & Johnson᾽s Conceptual Metaphor Theory was adopted as a main instrument to uncover the conceptual
system of the two languages under study. In addition, to identify the dominant pattern in Persian and English
Kovecses᾽ s linguistic expressions of metaphor model (2003 ) was adopted to identify the dominant pattern in
this study. The results revealed that, although some salient differences were observed in the case of fear
conceptualization at general level, the dominant pattern in this study was totally the same (TS=61%), that is,
those with the same conceptual metaphor and the same literal meaning.
It was concluded that English and Persian share most fear conceptual metaphors and consequently confirms the
universality of emotion conceptualization offered by professor Kovecses. So, the productivity of the two
languages, English and Persian, is the same based on their similar mentality relating to the concept of fear
although they differ in some cases relating to existence/nonexistence of the metaphor in the mentioned
languages.
Key words: Conceptual metaphor, Fear, Metaphorical expression, Literal meaning, Persian, English

21
The Victimization of Marginalized Voices in Caryl Churchill’s Light
Shining in Buckinghamshire and Vinegar Tom: Lyotardian Reading
Rezvaneh Emami Pour
Department of Human Science, Faculty of English Literature, University of Guilan,
rezvaneh.emami@gmail.com
Abstract: As the French theorist Jean-François Lyotard argues, differend is the lack of a single rule
applicable to each of two or more parties to a dispute. Caryl Churchill, as a leading figure in shaping
the contemporary theatrical world, uses main concepts of postmodernism in a political and social
context to illustrate her strong objection to absolutism and marginalizing the minority groups. In the
present study, it is attempt to analyze her Light Shining in Buckinghamshire and Vinegar Tom by the
help of Lyotard„s concept of metanarrative and differend. By reading these plays, it was observed that
minority community are the victims of the grand narrative of society; therefore, they are rejected and
doomed to be silent as incongruent voice of a harmonious culture. She suggests that the only way to
get away from the mono-centric system is to resist against it and to respect each and every little
narrative.
Keywords: Differend, Little Narrative, Metanarrative, victims.

22
Textbook Evaluation of Iranian’s Second Grade Junior High School
English Book Regarding Social Semiotics
Mir Saeid Baghermousavi
Department of English, Faculty of Persian Literarure and Foren languages , Izlamic Azad University,
Tabriz, Iran, E-mail: mousavi.mirsaeid@hotmail.com
Mahboube Goruhi
Department of English , Faculty of Foerign Languages, Isfahan University,Isfahan, Iran, E-mail:
mahboubehgorouhi@yahoo.com
Abstract. Books are one the main tools of learning in educational setting. Nowadays with the expansion of
technology, new high quality images are widespread in the textbooks. In every educational setting at times new
books appeared. From 2013 in Iran English textbooks have been revised, new books named Prospect series
came into views. This book contains modern images. Researchers in this study tried to analyze Prospect 2
(second junior high school English textbook) in terms of social semiotics. One hundred and eight images were
selected from this book, the findings showed that males are in dominant, communicational goal is not covered in
images and distance between readers and participants is seen. This study has implications for course book
designers, teachers and applied linguistic students.
Keywords: Social semiotics, textbook evaluation

23
The Effect of Reading Purpose and Gender on Incidental Grammar
Learning
Ismaeel Jahanbakhsh
Faculty Member ,Sama Technical and Vocational College, Shahrekord, Iran
E-mail: tefl.jahanbakhsh@gmail.com
Abstract. The purpose of this study was to examine the effects of gender and reading purpose on incidental
grammar learning. Participants were randomly assigned to four treatment groups. Students in two groups read
some reading passages for fun while students in the other two groups read the same passages for
comprehension. The passages were the same for both “reading for fun” and “reading for comprehension” groups
followed by different kinds of questions. The participants’ task was to read the mentioned passages in the last 20
minutes of some of the sessions of a term in an English Language Institute (Jahad Daneshgahi) and discuss the
questions. The results showed that when students read the passages for comprehension they did more incidental
grammar learning. A second result was the fact that females did much more incidental grammar learning than
males did.
Key words: Incidental learning, Intentional learning, Reading purpose

24
Investigating the Relationship between the Critical Thinking Skills and
the Fluency of Iranian Intermediate TEFL Students’ Writing
Negin Amirikar
Department of Humanities, Faculty of English, Islamic Azad University, West Azerbaijan, Iran E-
mail: Amirikar1989@gmail.com
Farahnaz Rimani Nikou
Department of Humanities, Faculty of English, Islamic Azad University, West Azerbaijan, Iran E-
mail: ni.kou@hotmail.com
Abstract. The current study aimed to investigate the relationship between critical thinking skills and writing
fluency of Iranian TEFL students. In this study, Critical Thinking refers to analysis, evaluation and inference.
To fulfill the objective of the study, California Critical Thinking Test (form B) and Nelson test (400B) were
distributed among 150 male and female TEFL students at Azad University in Urmia, Iran. One-hundred forty
students who were homogeneous in their language proficiency were selected. Then, the participants were asked
to write on a given topic and the writing fluency was measured by words per T-units. The Pearson-Product was
used to show the relationship between variables, moreover, multiple regressions was applied to predict the
degree of their relationship. The result of data analysis indicated that the correlation between critical thinking
skills and writing fluency was significant. Furthermore, it was found that evaluation skill has the highest degree
of relationship with writing fluency.
Key words: analysis, evaluation, inference, fluency

25
The Effect of translation on Reading Comprehension of EFL Learners
at Different Levels of Language Proficiency
Abbas Ali Azadi
Shahid Bahonar Technical & vocational Faculty , Zahedan,Technical & vocational University
Iran abbasali.azadi@gmail.com
Abstract
This research attempts to investigate, the effect of translation on reading comprehension at different levels of
language proficiency.
To that end, 120 learners who were studying English at institutes in Zahedan were chosen from among 200 by
taking Michigan Test of Language Proficiency (1981). The learners who gained scores were converted to Z-
scores; hence, 60 participants who got the lowest scores considered as beginners and 60 ones who got the top
scores regarded as advanced learners. Each group divided into two subgroups of 30, a control group and an
experimental group. Two control groups were taught by Direct Method and the two experimental groups were
taught by Grammar Translation Method. They were taught 18 sessions, three times a week. At the end of the
period a final achievement test was taken. It consisted of some unseen reading passages. The results of Two-
Way ANOVA showed that the two independent variables (i.e. Method of Teaching and Level of Proficiency)
didn't affect on the learners’ reading comprehension. The findings of the study will be useful in teaching
language, translation and methodology and lesson planning.
Keywords: Grammar Translation Method, Direct Method, reading comprehension, translation

26
‫انتقادی‬ ‫تربیت‬ ‫و‬ ‫تعلیم‬
‫پرنیان‬ ‫سکینه‬
‫پرورش‬ ‫و‬ ‫آموزش‬ ‫دبیر‬aramparniyan@gmail.com
‫چکیده‬
‫نظریه‬ ‫اساس‬ ‫بر‬‫می‬ ‫تلقی‬ ‫انسانی‬ ‫و‬ ‫اجتماعی‬ ‫تحول‬ ‫از‬ ‫نشدنی‬ ‫جدا‬ ‫امری‬ ‫عنوان‬ ‫به‬ ‫تربیت‬ ‫و‬ ‫تعلیم‬ ،‫انتقادی‬ ‫ی‬‫نظریه‬ ‫این‬ .‫شود‬،‫مدرسه‬ ،‫برنامه‬‫و‬ ‫درسی‬ ‫ی‬
‫فعالیت‬ ‫و‬ ‫عوامل‬ ‫همچون‬ ‫را‬ ‫تعلم‬ ‫و‬ ‫تعلیم‬‫می‬ ‫هایی‬‫رفته‬ ‫فراتر‬ ‫محض‬ ‫آکادمیک‬ ‫امور‬ ‫از‬ ‫که‬ ‫بیند‬‫تربیتی‬ ‫و‬ ‫اجتماعی‬ ،‫اقتصادی‬ ،‫سیاسی‬ ‫استلزامات‬ ‫دارای‬ ‫و‬
‫نظریه‬ ‫دیدگاه‬ ‫اساس‬ ‫بر‬ ‫که‬ ‫است‬ ‫جدیدی‬ ‫نسبتا‬ ‫نظریه‬ ‫انتقادی‬ ‫وتربیت‬ ‫است.تعلیم‬‫عض‬ ‫شناسان‬ ‫جامعه‬ ‫و‬ ‫فالسفه‬ ،‫پردازان‬‫ویژه‬ ‫به‬ ،‫فرانکفورت‬ ‫مکتب‬ ‫و‬
‫آموزه‬ ‫و‬ ‫اصول‬ ‫در‬ ‫نظر‬ ‫تجدید‬ ‫با‬ ‫فکری‬ ‫مکتب‬ ‫این‬ .‫یافت‬ ‫توسعه‬ ‫مارکوزه‬ ‫هربرت‬‫بیشترین‬ ،‫داشت‬ ‫تاکید‬ ‫طبقه‬ ‫و‬ ‫اقتصاد‬ ‫بر‬ ‫بیشتر‬ ‫که‬ ‫سنتی‬ ‫مارکسیسم‬ ‫های‬
‫تاکی‬ ‫آگاهی‬ ‫و‬ ‫خرد‬ ‫نقش‬ ‫بر‬ ‫و‬ ‫کرد‬ ‫متمرکز‬ ‫فرهنگی‬ ‫سلطه‬ ‫نقد‬ ‫و‬ ‫بررسی‬ ‫بر‬ ‫اقتصادی‬ ‫سلطه‬ ‫تحلیل‬ ‫از‬ ‫را‬ ‫خود‬ ‫تالش‬‫دارد‬ ‫زیادی‬ ‫د‬.‫سعی‬ ‫نوشته‬ ‫این‬ ‫در‬
‫دیدگاه‬ ،‫انتقادی‬ ‫وتربیت‬ ‫تعلیم‬ ‫و‬ ‫انتقادی‬ ‫نظریه‬ ‫تاریخی‬ ‫توسعه‬ ‫روند‬ ‫بر‬ ‫گذارا‬ ‫نگاهی‬ ‫با‬ ‫است‬ ‫شده‬‫و‬ ‫ژیرو‬ ‫و‬ ‫فریره‬ ،‫رویکرد‬ ‫این‬ ‫مهم‬ ‫متفکر‬ ‫دو‬ ‫های‬
‫داللت‬.‫شود‬ ‫بررسی‬ ‫آن‬ ‫تربیتی‬ ‫های‬‫مطالعه‬‫نظریه‬ ‫تحلیل‬ ‫جهت‬ ‫در‬ ‫کوششی‬ ‫حاضر‬ ‫ی‬‫ت‬ ‫و‬ ‫تعلیم‬ ‫انتقادی‬ ‫ی‬‫داللت‬ ‫و‬ ‫ربیت‬‫برنامه‬ ‫برای‬ ‫آن‬ ‫های‬‫درسی‬ ‫ی‬
‫کیفی‬ ‫روش‬ ‫از‬ ،‫پژوهش‬ ‫این‬ ‫در‬ .‫است‬«‫نظرورزانه‬ ‫جستار‬»‫ابزار‬ ‫و‬ ‫پژوهش‬ ‫روش‬ ‫عنوان‬ ‫به‬«‫مستندات‬ ‫بررسی‬»‫جمع‬ ‫ابزار‬ ‫عنوان‬ ‫به‬‫استفاده‬ ‫اطالعات‬ ‫آوری‬
.‫است‬ ‫شده‬
‫کلمات‬‫کلیدی‬،‫تعلیم‬ ،‫تربیت‬ ،‫انتقادی‬ :‫نظریه‬.

27
critical of education
sakineh parniyan
Abstract:
According to as well critical theory of education as something inseparable from human and social development.
This theory, school, curriculum, teaching and learning activities, including factors and sees that the work has
implications beyond pure academic, political, economic, social and educational.Education and training critical
relatively new theory is based on the views of theorists, philosophers and sociologists of the Frankfurt School,
especially Herbert Marcuse developed. This school of thought has revised in principles and doctrines of
traditional Marxism that focused more on economy class, most of its efforts of economic domination analysis
focused on the review of cultural domination and emphasis on the role of consciousness.In this article we have
tried a quick look at the historical development of critical theory and critical pedagogy, views of two important
thinker of this approach, Freire and Giroux and educational implications of the study. This study attempts to
analyze the critical theory of education and its implications for the curriculum. In this study, qualitative methods
"speculative research" as the method and means "document review" has been used as a means of gathering
information.
Keywords: Critical, Training, Education, Theory.

28
Gender linguistics
‫اسداللهی‬ ‫احمدعلی‬ ‫اصلی‬ ‫نویسنده‬‫شناسی‬ ‫زبان‬ ‫دکتری‬ ‫دانشجوی‬
-‫مجوزی‬ ‫احمد‬ ‫دکتر‬ ‫آقای‬ ‫جناب‬
‫زاده‬ ‫اکبری‬ ‫مسعود‬ ‫دکتر‬ ‫آقای‬ ‫جناب‬
‫نیا‬ ‫محمدی‬ ‫مهدی‬ ‫دکتر‬ ‫آقای‬ ‫جناب‬
‫اکاتی‬ ‫فریده‬ ‫دکتر‬ ‫خانم‬ ‫سرکار‬
‫آقای‬ ‫جناب‬‫دکتر‬‫رضا‬ ‫پرویز‬‫میر‬‫لطفی‬
Abstract
Gender linguistics is one of the branches of the field of sociology of language and an interesting subject in the
multidisciplinary field of sociolinguistics, that deals with the study of the influence of the variable gender on
the creation of linguistic variation. In the social topics of language, like many social science researches, a
greater emphasis is placed on gender than on sex, because the former is a socio-cultural subject, and the latter
has a biological aspect. The speakers of a language are not identical in terms of non-linguistic characteristics
(gender, education, religion, and occupation…). Therefore, their linguistic behaviors are not quite identical;
that is, many non-linguistic factors play a role in the variation of language in a society,which are classified
under the title of "free variation", in traditional linguistics. And new researches have shown that there is a
correlation between linguistic and non-linguistic variables.And the objective of this paper is to investigate the
various aspects of language and gender. Then, considering this theoretical basis, we will follow the status of
this emerging field of study. Being aware of the reality of the current situation and the way the variable gender
affect the language, will enable social and language planners to apply directed and useful changes and effects.
Keywords: the variable gender, free variation, linguistic and non-linguistic factors
.

29
The Effect of Songs and Lyrics on EFL Learners’ Vocabulary Learning
and Recalling
Fatemeh Etaat
Department of Applied Linguistics, Payame Noor University of Qom,Iran
E-mail: Fatemeh.Etaat@gmail.com
Abstract. The purpose of the present study was to explore the effect of songs and lyrics on EFL learners’
vocabulary recall and retention. To fulfill this objective, the Quick placement Test (2003) was administered to
75 intermediate EFL students attending English class in Safir English Language Academy in form of multiple-
choice items on vocabulary and structure and ultimately 60 intermediate language learners were selected and
randomly divided into two homogenous groups as musical and non-musical mode groups. The participants were
examined based on a multiple-choice post test which probed into the learners' vocabulary learning through
songs of pop music genre as well as vocabulary recall and retention. The results of a series of t-tests showed that
the musical- mode group performed better on both vocabulary recall and retention. The findings suggested that
songs and lyrics are not merely entertaining tools and they can be utilized as pedagogic materials particularly
when it comes to teaching vocabulary.
Keywords: songs, EFL learners, vocabulary,recall

30
Exploring EFL Readers’ Hypertext Reading Strategies
Zahra Amirian
Department of English Language and Literature, Faculty of Foreign Languages, University of
Isfahan, Isfahan, Iran, E-mail: amirian_z@yahoo.com
Abstract. Hypertext is a non-sequential, non-linear, electronic, textual, and hypermedia environment
(Altun, 2003). Readers go through the text, looking for the information they require without any pre-
determined sequence. It creates an interactive context in which reading is contingent upon computers
and possible by multiple sources of information linked together (Miall, 2001). Since the Internet has
resulted in the emergence of various cybergenres and the number of cybergenres presented in
hypertext environments is growing, this study attempted to investigate the strategies that EFL readers
may employ in order to read hypertext passages. In other words, it tried to identify those strategies
that help readers obtain the required information as effectively as possible. The results of this study
revealed that hypertext readers mostly resorted to metacognitive strategies when they planed their
next move or monitored the effectiveness (or otherwise) of this move in comprehending the message
of the text.
Key words: reading strategies, hypertext, hypertext reading, cognitive strategies, metacognitive
strategies

31
Ideology and Translation: Adequacy or Acceptability?
A Case of Legal Treaty Translations in Iranian Society
Mojtaba Amini
Ph. D. Candidate, University of Isfahan M.amini257@yahoo.com
Azizollah Dabaghi
Assistant Professor, University of Isfahan Azizollahd@hotmail.com
Abstract
Translation is a complex activity which can be affected by different factors. As Toury (1995) argues, translation
is nearly always conducted within a certain cultural environment, and consequently, translators operate first
and foremost in the interest of the culture into which they are translating, and the norms of target culture are
preserved during translation. In this study the researcher is going to examine the degree to which shifts are
applied, and the norms of target culture, are preserved in translation of legal treaties. At the end, according to
the findings regarding structural, ideological, cultural, and stylistic shifts, the adequacy and acceptability, and
the reasons behind them are discussed. In conclusion part, it is stated that, because of importance, precision,
and sensitivity of the legal treaties, ideological, and cultural shifts are almost prohibited, the thing which
remain is structural, and stylistic shifts. As Munday (2001) cites Toury, translated text, is never totally adequate
or totally acceptable, the poles of adequacy and acceptability are on a continuum, and translators move
between these two extremes.
Key Words: Ideology, Legal Treaty, Shifts (structural, ideological, cultural, and stylistic), Acceptability,
Adequacy, Norm

32
Application of Translation Technologies in Translation Teaching and
Testing
Mojtaba Amini
Ph. D. Candidate, University of Isfahan M.amini257@Yahoo.com
Abstract
This study reviews, and examines different translation technologies such as translation memories, machine
translations, online dictionaries, collaborative translation management systems, terminological databases, as
well as corpora which may be applicable in translation teaching and testing. After a short introduction of each
technology, the scope of its application in teaching or testing is discussed. Finally the efficiency and necessity of
such applications in translation teaching and testing classes at universities is discussed by counting their merits,
and usefulness.
Keywords
Translation Technology, Computer Assisted Translation (CAT), Machine Translation (MT), Corpus-based
Translation Studies, Translation Teaching, Translation Testing

33
‫نحویان‬‫وبصره‬ ‫کوفه‬
‫سپار‬ ‫پی‬ ‫الهه‬
‫ازادابادان‬ ‫دانشگاه‬ ‫عرب‬ ‫وادبیات‬ ‫زبان‬ ‫دکتری‬ ‫دانشجوی‬Elaheh_peisepar@yahoo.com
‫چکیده‬
‫ذا‬ ‫حسن‬ ‫آن‬ ‫ودانستن‬ ‫است‬ ‫علم‬ ‫که‬ ‫آن‬ ‫بر‬ ‫عالوه‬ ‫نحو‬ ‫علوم‬ ‫است‬ ‫نحو‬ ‫علم‬ ‫است‬ ‫الزم‬ ‫دینی‬ ‫علوم‬ ‫طالبان‬ ‫برای‬ ‫خصوصا‬ ‫آن‬ ‫یادگیری‬ ‫که‬ ‫علومی‬ ‫از‬ ‫یکی‬‫تی‬
‫برای‬ ‫ای‬ ‫وسیله‬ ‫دارد‬‫وعلمایی‬ ‫است‬ ‫نداشته‬ ‫توجه‬ ‫خود‬ ‫نحو‬ ‫به‬ ‫چنین‬ ‫این‬ ‫عربی‬ ‫زبان‬ ‫مثل‬ ‫زبانی‬ ‫هیچ‬ ‫که‬ ‫گفت‬ ‫بتوان‬ ‫است.شاید‬ ‫قران‬ ‫وآیات‬ ‫احکام‬ ‫شفاحت‬
‫ه‬ ‫وبصر‬ ‫کوفه‬ ‫نحویان‬ ‫مقاله‬ ‫موضوع‬ .‫است‬ ‫بصره‬ ‫علمای‬ ‫ازآن‬ ‫بیشتر‬ ‫سهم‬ ‫امر‬ ‫دراین‬ ‫اما‬ ‫گرفتند‬ ‫دوش‬ ‫به‬ ‫را‬ ‫مسئولیت‬ ‫این‬ ‫سنگینی‬ ‫وکوفه‬ ‫بصره‬ ‫از‬‫که‬ ‫است‬
‫در‬‫بسیاری‬‫می‬ ‫نسبت‬ ‫دو‬ ‫آن‬ ‫از‬ ‫یکی‬ ‫به‬ ‫خودرا‬ ‫هرکدام‬ ‫که‬ ‫طوری‬ ‫به‬ ‫میداد‬ ‫رخ‬ ‫درگیری‬ ‫وبصریان‬ ‫کوفیان‬ ‫میان‬ ..‫ولغت‬ ‫وادبیات‬ ‫نحو‬ ‫مانند‬ ‫عربی‬ ‫مسائل‬ ‫از‬
‫علم‬ ‫این‬ ‫پژوهشگران‬ ‫و‬ ‫محققین‬ ‫از‬ ‫بسیاری‬ ‫که‬ ‫کرد‬ ‫بیان‬ ‫توان‬ ‫می‬ ‫آمده‬ ‫عمل‬ ‫به‬ ‫تحقیق‬ ‫وطبق‬ ‫بود‬ ‫آمده‬ ‫بوجود‬ ‫حزبی‬ ‫آنها‬ ‫از‬ ‫کدام‬ ‫هر‬ ‫وبرای‬ ‫داد‬‫برر‬ ‫در‬‫سی‬
‫هستند‬ ‫عربی‬ ‫شعر‬ ‫وشواهد‬ ‫قران‬ ‫از‬ ‫استفاده‬ ‫درصدد‬ ‫خود‬ ‫نظریه‬ ‫اثبات‬ ‫برای‬ ‫ازآنها‬ ‫هرکدام‬ ‫که‬ ‫یافتند‬ ‫دست‬ ‫واحدی‬ ‫نتایج‬ ‫به‬ ‫تقریبا‬ ‫نحوی‬ ‫مکاتب‬
‫کلیدی‬ ‫واژه‬‫کوفه‬ ‫.نحویان‬ ‫بصره‬ ‫:نحو.نحویان‬
Kufa and Basra grammarians
One of science learning, especially for the Taliban religious sciences is required syntax. Perhaps it could be said
that no language such as Arabic, this is not due to your way of Basra Vkvfh Vlmayy heavy responsibility on
their shoulders, but in fact share Since scholars of Basra. Subject Kufa and Basra grammarians. According to
research done can be stated that many scholars and researchers in the study of science in schools, so nearly
achieved the same results That each of them is trying to prove his theory of the Qur'an are evidence of Arabic
poetry.
Keyword: Nhv.nhvyan Basra, Kufa

34
‫(اهداف‬ ‫عربی‬ ‫زبان‬ ‫حوزه‬ ‫به‬ ‫رویکردی‬ ‫با‬ ‫ایران‬ ‫رسمی‬ ‫آموزش‬ ‫نظام‬ ‫در‬ ‫دوم‬ ‫زبان‬ ‫اکتساب‬–
)‫ها‬ ‫آسیب‬
1‫ترابی‬ ‫عبدالقاسم‬ .
‫مشهد‬ ‫فردوسی‬ ‫دانشگاه‬ ‫الملل‬ ‫بین‬ ‫واحد‬ ‫عربی‬ ‫ادبیات‬ ‫و‬ ‫زبان‬ ‫دکتری‬ ‫دانشجوی‬tourabii@yahoo.com
2‫منتظمی‬ ‫علی‬ .
‫مشهد‬ ‫فردوسی‬ ‫دانشگاه‬ ‫عربی‬ ‫ادبیات‬ ‫و‬ ‫زبان‬ ‫دانشیار‬Mohmon20 @yahoo.com
3‫نوروزی‬ ‫.علی‬
‫مشهد‬ ‫فردوسی‬ ‫دانشگاه‬ ‫عربی‬ ‫ادبیات‬ ‫و‬ ‫زبان‬ ‫یار‬ ‫استاد‬Norozi1387@gmail.com
4‫عرب‬ ‫.عباس‬
‫مشهد‬ ‫فردوسی‬ ‫دانشگاه‬ ‫عربی‬ ‫ادبیات‬ ‫و‬ ‫زبان‬ ‫دانشیار‬
5‫اباصلت‬ .‫خراسانی‬
‫بهشتی‬ ‫شهید‬ ‫دانشگاه‬ ‫تربیتی‬ ‫علوم‬ ‫یار‬ ‫استاد‬a-khorasani@sbu.ac.ir
‫چکیده‬:
،‫عربی‬ ‫زبان‬‫بعد‬ .‫است‬ ‫جهان‬ ‫های‬ ‫زبان‬ ‫ازپرگویشورترین‬ ‫یکی‬ ‫و‬ ‫اسالم‬ ‫دنیای‬ ‫اول‬ ‫زبان‬ ‫و‬ ‫متحد‬ ‫ملل‬ ‫سازمان‬ ‫رسمی‬ ‫زبان‬ ‫شش‬ ‫جزء‬‫ا‬‫فتوحات‬ ‫دوره‬ ‫ز‬
‫اداری‬ ‫انگیزه‬ ‫دو‬ ‫با‬ ‫توانست‬ ‫اسالمی‬"‫دیوانی‬"‫قرار‬ ‫فارسی‬ ‫زبان‬ ‫سایه‬ ‫به‬ ‫سایه‬ ‫دینی‬ ‫و‬.‫نماید‬ ‫معرفی‬ ‫ایرانیان‬ ‫دوم‬ ‫زبان‬ ‫عنوان‬ ‫به‬ ‫را‬ ‫خود‬ ‫و‬ ‫گرفته‬‫پس‬‫از‬
(‫اسالمی‬ ‫انقالب‬1357)‫ه.ش‬‫نیز‬‫ماده‬ ‫در‬ ‫گذار‬ ‫قانون‬ ‫برتاکید‬ ‫بنا‬16،‫اساسی‬ ‫قانون‬‫و‬ ‫اکتساب‬‫ن‬ ‫در‬ ‫زبان‬ ‫این‬ ‫فراگیری‬‫ایران‬ ‫رسمی‬ ‫آموزش‬ ‫ظام‬‫زبان‬ ‫از‬ ‫پس‬
‫فارسی‬‫لفظ‬ ‫با‬"‫باید‬"‫شد‬ ‫تبدیل‬ ‫الزام‬ ‫یک‬ ‫به‬.‫و‬ ‫نظران‬ ‫صاحب‬ ‫درپژوهش‬ ‫کنکاش‬ ‫و‬ ‫عربی‬ ‫زبان‬ ‫حوزه‬ ‫در‬ ‫کشور‬ ‫علمی‬ ‫جامع‬ ‫نقشه‬ ‫سند‬ ‫از‬ ‫بررسی‬ ‫در‬
‫در‬ ‫ناتوانی‬ ‫چون‬ ‫هایی‬ ‫آسیب‬ ،‫موجود‬ ‫وضعیت‬ ‫از‬ ‫مشاهده‬‫و‬ ‫مکالمه‬‫متون‬ ‫فهم‬ ‫از‬ ‫،عجز‬ ‫زبانان‬ ‫عرب‬ ‫سایر‬ ‫با‬ ‫ارتباط‬‫روز‬ ‫،به‬ ‫آموختگان‬ ‫دانش‬ ‫،بیکاری‬ ‫دینی‬
‫آن‬ ‫نبودن‬ ‫وکاربردی‬ ‫آموزشی‬ ‫محتوای‬ ‫نبودن‬،‫آموزش‬ ‫مقاطع‬ ‫در‬ ‫زبان‬ ‫این‬ ‫های‬ ‫حوزه‬ ‫به‬ ‫تخصصی‬ ‫نگرش‬ ‫عدم‬ ‫و‬ ‫تدریس‬ ‫روش‬ ‫در‬ ‫ضعف‬‫و‬ ‫متوسطه‬،‫عالی‬
‫را‬ ‫مسیر‬ ‫این‬ ‫متعلمین‬‫آن‬ ‫یادگیری‬ ‫در‬‫است‬ ‫نموده‬ ‫روبرو‬ ‫اساسی‬ ‫چالش‬ ‫با‬.‫با‬ ‫مقاله‬ ‫این‬ ‫در‬ ‫محققین‬‫رویکردی‬‫با‬ ‫دوم‬ ‫زبان‬ ‫اکتساب‬ ‫در‬ ‫زبانشناسی‬ ‫مبانی‬ ‫بر‬
‫توصیفی‬ ‫روش‬–‫تحلیلی‬‫راه‬ ‫ارائه‬ ‫با‬ ‫تا‬ ‫درصددند‬‫در‬ ‫میانجی‬ ‫یا‬ ‫دوم‬ ‫زبان‬ ‫یادگیری‬ ‫فرایند‬ ‫در‬ ‫آموزشی‬ ‫ساختار‬ ‫اصالح‬ ‫صورت‬ ‫در‬ ‫که‬ ‫دارند‬ ‫بیان‬ ،‫کارهایی‬
‫خود‬ ‫مطلوب‬ ‫سن‬،‫توان‬ ‫می‬‫چشم‬‫اند‬‫از‬‫زبان‬ ‫این‬ ‫آینده‬ ‫برای‬ ‫را‬ ‫روشنی‬‫متصور‬.‫بود‬
‫کلید‬:‫واژه‬‫زبان‬‫دوم‬،‫رسمی‬ ‫،آموزش‬‫عربی‬ ‫زبان‬،‫آسیب‬

35
Faculty of Letters and Humanities Department of Linguistics and
Foreign Languages
Masoumeh Taghizade
The Impact of Using Technology in Teaching English as a Second Language
Abstract
This paper aims to highlight the role of using modern technology in teaching English as a second language. It
discusses different approaches and techniques which can assist English language students to improve their
learning skills by using technology. Among these techniques are online English language learning web sites,
computer assisted language learning programs, presentation software, electronic dictionaries, chatting and email
messaging programs, listening CD-players, and learning video-clips.
A case study has been done to appreciate the response of typical English language classroom students for using
technology in the learning process. Upon this practical study, the paper diagnoses the drawbacks and limitations
of the current conventional English language learning tools, and concludes with certain suggestions and
recommendations.
Keywords: English Learning (ELL), educational technology, computer aid.

36
‫ناپذیرها‬ ‫ترجمه‬ ‫و‬ ‫پذیرها‬ ‫ترجمه‬) ‫عربی‬ ‫و‬ ‫فارسی‬ ‫های‬ ‫زبان‬ ‫بر‬ ‫تأکید‬ ‫با‬ (
‫ّه‬‫ی‬‫تق‬ ‫حسن‬ ‫محمد‬ ‫دکتر‬
‫نور‬ ‫پیام‬ ‫دانشگاه‬ ‫عربی‬ ‫ادبیات‬ ‫و‬ ‫زبان‬ ‫گروه‬ ‫استادیار‬،:‫الکترونی‬ ‫آدرس‬ .‫تهران‬mhtaqiyeh@yahoo.com
‫چکیده‬
‫به‬ ‫رسیدن‬ ‫برای‬ .‫بپردازد‬ ‫ناپذیری‬ ‫ترجمه‬ ‫و‬ ‫پذیری‬ ‫ترجمه‬ ‫موضوع‬ ‫یعنی‬ ‫ترجمه‬ ‫علم‬ ‫روز‬ ‫های‬ ‫چالش‬ ‫ترین‬ ‫مهم‬ ‫از‬ ‫یکی‬ ‫به‬ ‫دارد‬ ‫سعی‬ ‫رو‬ ‫پیش‬ ‫مقاله‬
‫من‬ ‫یابی‬ ‫معادل‬ ‫معنای‬ ‫به‬ ‫پذیری‬ ‫ترجمه‬ .‫است‬ ‫ناشدنی‬ ‫ترجمه‬ ‫چیزی‬ ‫چه‬ ‫و‬ ،‫شدنی‬ ‫ترجمه‬ ‫چیزی‬ ‫چه‬ ‫بدانیم‬ ‫نیک‬ ‫باید‬ ،‫هدف‬‫و‬ ‫واژه‬ ‫گزینش‬ ‫و‬ ‫اسب‬
‫ترجمه‬ ‫در‬ ‫رایج‬ ‫اصطالح‬‫و‬ .‫است‬‫زبان‬ ‫متن‬ ،‫شوند‬ ‫ترجمه‬ ‫اگر‬ ‫که‬ ‫است‬ ‫عناصری‬ ‫و‬ ‫اصطالحات‬ ‫نکردن‬ ‫ترجمه‬ ‫معنای‬ ‫به‬ ‫ناپذیری‬ ‫ترجمه‬ ‫دیگر‬ ‫سویی‬ ‫از‬
‫دهد‬ ‫می‬ ‫دست‬ ‫از‬ ٌ‫ال‬‫کام‬ ‫را‬ ‫خود‬ ‫مفهوم‬ ‫و‬ ‫معنا‬ ‫اصلی‬‫رسد‬ ‫می‬ ‫نظر‬ ‫به‬ ‫میان‬ ‫این‬ ‫در‬ .‫ای‬ ‫دامنه‬ ‫ناپذیرها‬ ‫و‬ ‫پذیرها‬ ‫ترجمه‬‫دارد‬ ‫نامحدود‬ ‫و‬ ‫گسترده‬‫لذا‬
‫کنیم‬ ‫تفکیک‬ ‫یکدیگر‬ ‫از‬ ٌ‫ال‬‫کام‬ ‫را‬ ‫دو‬ ‫آن‬ ‫بخواهیم‬ ‫که‬ ‫آنگاه‬ ‫ویژه‬ ‫به‬ .‫بود‬ ‫خواهد‬ ‫دشوار‬ ‫بس‬ ‫کاری‬ ‫آنها‬ ‫تعیین‬ ‫و‬ ‫تحدید‬.
‫و‬ ّ‫ص‬‫خا‬ ‫اسم‬ ‫به‬ ‫توان‬ ‫می‬ ‫ناپذیرها‬ ‫ترجمه‬ ‫جمله‬ ‫از‬.‫کرد‬ ‫اشاره‬ ‫نانوشتنی‬ ‫و‬ ‫نوشتنی‬ ‫عالئم‬‫اسم‬ ‫که‬ ‫است‬ ‫این‬ ‫در‬ ّ‫م‬‫عا‬ ‫و‬ ّ‫ص‬‫خا‬ ‫اسم‬ ‫تمایز‬ ‫وجه‬‫یک‬ ‫گاهی‬
‫عام‬ ‫و‬ ّ‫ص‬‫خا‬ ‫به‬ ‫دراسم‬ ‫قرینه‬ ‫وجود‬ ‫از‬ ‫یکدیگر‬ ‫از‬ ‫دو‬ ‫آن‬ ‫تشخیص‬ ‫برای‬ ‫البته‬ .‫دارد‬ ‫عام‬ ‫معنای‬ ‫و‬ ‫مدلول‬ ‫گاهی‬ ‫و‬ .‫دارد‬ ‫ای‬ ‫ویژه‬ ‫معنای‬ ‫و‬ ‫مدلول‬‫پی‬ ‫بودن‬
‫از‬ ‫را‬ ‫خود‬ ‫مضمون‬ ‫و‬ ‫معنایی‬ ‫بار‬ ‫شدن‬ ‫ترجمه‬ ‫صورت‬ ‫در‬ ‫زیرا‬ .‫پذیرد‬ ‫نمی‬ ‫ترجمه‬ ‫هرگز‬ )‫لقب‬ ‫و‬ ‫کنیه‬ ،‫مرکب‬ ،‫(مفرد‬ ّ‫ص‬‫خا‬ ‫اسم‬ .‫برد‬.‫دهد‬ ‫می‬ ‫دست‬‫البته‬
.‫باشد‬ ‫روشمند‬ ‫و‬ ‫باقاعده‬ ‫ـ‬ ‫بیگانه‬ ‫اسامی‬ ‫ویژه‬ ‫به‬ ‫ـ‬ ّ‫ص‬‫خا‬ ‫اسم‬ ‫امالی‬ ‫و‬ ‫نگارش‬ ‫باید‬
‫اختالف‬ ‫چارچوب‬ ‫در‬ ‫واژگان‬ ‫کاربرد‬ ،‫لفظی‬ ‫بدیع‬ ‫صنایع‬ ‫گرفتن‬ ‫کار‬ ‫به‬ ‫جمله‬ ‫از‬ ‫دالیلی‬ ‫به‬ ‫ـ‬ ‫علمی‬ ‫و‬ ‫دینی‬ ،‫ادبی‬ ‫از‬ ‫اعم‬ ‫ـ‬ ‫متون‬ ‫مترجمان‬ ‫گاهی‬‫در‬
‫در‬ ‫ضمنی‬ ‫معنی‬ ‫کاربرد‬ ،‫زمانی‬ ‫نسبیت‬‫نادیده‬ ‫و‬ ‫توجهی‬ ‫بی‬ ‫که‬ ‫این‬ ‫سخن‬ ‫کوتاه‬ .‫شوند‬ ‫می‬ ‫روبرو‬ ‫ناپذیری‬ ‫ترجمه‬ ‫با‬ ،‫مبدأ‬ ‫زبان‬ ‫در‬ ‫صریح‬ ‫معنی‬ ‫کنار‬
‫موارد‬ ‫گرفتن‬،‫ناپذیر‬ ‫و‬ ‫پذیر‬ ‫ترجمه‬‫سازد‬ ‫می‬ ‫دور‬ ‫اش‬ ‫اصلی‬ ‫اهداف‬ ‫از‬ ‫را‬ ‫آن‬ ‫و‬ ‫کند‬ ‫می‬ ‫مبهم‬ ‫و‬ ‫گنگ‬ ‫زود‬ ‫خیلی‬ ‫را‬ ‫ترجمه‬.
:‫کلیدی‬ ‫واژگان‬،‫ناپذیرها‬ ‫ترجمه‬ ،‫پذیرها‬ ‫ترجمه‬ ،‫ترجمه‬‫نانوشتنی‬ ‫های‬ ‫عالمت‬ ،‫نوشتنی‬ ‫های‬ ‫عالمت‬

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