2024-03-29T17:30:08Z
https://www.ijltr.org/?_action=export&rf=summon&issue=18773
International Journal of Language and Translation Research
IJLTR
2750-0594
2750-0594
2021
1
3
Vocabulary Recall Improvement through Acronyms: A Case Study of Iranian Advanced EFL Learners
Hadi
Salehi
Somayeh
Kiani
This study aimed at investigating the effects of using acronyms on improving vocabulary recall among Iranian EFL learners. To this aim, 20 advanced EFL learners were selected and randomly assigned to two groups; namely, experimental and control. The data collection instruments were a vocabulary test consisting of some multiple-choice items and a questionnaire for exploring the participants’ perceptions of using acronyms for improving vocabulary recall. Eighty target words chosen from a textbook entitled, General English Language (2nd ed.), authored by Jafari, were also provided as the materials of the study. The vocabulary test was administered to the participants as pretest and posttest prior to and after the treatment. The findings revealed that using acronyms had a significant effect on improving vocabulary recall among the learners in the experimental group. Moreover, the participants in the experimental group had positive perceptions of the effects of using acronyms on improving vocabulary recall. The findings of this research are beneficial for those who are concerned with English learning and teaching including learners, teachers and researchers.
Acronym
EFL learners
Language Learning Strategy
Memory Strategy
Vocabulary Recall
2021
12
01
1
14
https://www.ijltr.org/article_137030_dbb4f199266bf4c76d5713bc9fe92c9b.pdf
International Journal of Language and Translation Research
IJLTR
2750-0594
2750-0594
2021
1
3
Translation of Culture-Specific Items from English into Persian: A Case Study of The Secret Garden
Nasrin
Khaleghi Zavareh
In this study, the main purpose was to analyze the culture-specific items in three Persian translations of an English literary work, The Secret Garden. In order to achieve this objective, Newmark’s taxonomy of culture-specific items and Vinay and Darbelnet’s model of translation were used for identifying and classifying the translation strategies of culture-specific items applied in the three Persian translations of the book. To do so, first, the CSIs were extracted from the source text. Then, the translation strategies applied in culture-specific items of the three Persian translations were detected, compared and analyzed. The obtained results showed that the ‘equivalence strategy’ was the dominant translation strategy, and ‘particularization’ and ‘adaptation’ were the least frequently-used strategies. This finding has practical implications for translators, teachers of translation, and translation students.
Children’s literature books
culture
Culture-Specific Items
translation strategies
Vinay and Darbelnet’s model of translation
2021
12
01
15
37
https://www.ijltr.org/article_137492_a8be70573a05101d98ab55d6ec015772.pdf
International Journal of Language and Translation Research
IJLTR
2750-0594
2750-0594
2021
1
3
Impact of Dialogue Journal Writing on EFL Learners’ Self-Regulation and Reading Comprehension Performance
Mahdi
Rostami Ravari
Neda
Fatehi Rad
Dialogue journal writing is an activity by which language participants can make a bond of written communication with their teachers and practice various aspects of the target language. This feature can make dialogue journal writing a learner-centered instrument to improve learners' proficiency in different aspects of language. With this in mind, the present study explored the impact of dialogue journal writing on self-regulation and reading comprehension performance of EFL learners in a language institute. To this purpose, an experimental pre-test, post-test research design was used. The participants of the study were 60 pre-intermediate participants who were divided into experimental and control groups of equal size (30). At the end of the treatment, the participants took a post-test and post-questionnaire of self-regulation and the scores were recorded carefully. The results of the study indicated that the employment dialogue journal writing has a significant impact on Iranian EFL learners’ reading comprehension skill and their self-regulationDialogue journal writing is an activity by which language participants can make a bond of written communication with their teachers and practice various aspects of the target language. This feature can make dialogue journal writing a learner-centered instrument to improve learners' proficiency in different aspects of language. With this in mind, the present study explored the impact of dialogue journal writing on self-regulation and reading comprehension performance of EFL learners in a language institute. To this purpose, an experimental pre-test, post-test research design was used. The participants of the study were 60 pre-intermediate participants who were divided into experimental and control groups of equal size (30). At the end of the treatment, the participants took a post-test and post-questionnaire of self-regulation and the scores were recorded carefully. The results of the study indicated that the employment dialogue journal writing has a significant impact on Iranian EFL learners’ reading comprehension skill and their self-regulation.
2021
12
01
39
70
https://www.ijltr.org/article_137502_ac0086fd71a195e528b41e5c39dc37b3.pdf
International Journal of Language and Translation Research
IJLTR
2750-0594
2750-0594
2021
1
3
Communicative Language Teaching Method (CLT) and Final Examination of Iranian EFL Learners
Azar
Bagheri Masoudzade
Razieh
Hashemi Lahijani
Communicative Language Teaching (CLT) aims at improving students’ abilities to communicate in a foreign language. This approach has been welcomed and employed by numerous EFL teachers. The current research attempted to probe the effectiveness of CLT method as a communicative approach on EFL learners’ achievements in their final examinations. It also aimed at exploring the EFL learners’ attitudes towards the use of CLT method in their language classes. A total number of 60 female students of elementary level was selected based on convenience sampling. A pre-test was administered to the participants at the beginning of the term to ensure that they had the same language background. Then, they were randomly assigned as experimental and control groups (30 students in each group). Communicative activities were employed with the experimental group while control group was exposed to traditional, non-communicative teaching method. The research lasted a term approximately six weeks. At the end of the experiment, a post-test (final exam) was assigned to both groups to determine whether CLT method had positively affected the EFL learners' achievement in final examination. In the last session, CLT questionnaire was distributed among the learners of the experimental group to explore their views (positive or negative) towards CLT method. The results showed that CLT method had a positive effect on the students' achievements in final examination. The experimental study has also illustrated the positive students’ attitude toward this communicative teaching method.
Communicative Language Teaching (CLT)
communicative competence
Communicative Activities
Final Examination
2021
12
01
71
90
https://www.ijltr.org/article_138301_00881fcaa64b2676757667c2c1cff35b.pdf
International Journal of Language and Translation Research
IJLTR
2750-0594
2750-0594
2021
1
3
Teaching-Learning Asymmetry: Why Don’t Learners Learn What Teachers Teach?
Narges
Baktash
Masoud
Taheri
Teachers of EFL, as well as teacher trainers, have always complained about mismatch between what they do in the language classes and the outcome of it in the real world. There has been much debate as to whether the mismatch results from learner variables, teacher inadequacies, program deficiencies, etc. The present paper reviews some existing learning perspectives and tries to come up with some hypotheses concerning the problem. One hypothesis put forward here to test in a comparative form is that the language learning environment and the strategies used by the teachers and learners do not match and therefore the efforts of both groups go down the drain. Implications of the possible confirmation of such hypothesis for language teachers are discussed and some conclusions are drawn on that basis.
First language acquisition
second language acquisition
language testing
2021
12
01
91
104
https://www.ijltr.org/article_138073_2c8dccac3edd3291c198856154929f31.pdf
International Journal of Language and Translation Research
IJLTR
2750-0594
2750-0594
2021
1
3
Simplification: A Case Study of the Persian Translations of The Little Prince
Valeh
Jalali
The present study explores the application of ‘simplification, as a translation universal, in three Persian translations of The Little Prince, a novel by Saint-Exupery, to find out whether there is any significant difference among them in terms of using this translation strategy. The study also aims to determine which translation is the most successful in simplifying the text in translation. The three translations examined belong to Shamloo, Qazi and Najafi, respectively. To this purpose, Kludy’s (2003) classification is used as the theoretical framework of the study. So, the data regarding simplification are extracted from the three translations on the basis of the categories of this framework. Then, the frequency of simplification strategies present in the three translations is calculated and comparisons are made.
simplification
Simplification hypotheses
translation universals
2021
12
01
105
119
https://www.ijltr.org/article_139068_d86e5e81641f403835a94bac843c5f75.pdf