@article { author = {Hashemian, Mahmood and Hosseini, Maryam and Mirzaei, Azizullah}, title = {Dubbing English Culture-Specific Items into Persian: A Case of Taboos in IRIB's Hollywood Films}, journal = {Teaching English Language}, volume = {13}, number = {2}, pages = {1-22}, year = {2019}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2019.92186}, abstract = {Demonstrating their idiosyncrasies in a culture-specific way, cultural aspects are one of the most demanding tasks in cultural transfer, especially in rendering audiovisual materials. This study investigated the applied strategies in rendering taboos from English to Persian in 10 dubbed action Hollywood movies by Islamic Republic of Iran Broadcasting (IRIB). To this aim, the original and dubbed versions of the movies were collected from Soroush Sima Company, which is a highly official audiovisual translation (AVT) company in Iran. Afterwards, the original and dubbed versions of the movies were compared seeking for the culture-specific items (CSIs), especially taboos. Then, the taboo expressions were extracted from the original versions and compared with their translations in the dubbed versions. Finally, the results were interpreted through SPSS, considering Venuti's (1995) strategies in translation studies (i.e., domestication and foreignization). Analysis of the chi-square results indicated χ2 (27, N = 10) = 83.49, considering **p < 0.05. Besides, analysis of the data revealed that deletion, with the frequency of 60.26%, was the topmost applied strategy in the rendition of the taboo expressions. Moreover, reduction of the dubbed run-time of the movies indicated that scene omission was another strategy to censor and prevent injection of harmful thoughts into the Islamic society of Iran. Thus, Iranian audiovisual translators mainly tend to localize, or domesticate, translation of taboo expressions while dubbing. Findings contribute to a proper translation of CSIs, especially taboos in AVT, mainly in the dubbing field.}, keywords = {Audiovisual Translation (AVT),Culture-Specific Items (CSIs),Domestication,Foreignization,taboo}, title_fa = {دوبله}, abstract_fa = {دوبله}, keywords_fa = {دوبله کردن}, url = {http://www.teljournal.org/article_92186.html}, eprint = {http://www.teljournal.org/article_92186_7bd16cdddb6a4f3d7c132991e5ae75cd.pdf} } @article { author = {Khodabandeh, Farzaneh and Kasir, Ahmad}, title = {Analyzing Verbs in the Discussion Section of Master's Theses Written by Iranian Foreign Language Learners}, journal = {Teaching English Language}, volume = {13}, number = {2}, pages = {23-50}, year = {2019}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2019.92187}, abstract = {This study reports on the way nonnative Iranian writers make use of verbs in the discussion section/chapter of their master theses in the field of English Language Teaching. Although verbs have been studied extensively in academic writing, there has been little attention given to the verbs in the discussion of theses written by English Foreign Language (EFL) students. To fill this gap, sixty M.A. theses were purposively selected and analyzed. These theses were first categorized based on the research approach they had employed. There were three broad categories of quantitative, qualitative, and mixed method theses. The verbs in these theses were analyzed with reference to their reporting and nonreporting status. Then, other linguistic features; namely, tense, aspect, and voice were examined. Descriptive statistics was exploited to reveal differences among the theses representing each research approach. The findings indicated that there are no differences between the theses written within the three research approaches regarding the verbs used, except for the use of progressive aspect for the reporting verbs in the qualitative theses and the use of passive voice for the nonreporting verbs in the mixed methods theses. Suggestions for further studies on the issue and a number of implications are given at the end of this study.}, keywords = {aspect,Reporting and Nonreporting Verbs,Research Approach,Thesis,tense,Voice}, title_fa = {تحلیل فعل‌ها در}, abstract_fa = {تحلیل فعل‌ها در}, keywords_fa = {بعد}, url = {http://www.teljournal.org/article_92187.html}, eprint = {http://www.teljournal.org/article_92187_9666b068e85295894ffd991dd653dfad.pdf} } @article { author = {Ebadi, Saman and Saeedian, Abdulbaset}, title = {Exploring L2 Learning Potential through Computerized Dynamic Assessment}, journal = {Teaching English Language}, volume = {13}, number = {2}, pages = {51-78}, year = {2019}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2019.92190}, abstract = {  Dynamic Assessment (DA) is theoretically derived from Vygotsky's Zone of Proximal Development (ZPD). This study seeks to investigate the effect of Computerized Dynamic Assessment (C-DA) on assisting learners to realize their latent potential in learning reading comprehension. A group of 32 adult EFL students studying English as their BA major in a University in Iran participated in the study. In order to measure the students' potential for learning, Kozulin and Garb's (2002) formula which is called the Learning Potential Score (LPS) was used. The LPSs represented how much mediation was likely required for an individual or a group of individuals to develop or move forward. The results showed that learners with the same pretest scores might turn out to have different or even drastically different DA posttest scores and hence different LPSs. On account of the LPS obtained through the C-DA principles at-risk students are provided with opportunities that might result in overcoming some of the challenges they faced in traditional testing. }, keywords = {Dynamic assessment,computerized dynamic assessment,learning potential score,Sociocultural Theory of Mind,Zone of Proximal Development}, title_fa = {بررسی پتانسیل یادگیری زبان دوم از طریق ارزشیابی پویای رایانه‌ای}, abstract_fa = {ارزشیابی پویا (DA) از لحاظ نظری از منطقه مجاور رشد ویاگوتسکی (ZPD) گرفته شده است. این مطالعه با هدف بررسی تأثیر ارزشیابی پویای رایانه‌ای (C-DA) در کمک به زبان آموزان انجام شده است تا به درک پتانسیل نهفته خود در یادگیری درک مطلب برسند. یک گروه 32 نفره از دانشجویان کارشناسی آموزش زبان انگلیسی در یکی از دانشگاه‌های ایران در این مطالعه شرکت کردند. به منظور اندازه گیری پتانسیل دانشجویان در یادگیری، از فرمول کوزولین و گارب (2002) که به آن نمره بالقوه یادگیری (LPS) گفته می شود، استفاده شد. نمره بالقوه یادگیری نشان می‌دهد که چه میزان میانجیگری برای یک فرد یا گروهی از افراد برای پیشرفت آنها لازم است. نتایج نشان داد دانشجویانی که نمرات پیش آزمون آنها یکسان بود، نمرات پس آزمون آنها متفاوت یا حتی به شدت متفاوت بود و بنابراین نمرات بالقوه یادگیری آنها هم متفاروت بود. با توجه به نمره بالقوه یادگیری به دست آمده از طریق استفاده از روش ارزشیابی پویای رایانه‌ای، برای دانشجویان در معرض خطر فرصت‌هایی فراهم می‌شود که ممکن است منجر به غلبه آنها بر برخی از چالش‌های پیش رویشان در تست‌های سنتی شود.}, keywords_fa = {ارزشیابی پویا,ارزشیابی پویا رایانه‌ای,نمره بالقوه یادگیری,نظریه اجتماعی فرهنگی فرهنگی ذهن,منطقه مجاور رشد}, url = {http://www.teljournal.org/article_92190.html}, eprint = {http://www.teljournal.org/article_92190_96ea1f9a6a81573ce89e592025dfed21.pdf} } @article { author = {Moradian, Mahmood Reza and Hossein-Nasab, Mojgan}, title = {Revisiting the Role of Indirect Written Corrective Feedback in the Light of Written Languaging}, journal = {Teaching English Language}, volume = {13}, number = {2}, pages = {79-94}, year = {2019}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2019.92803}, abstract = {Grounded in the sociocultural perspective, talking with/writing to others and the self as mediating cognitive processes has been identified as an origin of second language learning. This crucial role of language has been known as oral and written languaging. This study investigated whether written corrective feedback (WCF) and written languaging bring about improvement in English foreign language (EFL) learners' compositions. To this aim, two groups of EFL learners wrote compositions based on the prompt they received. In the next session, one group reviewed their errors which were indicated by indirect WCF and then languaged about their grammatical errors in their compositions by writing down the rationales behind them. Participants' deliberations and explanations were construed as written languaging episodes (WLEs). On the other hand, the other group reviewed and numbered their errors highlighted by indirect, underlining, WCF, without languaging about them. Moreover, this study sought to probe whether numbers and types of written languaging episodes differed over the five compositions. The micro-analysis of the five writings proved that participants produced the highest number of correctly resolved WLEs. They mostly offered correct reasons behind their errors in response to indirect WCF; unresolved WLEs were the least. The participants did not know the reasons behind their errors in response to WCF. Finally, the results of the study demonstrated that the indirect WCF group producing written languaging outperformed more significantly than the mere indirect WCF group on the posttest.}, keywords = {Languaging,Written Languaging,Written Languaging Episodes,Indirect Written Corrective Feedback}, title_fa = {بازنگری}, abstract_fa = {بازنگری}, keywords_fa = {بیان زمانی}, url = {http://www.teljournal.org/article_92803.html}, eprint = {http://www.teljournal.org/article_92803_20f0029f50234ae87a6b14c4b6a0021a.pdf} } @article { author = {Alibakhshi, Goudarz}, title = {In-service Training Professional Development Needs of Iranian Teachers of English as Foreign Language: A Qualitative Research Study}, journal = {Teaching English Language}, volume = {13}, number = {2}, pages = {95-115}, year = {2019}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2019.93339}, abstract = {Teachers' perceptions of continuing professional development and the activities which they undertake to develop professionally have been investigated in different contexts. This study assessed professional development needs Iranian English as Foreign Language (EFL) teachers. In so doing a qualitative research method was used. Thirteen EFL teachers were selected through convenience sampling. The data were collected through semi-structured interviews with the participants. Data were analyzed through content analysis techniques. Results showed that EFL teachers need 8 types of professional development activities: teaching methods, assessment, curriculum development, educational psychology, educational technology, communication and management skills, language skills, and linguistics and meta-linguistics awareness. Results can be used by pre-service and in-service training program developers, EFL teachers, and language institutes to assess EFL teachers' needs and develop their profession.}, keywords = {In-service training,Professional Development,EFL teachers}, title_fa = {آموزش ضمن خدمت}, abstract_fa = {}, keywords_fa = {آموزش ضمن خدمت}, url = {http://www.teljournal.org/article_93339.html}, eprint = {http://www.teljournal.org/article_93339_2110ade3fe9bccf8f17a89248135c327.pdf} } @article { author = {Fathi, Jalil and Derakhshan, Ali}, title = {Teacher Self-efficacy and Emotional Regulation as Predictors of Teaching Stress: An Investigation of Iranian English Language Teachers}, journal = {Teaching English Language}, volume = {13}, number = {2}, pages = {117-143}, year = {2019}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2019.95883}, abstract = {As it has been revealed that characteristics of teachers and their psychological factors have a significant share of variance in affecting teacher performance, a bulk of empirical studies have been conducted to investigate factors related to teachers and their interrelationships. As an attempt to shed more light on the relationships among teacher psychological factors in English as a Foreign Language (EFL) context, this study examined the role of teacher self-efficacy and emotional regulation as predictors of teaching stress among Iranian EFL teachers. In so doing, a sample of 256 teachers completed three questionnaires measuring these constructs. Structural Equation Modeling was employed to test the hypothesized relationships among the variables. The findings revealed that emotional regulation accounted for 14.2% of the variance and teacher self-efficacy accounted for 22.1% of the variance in teaching stress. Although each of the two variables had a unique effect on teaching stress, teacher self-efficacy outweighed emotional regulation in predicting teaching stress. Finally, the practical implications of the results were discussed.}, keywords = {emotional regulation,EFL teachers,teacher efficacy,Teaching Stress,structural equation modeling}, title_fa = {خودکارآمدی معلم}, abstract_fa = {خودکارآمدی  معلم}, keywords_fa = {خودکارآمدی معلم}, url = {http://www.teljournal.org/article_95883.html}, eprint = {http://www.teljournal.org/article_95883_84d03798a0915f7d801cb84625782d44.pdf} } @article { author = {Soodmand Afshar, Hassan and Hosseini Yar, Shiva}, title = {Investigating the Relationship between Attitude towards Professional Development, Reflective Teaching, Self-Efficacy, and Job Performance of Iranian English as a Foreign Language Teachers}, journal = {Teaching English Language}, volume = {13}, number = {2}, pages = {147-179}, year = {2019}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2019.96070}, abstract = {This study investigated the relationship between attitude toward professional development, reflective teaching, self-efficacy, and Job Performance (JP) of Iranian English as a Foreign Language (EFL) teachers. To this end, 150 advanced Iranian EFL teachers completed three Likert-scale questionnaires including English Language Teaching Reflection Inventory, Iranian English Teacher Professional Development Needs Questionnaire, and Teacher Sense of Efficacy Scale. In addition, 550 advanced Iranian EFL learners of the same teachers completed a Likert-scale questionnaire called Successful Iranian English Teacher Questionnaire. The results of three separate Pearson Product Moment correlations revealed that there was a significant positive relationship between Iranian EFL teachers': a) reflective teaching and their job performance, b) self-efficacy and their job performance, c) attitude toward professional development and their job performance. Additionally, the results of Multiple Regression Analysis indicated that Iranian EFL teachers' self-efficacy was a stronger predictor of their job performance. Moreover, the results of the qualitative data analysis of the interviews showed that self-efficacy, professional development, and reflective teaching could lead to Iranian EFL teachers' better job performance.}, keywords = {Attitude toward Professional Development,Iranian EFL Teachers,job performance,reflective teaching,self-efficacy}, title_fa = {بررسی رابطه}, abstract_fa = {بررسی}, keywords_fa = {}, url = {http://www.teljournal.org/article_96070.html}, eprint = {http://www.teljournal.org/article_96070_7cc7d946b053ce280f21131fb44244d5.pdf} } @article { author = {Khoshsaligheh, Masood and Moghaddas, Mahboubeh and Ameri, Saeed}, title = {English Translator Training Curriculum Revisited: Iranian Trainees' Perspectives}, journal = {Teaching English Language}, volume = {13}, number = {2}, pages = {181-212}, year = {2019}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2019.96238}, abstract = {English and Persian translator training have been offered by many Iranian universities as an undergraduate program nation-wide. However, the program failed to keep up with the dynamics of the market demands, findings of Translation Studies research, and varied competences of students in the past two decades. This study investigated the Iranian English translator trainees’ perspectives on the former curriculum that was used for over twenty years. The other aim was to understand whether their needs and wants correspond to either of the old and the recently revised curriculum in 2018. Based on focus group interviews and literature review, a questionnaire was designed and validated, and the survey responses of over five hundred English and translator trainees (351 females & 152 males) from twelve universities in Iran were statistically analyzed. The findings revealed that the courses related to translation practice were ranked as the most important component of the curriculum by the trainees, highlighting that trainees favor practice-oriented translation courses the most.}, keywords = {Curriculum Design,English-Persian Translator Education,needs assessment,Trainees' Perspective}, title_fa = {برنامه آموزش اساتید مطالعات ترجمه}, abstract_fa = {برنامه آموزش اساتید مطالعات ترجمه}, keywords_fa = {آموزش مترجمان}, url = {http://www.teljournal.org/article_96238.html}, eprint = {http://www.teljournal.org/article_96238_e1a162127fe81399ee48360e4cc7addc.pdf} } @article { author = {Kaivanpanah, Shiva and Alavi, Seyed Mohammad and Barghi, Ali Hamed}, title = {Teachers' Practices and Awareness of Grammar Teaching Principles}, journal = {Teaching English Language}, volume = {13}, number = {2}, pages = {213-246}, year = {2019}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2019.97084}, abstract = {Despite consensus on the important role of grammar instruction, there are debates about teaching it. Teachers' perceptions about grammar and how it should be taught influence their teaching. Classroom observations indicate that regardless of teachers’ experience and proficiency, their grammar teaching practices are not usually void of problems. Identifying language teachers’ areas of weaknesses in grammar teaching, finding such problematic areas, raising their awareness and providing solutions in line with effective grammar teaching principles can enhance the effectiveness of grammar instruction. This qualitative study aimed at identifying the main problems in the grammar teaching practice of 34 experienced Iranian English teachers through observing their classes, exploring their awareness of effective grammar instruction principles using a semistructured interview and finding mismatches between their grammar teaching knowledge and practice. The most frequently observed problems in grammar lessons and teachers’ corresponding beliefs were reported, and suggestions for alternative practices were made. The findings suggest that teacher educators should provide more focused training to preclude posttraining grammar teaching complications, and language teachers should be more reflective about the effectiveness of their grammar teaching practices.}, keywords = {Flaws,grammar,observation,Teachers' Awareness,Teaching Practice}, title_fa = {تمرین‌های معلم}, abstract_fa = {تمرین‌های معلم}, keywords_fa = {تمرین‌های معلم}, url = {http://www.teljournal.org/article_97084.html}, eprint = {http://www.teljournal.org/article_97084_e4a8f747f373a4dc1f9bad2fe9e55c96.pdf} } @article { author = {Mahmoudi-Gahroue, Vahid and Youhanaee, Manijeh and Nejadansari, Dariush}, title = {Persian Learners' Acquisition of Empty Categories in English Null Operator Structures}, journal = {Teaching English Language}, volume = {13}, number = {2}, pages = {247-268}, year = {2019}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {}, abstract = {The study investigated the acquisition of empty categories in the English complex infinitival structures. A quasi-experimental design was used in which four groups of Persian learners of English (elementary, lower intermediate, upper intermediate and advanced) via convenient sampling were selected and assigned into different proficiency levels using Oxford Quick Placement Test. Then, the groups were given three tasks, a translation task, a picture-cued sentence completion task, and an error-correction task to see whether they learn the feature of nonfiniteness which is absent in Persian and if so, at what level Persian speakers learn English null categories. The study specifically tries to find whether optionality in the use of clitics in null operator structures appear in developing English interlanguage of Persian second language learners. As the findings of the study revealed, it seems that, after a short period of L1 transfer, Persian learners of English learn nonfiniteness quite rapidly while clitic optionality in null operator structures is observed in their performance , however, as their level increases, the this optionality in the use of pronominal clitics fades away.}, keywords = {Nonfiniteness,Null Operator Structures,Empty Category,Optionality,Persian L2 Learners}, title_fa = {زبان‌آموزان فارسی}, abstract_fa = {}, keywords_fa = {زبان‌آموزان فارسی}, url = {http://www.teljournal.org/article_105733.html}, eprint = {http://www.teljournal.org/article_105733_89d78c1fd647c32b6fb794464cf5b5b9.pdf} } @article { author = {Mansouri, Sara and Hadian, Bahram and Tabatabaei, Omid and Rezvani, Ehsan}, title = {Analysis of Organizational Knowledge in Writing Corpora of the General Training IELTS-Practice Materials}, journal = {Teaching English Language}, volume = {13}, number = {2}, pages = {269-298}, year = {2019}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {}, abstract = {Inspired by the concept of organizational knowledge, this research intended to analyze a corpus of 180 writing performances of two tasks of the General Training IELTS-practice scripts across three band scores, 7, 8 and 9 in grammatical (GK) and textual knowledge (TK) features. It adopted the taxonomies of Bachman and Palmer (2010) and Connor and Mbaye's (2002) to makes analysis through Coh-metrix in 22 GK and TK features. The band comparisons indicated that the highest-scored scripts tended to be longer and include structurally more diverse sentences. Lexically, 8 and 9 band scripts almost showed no differences, however, they were denser and involved more multiple-meaning and abstract words than those of band 7. Textually, band 9 writings proved to be more coherent and cohesive, although they did not differ from band 8 or even band 7 in some other discourse features. The task comparisons demonstrated task two (T2)'s superiority in length, structural diversity, density, noun phrase (NP) concentration and reading and comprehension difficulty. Lexically, task one (T1) superseded in using more frequent words but not in diverse, multiple-meaning and the abstract ones. It was also indicated that T2 needed more coherence, conceptuality, causality but not coreferentiality in cohesion than T1.}, keywords = {Band Score,Grammatical knowledge,IELTS,Organizational Knowledge,Textual Knowledge,Writing}, title_fa = {تحلیل دانش ساختاری}, abstract_fa = {تحلیل دانش ساختاری}, keywords_fa = {دانش ساختاری}, url = {http://www.teljournal.org/article_106919.html}, eprint = {http://www.teljournal.org/article_106919_38fbad13db1cc8c3bd05031096119415.pdf} } @article { author = {Shakibaei, Goodarz and Memari, Mehran}, title = {On the Predictive Validity (Generalizability) of IELTS Academic Tests}, journal = {Teaching English Language}, volume = {13}, number = {2}, pages = {299-317}, year = {2019}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {}, abstract = {Predictive validity of high-stake tests has attracted the attention of applied linguists since a couple of decades ago. Despite the existence of a plethora of studies on reliability and validity issues of high stake tests, it seems that predictive validity of International English Language Testing System (IELTS), as a high stake test should be measured appropriately. This study set out to investigate the predictive validity of IELTS academic tests practiced in Iran. The participants included 70Iranian IELTS test takers who took IELTS academic test in 2014 to 2015. To carry out the study, Construct and Validation Self-Assessment Inventory for Learners of English for Academic Purposes was used to collect data. The questionnaire included 48items on a five-point Likert scale. Coronbach's alpha coefficient of this questionnaire indicated the reliability of the instrument. The test-takers' scores on the four skills of academic IELTS were also used as another portion of data in this study. The collected data were subjected to a series of statistical analyses in relation to the proposed questions in this study. The data were analyzed using Regression and Analysis of Variance. The results of the study revealed that IELTS four modules significantly predict the test takers' performance in academic settings. The findings can be used by IELTS centers to make a change in test format, rubrics, as well as uses.}, keywords = {Academic setting,generalizability,IELTS Academic Tests,Predictive validity}, title_fa = {مطالعه‌ای در مورد}, abstract_fa = {مطالعه‌ای در مورد}, keywords_fa = {روایی}, url = {http://www.teljournal.org/article_106920.html}, eprint = {http://www.teljournal.org/article_106920_b0daca0686a629a24a028a7536741327.pdf} }