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The Study of Persian Equivalents for Words Ending in Suffix “–ism”  [cached]
Ehsan Panahbar,Ahmad Moinzade
Canadian Social Science , 2011, DOI: 10.3968/j.css.1923669720110706.149
Abstract: The challenges at the level of morphemes and words have been the preoccupation of many theorists and practitioners so that they introduce the best equivalents of them in the TL. In the present study, it was attempted to investigate the procedures adopted by Persian translators and lexicographers and see that which procedures were the most applicable to translation of words ending in the suffix “–ism”. On the other hand, it also tried to identify the Persian equivalents for the suffix “–ism” suggested by the Persian translators and lexicographers. The data consisting of words ending in suffix “–ism” were collected from two encyclopedias and the glossary part of a translated book all of them belong to the sociopolitical register. The results showed that the translators and lexicographers’ most favorable procedures were expansion and equivalence and they were less inclined towards the use of calque, borrowing and literal translation.The low percentage of the adoption of literal translation might be caused by the different Persian and English linguistic and cultural values. The results also identified ten different equivalences for the suffix “–ism” suggested by the Persian translators and lexicographers. Key words: Equivalent; Translation procedures; Translation; Suffix “–ism”; Sociopolitical register
A Linguistic Contrastive Analysis Case Study: Out of Context Translation of Arabic Adjectives into English in EFL Classroom  [PDF]
Firas Ali Suleiman Zawahreh
International Journal of Academic Research in Business and Social Sciences , 2013,
Abstract: This linguistic contrastive analysis study aims to vet and spell out the probable problematic differences in meanings between some Arabic adjectives and their possible equivalents in English (Strong version of CA) that may get to the surface when Jordanian students produce a piece of out of context translation of Arabic adjectives into English in EFL Classroom. The results of study showed that the process of finding and choosing the correct right equivalents of Arabic adjectives in English language when TEFL students translate out of context adjectives is difficult and misleading in most cases because of the probable problematic differences between some Arabic adjectives and their possible equivalents in English so they should pay their attention to a) context, b) parts of speech and c) collocations.
Impact of Vocabulary Learning Tasks on Communicative Gains of Advanced EFL Learners of Persian
American Journal of Economics , 2012, DOI: 10.5923/j.economics.20120001.04
Abstract: The extent to which receptive and productive vocabulary learning tasks affect the development of L2 lexical knowledge and the conditions which can help the learners to acquire L2 words through appropriate classroom instructions have been matters of great concern to the practitioners in L2 vocabulary research.. This paper investigated the effects of receptive and productive learning from word pairs on comprehension, and the use of taught words in writing in advanced EFL learners of Persian. To this end, a quick Oxford Placement Test (OPT) was administered to the senior students population studying English teaching in Shahrekord Azad university ,and based on their OPT scores, a samples of 40 male and female students was selected and randomly assigned to two equal groups of 20 each. One group was taught 15 target words receptively while another group learned the same target words productively. After the treatments, two tests measuring reading comprehension and writing were administered to each group. The scores of the groups were analyzed via a one-way MANOVA. The results indicated that those who had learned their target words productively outperformed the receptive participants on the writing test significantly. Similarly, the receptive group did significantly better on the reading comprehension test than the productive group. The findings of this study revealed that receptive vocabulary learning may be more beneficial to understanding a text and productive learning is more effective in improving the use of students’ taught words in writing. The results of this study can benefit teachers and students to become aware of the merits and demerits of vocabulary learning tasks, and help them to select the tasks that best suit their needs.
The Effect of Bilinguality on L3 Breadth of Vocabulary Knowledge and Word Reading Skill
Zohreh Kassaian,Saeedeh Esmae’li
Theory and Practice in Language Studies , 2011, DOI: 10.4304/tpls.1.8.966-974
Abstract: The present study aims at comparing the performance of bilingual EFL students with monolingual EFL students on vocabulary knowledge test and word reading skill test. 30 Armenian-Persian bilinguals and 30 Persian monolinguals participated in this study. The participants were homogeneous in terms of sex (they were all female), nationality (they were all Iranian), age (17-18 years old), and level of instruction (lower intermediate). Nation’s Vocabulary Levels Test was used to measure the breadth of vocabulary knowledge and the Burt Word Reading Test was used in order to measure the participants’ word reading skill. The results of the data analyses showed that bilinguality is highly correlated with breadth of vocabulary knowledge and reading skill. In other words, bilingual participants have larger size of vocabulary knowledge and they enjoy better word reading skill. The results are interpreted to have implications for EFL methodologists and syllabus designers.
Syntactical Structure of Genitive Case in Azeri and Persian Languages
Azizeh Khanchobani Ahranjani
International Journal of Academic Research in Business and Social Sciences , 2011,
Abstract: Genitive case is among those frequent used phrases in every language . So it plays an essential role in communication. Teachers and EFL learners are the first group need to know its syntactical structure.This paper investigates the syntactical structure of the genitive case in Azeri language been divided in 36 groups and shows their equivalents in Persian.The results show some similarities and differences.This classification can be used to subcategorise genitive case in Persian language, as well.
Vocabulary Attrition among Adult English as A Foreign Language Persian Learners
Azadeh Asgari,Ghazali Bin Mustapha
English Language Teaching , 2010, DOI: 10.5539/elt.v3n4p62
Abstract: This study aims to investigate the attrition rate of EFL concrete and abstract vocabulary among continuing and non-continuing Iranian female and male English language learners across different proficiency levels. They are students of a University and majored in different fields (between 20 and 25 years old). There was no treatment in this study where the researcher compared two groups on the same variables. Hence, the design of the current study is an ex-post facto design. A 40-item vocabulary test which varied across two proficiency levels are used to measure rate of vocabulary attrition as the instrument of this research. In the two stages, after an interval of three months, the students are taken the same tests. The results revealed that there was no significant difference between EFL attrition rate of abstract and concrete nouns among the continuing students across different proficiency levels. However, this hypothesis was rejected for the non-continuing learners at intermediate and advanced proficiency level.
Clashes of Conciseness and Wordiness between English and Persian Verbs  [cached]
Mohammad Abdollahi-Guilani,Sepideh Mirzaeifard,Khadijeh Aghaei,Shadi Khojastehrad
Asian Social Science , 2012, DOI: 10.5539/ass.v8n10p118
Abstract: This study compares verbs and verb collocation patterns in English and Persian in terms of their internal size. English is a language of conciseness, while Persian uses too many words to express a single concept. Due to the diversity of English verb types governed by certain syntactic restriction rules, and thanks to different types of verb collocations, it is potentially hard for the Iranian EFL learners to establish compatibility between Persian and English verbs. The study, using the Hamshahri Newspaper corpus shows that some English verbs have subject or object arguments and even adverbs included within their semantic and syntactic properties and this makes it very easy for the native speakers to express the most with the least number of words This, however, can make finding equivalents very hard especially when Persian follows an SOV sentence pattern in which the two parts of collocation may stay far from each other.
Learning Vocabulary via Mobile Phone: Persian EFL Learners in Focus
Saeed Taki,Saeed Khazaei
Journal of Language Teaching and Research , 2011, DOI: 10.4304/jltr.2.6.1252-1258
Abstract: With encompassing power of cell phones and potentials of mobile learning for language teaching/learning, employing cell phones in language learning seems indispensable. Through exploiting the inherent capabilities of such devices this study investigated the efficacy of multimodal representation of L2 vocabularies for 158 pre-intermediate level L2 learners aged 18-23. Since short-term memory plays an important role in vocabulary learning, they were placed into four different short-term memory (STM) ability groups using visual and verbal STM Tests. Also, cell phone-based vocabulary presentations with different annotations, i.e. pictorial vs. written, were adapted to the cell phone screen to render on learners' cell phones via Bluetooth. Finally, the participants took English vocabulary recognition and recall tests. The statistical analysis of the results showed that presenting learning materials with pictorial or written annotations rather than without annotations to learners with high-visual and high-verbal abilities resulted in better learning. Also, presenting learning materials with pictorial annotation to learners with high-visual ability as well as presenting the materials with written annotation to learners with high-verbal ability resulted in better learning. Low-visual and low-verbal ability groups showed better results under no annotation condition. The findings can provide an appropriate model for designing learning materials for L2 learners.
The Interrelationship of Instrumental, Integrative, Intrinsic, and Extrinsic Motivations and the Lexical-oriented Knowledge among Persian EFL Language Learners
Kamal Heidari Soureshjani,Noushin Naseri
Theory and Practice in Language Studies , 2011, DOI: 10.4304/tpls.1.6.662-670
Abstract: It is axiomatic that affective factors play crucial roles in learning a language. Among the numerous affective factors motivation has a salient role. The present study served as an attempt to shed light on the point that is there any interrelationship between the four different types of motivation (intrinsic, extrinsic, instrumental, and integrative) and the lexical-oriented knowledge of Persian language learners. To do so, 360 Persian EFL language learners were randomly selected and three different instruments, two questionnaires on motivation and a vocabulary test were administered among them to respond. The results of the study revealed that first of all, there was a positive but weak correlation between the two main variables of the study. Secondly, it became evident that there was a significant difference just between the instrumental and intrinsic types of motivation. The results of the study will provide substantial implications for better recognition of affective needs of language learners and consequently, causing conditions for more effective language learning.
The Effect of Context on Meaning Representation of Adjectives such as Big and Large in Translation from Different Languages such as Russian, Persian and Azeri to English Language Texts  [cached]
Malahat Shabani Minaabad
Journal of Language Teaching and Research , 2010, DOI: 10.4304/jltr.1.6.791-795
Abstract: People’s understanding of the meaning of sentences is far more reliable than their understanding of the meaning of words. Since what people know when they know the meaning of a word is important, but the skill of incorporating that word appropriately into meaningful linguistic contexts is more important. Our interest here lies in the shift of emphasis from referential or dictionary meaning to contextual meaning of adjectives such as big and large in translation to English language texts or vice versa. Since big and large are synonyms, it is not surprising that they can be used to describe many of the same nouns. However, they are not perfect synonyms, and there are some differences in the distribution of these adjectives which make some problems for translators especially from those languages which these kinds of differences are not so obvious. Therefore, a comparison of the lists of the words which occurred only with big and those which occurred only with large in English should reveal some differences in translations.
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