Volume 2, Issue 2 (Special Issue on Translation, Society and Culture) , September 2014, , Pages 89-102
Abstract
The exportation of modern novel from European languages to other literatures has long been the object of study and has been, most recently, evoked in discussions of World Literature. The introduction of modern novel into the Persian literary system through translation occurred about the turn of the twentieth ...
Read More
The exportation of modern novel from European languages to other literatures has long been the object of study and has been, most recently, evoked in discussions of World Literature. The introduction of modern novel into the Persian literary system through translation occurred about the turn of the twentieth century. The genre was unprecedented in Persian and the concept of adabiyat was specific to its literary tradition. As a result, the genre had to negotiate its position with literary and cultural norms to legitimize itself in the literary system. This negotiation was partly formal, i.e., accepted forms of literary expression, and partly conceptual, i.e., what the literary should express. The present paper focuses on the channels that introduced the genre into the literary system: first, explicit and implicit norms that regulated the transfer of the genre into Persian are outlined; then, the implications of form, literariness, and genre in inter-cultural transfer are discussed to elaborate on how the incoming novelistic discourse was appropriated. In the end, in view of the way the novelistic was transplanted into the Persian literary system, a number of hypotheses about the location of the novelistic in the Persian literary system are developed.
Volume 1, Issue 2 , September 2013, , Pages 133-144
Abstract
With the advent of the distinctive characterization of academic languagein the past thirty years, there has been atremendous move in the ESL/EFL world towardsformulatinginstructional techniques compatible with the very nature of these skills. As a part of this effort, this studyinvestigated the role ...
Read More
With the advent of the distinctive characterization of academic languagein the past thirty years, there has been atremendous move in the ESL/EFL world towardsformulatinginstructional techniques compatible with the very nature of these skills. As a part of this effort, this studyinvestigated the role of content and language integrated learning (CLIL) approach in achieving these ends. The study employed quantitative tools of data collection and analysis. The results of the study revealed that this pedagogical approach is far better than the conventional approaches to the teaching of English for academic purposes (EAP) in raising academic genre awareness and thereby fostering writing skills indispensable for learners in the learning context at hand.Also,the procedures followed in the investigationprocess have important pedagogical implications in targeting academiclanguage skills across various disciplines.