Volume 3, Issue 2 , September 2015, Pages 0-0
Volume 3, Issue 2 , September 2015, Pages 0-0
Christiane Nord; Masood Khoshsaligheh; Saeed Ameri
Volume 3, Issue 2 , September 2015, Pages 1-16
Abstract
Advances in computer sciences and the emergence of innovative technologies have entered numerous new elements of change in translation industry, such as the inseparable usage of software programs in audiovisual translation. Initiated by the expanding reality of fandubbing in Iran, the present article ...
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Advances in computer sciences and the emergence of innovative technologies have entered numerous new elements of change in translation industry, such as the inseparable usage of software programs in audiovisual translation. Initiated by the expanding reality of fandubbing in Iran, the present article aimed at illuminating this practice into Persian in the Iranian context to partly address the line of inquiries about fandubbing which still is an uncharted territory on the margins of Translation Studies. Considering the scarce research in this area, the paper aimed to provide data to attract more attention to the notion of fandubbing by providing real-world examples from a community with a language of limited diffusion. An exploratory review of a large and diverse sample of openly accessed dubbed products into Persian, ranging from short-formed clips to feature movies, such dubbing practice was further classified into fundubbing, fandubbing, and quasi-professional dubbing. Based on the results, the study attempted to describe the cultural aspects and technical features of each type.
Sina Farzadnia; Howard Giles
Volume 3, Issue 2 , September 2015, Pages 17-34
Abstract
This paper critically reviews studies that have interpretively invoked communication accommodation theory (CAT) for the study of patient-provider interaction. CAT’s sociolinguistic strategies—approximation, interpretability, interpersonal control, discourse management, and emotional expression—are ...
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This paper critically reviews studies that have interpretively invoked communication accommodation theory (CAT) for the study of patient-provider interaction. CAT’s sociolinguistic strategies—approximation, interpretability, interpersonal control, discourse management, and emotional expression—are succinctly introduced and their use in studies of patient-provider interaction discussed. The major findings of this analytical review are five-fold: (1) Both parties have problems approximating each other; (2) Both parties attempt to account for the other’s knowledge and disposition; (3) A struggle for control is evident, mainly from the provider’s side of the interaction; (4) Providers are better managers of discourse than patients; and (5) How or when providers express emotions has been the primary research focus, and not those of patients. This narrative review of the literature concludes that CAT is a productive approach to understanding linguistic as well as socio-psychological aspects of patient-provider health interactions. Noting providers’ and patients’ communicative behaviors, accounting for underlying motives and motivations, and attending to the sociolinguistic strategies guiding their behaviors may shed further light on the darker side of patient-provider interaction.
Francis Bangou; Awad Ibrahim; Carole Fleuret
Volume 3, Issue 2 , September 2015, Pages 35-46
Abstract
In 2010, the Ministry of Education of one of the most diverse provinces in Canada initiated the implementation of a support program for newcomer students to facilitate their academic, linguistic, social, and cultural adaptation in French speaking schools. This longitudinal multiple case study will document ...
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In 2010, the Ministry of Education of one of the most diverse provinces in Canada initiated the implementation of a support program for newcomer students to facilitate their academic, linguistic, social, and cultural adaptation in French speaking schools. This longitudinal multiple case study will document how immigrant parents support their children’s learning, and create a home environment conducive to learning and cultural development. It will be shown that although parents in this study made it very clear that their primary priority was their children’s success, some of them simply did not have the social, cultural or linguistic tools to help foster this desire into reality. Moreover, parents’ active involvement with the implementation of the new curriculum was affected by their own understandings of the notion of culture; the status of the French language in the province where the research took place; and the preservation of their families’ heritage cultures and languages.
Sasan Baleghizadeh; Hamid Rastin
Volume 3, Issue 2 , September 2015, Pages 47-56
Abstract
Pragmatic aspect of second language (L2) as a component of communicative competence has recently received more attention. Many research studies have investigated the gap between native and nonnative speakers’ command of L2 pragmatics. However, development of L2 pragmatics has been the focus of ...
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Pragmatic aspect of second language (L2) as a component of communicative competence has recently received more attention. Many research studies have investigated the gap between native and nonnative speakers’ command of L2 pragmatics. However, development of L2 pragmatics has been the focus of few studies. In this study, how coursebooks can help both nonnative teachers and learners develop L2 pragmatics was investigated. It was suggested that teachers’ books can act as a medium for developing both language teachers and learners’ L2 pragmatic competence. Therefore, one of the popular English coursebook series, Top Notch (1st and 2nd eds.) teachers’ books, were examined in order to find instances of metapgarmatic information. The results showed that, both editions provided metapragmatic information for teachers and that Top Notch second edition teachers’ books provided more metapragmatic information than the first edition. The implications of such findings are discussed at the end of this paper.
Danielle Geary
Volume 3, Issue 2 , September 2015, Pages 57-71
Abstract
This case study was conducted to determine the benefits of a multi-dimensional study abroad program that included a community service component. It encompassed the following aspects of the study abroad experience: motivation for travel, language learning research, the role of autonomy in language learning, ...
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This case study was conducted to determine the benefits of a multi-dimensional study abroad program that included a community service component. It encompassed the following aspects of the study abroad experience: motivation for travel, language learning research, the role of autonomy in language learning, and cultural awareness, behaviors, and attitudes. The researcher acted as a participant and an observer through ongoing ethnographical observations as the program took place. The researcher also implemented an oral assessment to determine the subjects’ language skills, and conducted one-on-one interviews with participants about the culture of Costa Rica and the comprehensive impact of the study abroad experience. To assess what aspects of the program facilitated and impeded target language fluency, the researcher collected information on student participation in the everyday lives of the natives, their living accommodations, the number of hours per week of formal second language (L2) instruction, and the opportunities for consistent, daily conversation in the target language.
Chin-Hui Chen
Volume 3, Issue 2 , September 2015, Pages 72-84
Abstract
This paper uses critical discourse analysis to examine discursive representations of older people in Taiwanese newspapers. A total of 926 references to older people were sampled from 62 articles published in four Taiwanese newspapers from January to August 2013. The findings suggest that, older people ...
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This paper uses critical discourse analysis to examine discursive representations of older people in Taiwanese newspapers. A total of 926 references to older people were sampled from 62 articles published in four Taiwanese newspapers from January to August 2013. The findings suggest that, older people were frequently allocated roles suggestive of dependency. Those portrayed in line with the positive golden ager stereotype were more likely to be treated as identifiable individuals, via referential strategies including nomination, titulation, functionalization, and honorifics. People of very advanced ages, meanwhile, were often discussed in the contexts of problems or tragedies. On the whole, negative stereotypes of older people were dominant within the sample, and appeared to be treated as more newsworthy. The articles occasionally reported positive experiences of aging, but implied that, these were exceptional. The nature of older age and aging as discursively constructed in Taiwanese newspapers appears to be problematic for those seeking to build a less ageist society in Taiwan.
Shazia Kousar
Volume 3, Issue 2 , September 2015, Pages 85-96
Abstract
The present research is aimed at investigating how the politeness of the speakers of Urdu is influenced by their relative social status in society. The researcher took politeness theory of Brown and Levinson (1978, 1987) as a model. To observe politeness of Urdu speakers, speech act of apology with different ...
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The present research is aimed at investigating how the politeness of the speakers of Urdu is influenced by their relative social status in society. The researcher took politeness theory of Brown and Levinson (1978, 1987) as a model. To observe politeness of Urdu speakers, speech act of apology with different strategies was selected. A Discourse Completion Task (DCT) was used as an instrument to collect data from a sample of 152 participants from different institutes. The analysis of data indicated that the speakers of Urdu employed negative politeness strategies mostly for the addressee of high social status and low social status. The addressee of equal social status was apologized by positive politeness strategies. The results showed that Pakistani society is non-egalitarian. Moreover, this study supports Brown and Levinson’s (1978, 1987) claim for universality of politeness in preferring negative politeness to positive politeness; though, this preference for negative politeness is the outcome of the unequal social status of the addressee.
Taha Rajab
Volume 3, Issue 2 , September 2015, Pages 97-114
Abstract
This paper reports on an exploratory study that explores the instructional patterns within English as a Foreign Language (EFL) secondary school classrooms in Syria. Recently, the Syrian Ministry of Education (MoE) has introduced a new national curriculum which recommends a shift in EFL teachers’ ...
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This paper reports on an exploratory study that explores the instructional patterns within English as a Foreign Language (EFL) secondary school classrooms in Syria. Recently, the Syrian Ministry of Education (MoE) has introduced a new national curriculum which recommends a shift in EFL teachers’ instructional practices. Despite this costly innovation, there has been no attempt to check whether it was working. Adopting a socio-cultural perspective on learning, the study looks at teacher-student interaction and the discourse taking place during teacher-fronted whole class talk. To help in the identification of teachers’ training needs, teacher beliefs and classroom practices are investigated using a mixed-methods approach comprising classroom observations and interviews. Detailed discourse analysis revealed a traditional teacher-controlled mode of teaching focusing on mechanical practices rather than meaningful interactions. Students were afforded few opportunities to participate meaningfully in classroom interactions, as teachers controlled the topics of academic learning. The study highlights the need to invest in teachers’ professional development, particularly during the critical phase of curriculum innovation, to promote interactive and dialogic teaching in the Syrian educational system.
Momene Ghadiri; Mansoor Tavakoli; Saeed Ketabi
Volume 3, Issue 2 , September 2015, Pages 115-124
Abstract
In teaching a foreign language (FL), some cultural specificities (defined under the rubric of ‘little-c culture’) may totally conflict with the cultural norms of the learners’ first language (L1). To prevent such imminent problems, this paper recommended that the FL syllabus be designed ...
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In teaching a foreign language (FL), some cultural specificities (defined under the rubric of ‘little-c culture’) may totally conflict with the cultural norms of the learners’ first language (L1). To prevent such imminent problems, this paper recommended that the FL syllabus be designed in a way so as to equip learners with an intimate knowledge of the target language culture, and that language teachers should develop consciousness toward learners’ cultural fragility and explicitly make full use of a culturally relevant FL pedagogy in a procedural, technical fashion which we shall refer to as Culturally-adaptive English Language Pedagogy (CELP). Such a syllabus would help learners not only to welcome the legitimacy of differences between the two cultures, but also to make their own cultural values and practices more explicit, enfranchising learners the decision on what aspects of cultural practices they want to embrace. We address three questions of what (the characterization of CELP), why (the significance of CELP) and how (the implementation of CELP) in the peculiar EFL context of Iran.
Mehryar Nooriafshar
Volume 3, Issue 2 , September 2015, Pages 125-130