|1.||A Brief Overview of Psycholinguistic Approaches to Second Language Acquisition|
doi: 10.14744/alrj.2018.07108 Pages 1 - 7
With the emergence of Second Language Acquisition (SLA) as a field of study in the 1970s and the 1980s, various theories and approaches, although in many aspects contradictory, were put forward by scholars in the field. SLA is a field of inquiry that abounds in theories, while at the same time no single approach has adequately explained how language acquisition takes place. One reason mentioned in the literature might be that researchers and theoreticians interested in SLA issues have been trained in different disciplines, such as linguistics, psycholinguistics, sociolinguistics and neurolinguistics. This has led them to approach SLA from very different perspectives and treat all the variables involved in the learning process differently. Although the situation appears to be very confusing and frustrating, all the present theories, hypotheses, approaches, and models are all working toward the ultimate goal of a true theory of language acquisition. The present brief paper summarizes
the major tenets of psycholinguistics approaches to SLA in general and specific hypotheses and suppositions addressed in the literature.
|2.||A Multifaceted Approach to the Translation of Collocations from English to Persian|
Hamzeh Haghighi, Fatemeh Hemmati
doi: 10.14744/alrj.2018.03511 Pages 7 - 21
The study set out to scrutinize the translation of Verb-Noun and Adjective-Noun collocations from English into Persian from different perspectives. The causes of mistranslation of collocations, procedures employed in translating collocations and the effect of context in translating collocations constitute the main perspectives of this study. For this purpose, two translation tasks including 20 verb-noun and adjective-noun collocations each, one in context and the other out of context, were given to 20 Iranian BA English Translation students. Vinay and Darbelnet (1995) and Newmark’s (1988) translation models were adopted as the main theoretical frameworks of the study. The results showed that literal translation in task 1 (i.e. collocations in context) and restricted collocational competence in task 2 (i.e. collocations out of context) were the main causes of mistranslation of collocations. The findings also revealed that equivalence, literal translation, and transposition were the most conspicuous procedures in translating collocations in both tasks 1 and 2. The result of paired sample t-test signified the outperformance of subjects in translating collocations in context to those of out of context.
|3.||Lexico-grammatical Cohesion in English as a Global Lingua Franca: A Corpus-based Systemic Functional Analysis|
Amin Mohammad Mostajeran Gourtani, Reza Ghaffarsamar, Ramin Akbari
doi: 10.14744/alrj.2018.22931 Pages 22 - 32
This corpus-based study is an attempt to illuminate two lexicogrammatical features of ELF represented by the texts in the “about” section of sixty universities around the globe. Drawing on the Kachruvian three-circle model, a corpus was collected from the websites of twenty universities in the inner circle, twenty in the outer circle and twenty in the expanding circle. The corpus was then analysed around the clause for the types of Reference and the types of Conjunction, two of the four main ways of creating cohesion in Halliday’s Systemic Functional Grammar. The frequency count of the seven devices in the system of Reference reveals that all the three circles use the system of Reference in similar ways, although some differences can be identified. The results also show similarities between the ways the system of conjunction is used. However, the main aim of the study was to describe varieties of English alongside each other rather than find statistically significant differences between them. One major implication of this study is that this line of research has a huge potential for clarifying the linguistic features and explaining English as a global lingua franca as an independent variety.
|4.||EFL Students’ Perceptions towards Using Google Docs and Google Classroom as Online Collaborative Tools in Learning Grammar|
Zeiadee M. Khalil
doi: 10.14744/alrj.2018.47955 Pages 33 - 48
In teaching English as a foreign language, numerous Palestinian institutions rely on traditional approaches towards grammar. Grammatical rules are taught to students directly from the textbook and in return, students are required to complete a number of activities in their workbooks to showcase their understanding and application of such rules. There is a lack of student exposure to technological learning tools and the application of a flipped classroom approach to teaching. With that said, the present study is an attempt to elicit students’ responses prior to using Google Applications namely Google Docs (a web-based application allowing for documents to be written, edited, and stored online) and Google Classroom (a web service which enables teachers to create, share, and evaluate assignments within a paperless environment) in their grammar course and after doing so for the purpose of finding out the effectiveness of such applications in building a collaborative learning environment and adhering to the principles of a flipped classroom. Data was elicited from six EFL university students taking a Grammar I course at Palestine Ahliya University in Bethlehem via pre and post-questionnaires as well as a semi-structured interview. The findings of the study suggest that according to the students, Google Applications help establish a collaborative learning environment since they support teacher-to-student and student-to-student interactions and the majority of the participants prefer using such applications for future courses given that they can benefit from the availability of teacher written feedback and the easy access to course materials.
|5.||The Impact of Ideological Orientations on the Persian Translations of Virginia Woolf’s Feminist Book-length Essay “A Room of One’s Own”|
Mehrnoosh Pirhayati, Farzaneh Haratyan
doi: 10.14744/alrj.2018.30502 Pages 49 - 63
Recently the role of ideology and the impact of a translator’s point of view on the process of translation have significantly been considered in Translation Studies. In this regard, this study applied the Critical Discourse Analysis (CDA) to analyze Virginia Woolf’s A Room of One’s Own and its three Persian translations translated after the Islamic Revolution in Iran in 1979. This research was conducted based on Farahzad’s (2011) three-dimensional CDA model: Textual, para-textual, and semiotic levels. In this regard, the feminist book-length essay “A Room of One’s Own” along with its three Persian translated versions (Mehrshadi, 2017; Noor Bakhsh, 2013; & Sajedi, 2005) were critically analyzed and examined at textual and para-textual levels in a qualitative approach in order to reveal the impacts of ideological orientations on the Persian translations of this feminist book. The result of the study indicated although Persian translators tried to convey the author’s feminist ideology, there were some differences at textual and para-textual levels, since socio-political background knowledge, religious beliefs, and cultural behaviors influenced the translations. The findings of this research seem to be important for students of Translation Studies and teachers in the area of pedagogy, since it can give them fruitful information about the critical-thinking, comparative study, and practical evaluation of translation as a target oriented production.