ORIGINAL_ARTICLE
Authorial identity behind first person pronouns in English research articles of native and non-native scholars
Few studies to date have investigated how native English scholars and non-native English scholars establish their authorial identity through first person pronouns. To this end, utilizing Işık-Taş’s discourse functions of first person pronouns (2018) as the analysis framework, it aims to examine how the authorial identity is represented by first person pronouns (I/me/my/we/us/our) in 40 English research articles of Applied Linguistics respectively written by native speaker scholars and non-native speaker scholars. Two sub-corpora were analyzed: native English speaker corpora and non-native English speaker corpora. The singular first person was found to be the preferred choice by both scholars. However, the analyses revealed differences in the distribution and discourse functions of first person pronouns. The first person occurred more frequently in native English speaker corpora than does non-native English speaker corpora. Based on Işık-Taş (2018) framework, low-risk functions (e.g., representing a community) and medium-risk functions (e.g., stating a goal) contrasted starkly between the two corpora. The variation in both corpora suggests that the use of first person pronouns in English research articles is not only associated with the cultural context but also by the author’s proficiency and competitiveness to publish paper internationally.
https://www.jeltal.ir/article_129414_52720c45e9599ed808f5e20ab46c5e47.pdf
2021-03-01
462
477
10.22034/jeltal.2021.129414
authorial identity
first person pronoun
Research Article
discourse function
Yu
Cui
17862347687@163.com
1
College of Humanities and Law; China University of Mining and Technology, Beijing
LEAD_AUTHOR
ORIGINAL_ARTICLE
Iranian language learners’ attitudes towards distinctive characteristics of English teachers; a mixed-methods study
Investigating teachers’ characteristics concerning both effective teachers and subject matter’s specific characteristics has been of significance in teacher education. Having collected both statistical and textual data, the current study sought to explore Iranian learners’ attitudes on the distinctive characteristics of English language teachers. The study deliberately focused on private language institutions learners in so far as it was thought that they would are in much contact with English teachers both at schools and language institutions. To this end, 15 language learners took part in the research. Questionnaires, in-depth interviews, and focus group interviews were utilized as the main tools of data collection. Descriptive statistics were used to analyze and interpret quantitative data, and the collected qualitative data were analyzed through content analysis. Six themes were generated out of the qualitative data: the nature of the subject, the content of teaching, methodology, teacher-student relationship, economy, and target population. The study has a number of implications for language teachers and teacher education.
https://www.jeltal.ir/article_130492_630a98e1ada2f3a3e9f757e3aa05bdd8.pdf
2021-03-01
478
493
10.22034/jeltal.2021.130492
English language teachers
Learners’ attitudes
Mixed-method study
Teaching Quality
Farzad
Rostami
farzadr79@gmail.com
1
English department, Islamic Azad University, Baneh Branch
LEAD_AUTHOR
Musa
Moradi
musamoradi@yahoo.com
2
English Language Department, Bonab Branch, Islamic Azad University, Bonab, Iran
AUTHOR
Mohammad Hossein
Yousefi
mhh.yousefi@gmail.com
3
English Language Department, Bonab Branch, Islamic Azad University, Bonab, Iran
AUTHOR
ORIGINAL_ARTICLE
The relationship between personality types of Iranian non English teachers as EFL learners and learning Language
This study was an attempt to investigate the impact of personality types on language learning by a group of Iranian teachers. Therefore, 30 male and female teachers as English learners teaching in different fields in Quchan a city in north east in Iran were selected as research participants through convenience sampling. The instruments used to gather the data were the Myers and Briggs Test Inventory (MBTI) for identifying their personality types, and another inventory was the teacher's final scores of their course as a proficiency test for identifying their level of success in language learning. To analyze the data, SPSS software was used. The results of the study showed that there was a significant and meaningful relationship between some personality types and foreign language learning by Iranian teachers. Also some results show that sometimes personality doesn't affect learning English so there must be other reasons that affect teacher's learning language.
https://www.jeltal.ir/article_133568_e209f01500d06474b27163e3fd1ad7a7.pdf
2021-03-01
494
505
10.22034/jeltal.2021.285081.1035
Personality Types
language learning
Myers and Briggs Test
Teachers
Iran
Zahra
Akbarzade Farkhani
nasrabadimajid57@yahoo.com
1
دانشگاه امام رضا، مشهد، ایران
LEAD_AUTHOR
ORIGINAL_ARTICLE
The comparative effects of note-taking and semantic mapping on EFL learners’ vocabulary learning and vocabulary retention
Vocabulary is one of the language components with which many learners have problems. The present study compared the effect of note taking and semantic mapping on vocabulary learning and retention of intermediate Iranian EFL learners. A total number of 98 took a proficiency test and based on its scores, 74 more homogeneous learners were selected as the participant of the study. The participants were then non-randomly assigned to two experimental groups and a control group. Note taking and semantic mapping were used each in one of the experimental groups while the control group used none of the strategies. A pre-test, a post-test, and a delayed posttest were employed to assess the efficiency of the strategies. The collected data were analyzed using descriptive statistics and one-way ANOVAs. The results showed that note taking and semantic mapping strategies had no significantly different effects on the participants' vocabulary learning and vocabulary retention. However, note taking showed to be significantly more effective than no strategy on the posttest although this difference was not seen on the delayed posttest. The findings of the study have implication for both language teachers and learners which are discussed in the paper.
https://www.jeltal.ir/article_133580_b5b68f9be12000f3ab16fd087616dcf6.pdf
2021-03-01
506
517
10.22034/jeltal.2021.286943.1039
note taking
Semantic Mapping
Vocabulary
vocabulary learning
vocabulary retention
Amir
Piri
amir9136@yahoo.com
1
English Department, Qom Branch, Islamic Azad University, Qom, Iran
AUTHOR
Servat
Shirkhani
servatshirkhani@gmail.com
2
English Department, Khorram Abad Branch, Islamic Azad University, Khorram Abad, Iran
LEAD_AUTHOR
ORIGINAL_ARTICLE
The effect of "Drops" application as gaming on vocabulary learning of Iranian EFL young learners
The present study investigated the effect of using an English vocabulary learning application called “Drops” as a tool in helping English as foreign language (EFL) young learners in pre-intermediate level learn English vocabulary. This app was designed to be installed into smartphones with Android and IOS system. To examine the program’s effectiveness, two groups of students (40 learners in each group) in two kinds of genders were set up as an experimental group (those with “Drops”) and a control group (those without “Drops”). Knowledge of the vocabulary after homogenizing learners tested before and after using this app by pre-test and post-test PET multiple-choice test, to assess the impact of the using this app on vocabulary learning on young EFL learners in Iran. The results of the study showed that the learners who use the application significantly outperformed those in the control group that learn vocabularies by traditional methods. At the conclusion of the study, the researcher realizes that 1) using technology such as digital games should be highly emphasized where learning vocabulary is the focus of the study, 2) teaching vocabulary traditionally in the control group, though was less significant than the experimental group in this study, should be also utilized as the second priority in teaching vocabulary in class, 3) the findings revealed no difference in learning English vocabulary based on gender.
https://www.jeltal.ir/article_133590_9a18419e4e053db818ecd3ac0a701013.pdf
2021-03-01
518
533
10.22034/jeltal.2021.286888.1038
EFL
Gaming in Language Learning
vocabulary learning
Kazem
Najmi
kazem13najmi@gmail.com
1
Islamic Azad University, Science and Research Branch
LEAD_AUTHOR
Mahsa
Naserbakht
mahsanaserbakht79@gmail.com
2
Molana Institute of Higher Education
AUTHOR
ORIGINAL_ARTICLE
Strategies applied by native and non-native translators to transfer persian culture-specific Items: A case study on Saadi's Gulistan
The process of translation from one language into another is a very sensitive job as the translator needs to give importance to the cultural aspects of translation. Newmark (1988) points out five areas from which cultural items may come and twenty strategies for the translation of Culture-Specific-Items (CSIs).This research focused on translating CSIs in eight entrances of Saadi’s Gulistan and its two translations by a native and a non-native Persian translator. Through a quantitative and qualitative investigation, the research attempted to consider the application of Newmark's cultural category to distinguish CSIs. The data extracted from the corpus were rated by two raters to calculate inter-rater reliability.Consequently, two hundred twenty two CSIs were detected in the corpus and the results of data gathering and analysis indicated that "synonymy" was the most frequently employed strategy for translating CSIs by the two translators. This paper presents new insights in the field of CSI translation.
https://www.jeltal.ir/article_130528_b0c40f6ba769f789049803e97cde9461.pdf
2021-03-01
534
562
10.22034/jeltal.2021.130528
Culture-Specific Items
culture
literary translation
translation strategies
Maryam
Niami
maryamniami@gmail.com
1
Department of English Language, Islamic Azad University, Parand Branch, Tehran, Iran
LEAD_AUTHOR
Marjan
Rouhi
marjanrouhi2010@yahoo.com
2
Department of English Language, Islamic Azad University, Parand Branch, Tehran, Iran
AUTHOR