دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 15 3 2024 11 21 Causes of Boredom in Language Classrooms and Studentsâ Coping Strategies: A Case in Vietnam Causes of Boredom in Language Classrooms and Students’ Coping Strategies: A Case in Vietnam 1 24 7456 10.48311/LRR.15.3.1 FA Nhat Hoai Tran Graduate Student, Faculty of Foreign Languages, Ton Duc Thang University, Ho Chi Minh City, Vietnam Hung Phu Bui PhD, School of Foreign Languages, University of Economics Ho Chi Minh City, Ho Chi Minh City, Vietnam 0000-0003-3468-4837 Journal Article 1970 01 01 Emotions are well-documented to influence behaviors, learning process, and learning outcomes. Boredom, a negative emotion, can affect students significantly in academic settings. This case study explores the causes of students’ boredom in foreign language classrooms and their coping strategies. Data were collected through semi-structured interviews with twenty English-majored juniors learning Chinese as an additional required language at a university in Vietnam. Results showed that boredom in English language and Chinese language classrooms could be classified into four broad categories: lesson-related, teacher-related, student-related, and others (e.g., learning environment). As the students reported, task diversity, teachers’ sense of humor, and students’ motivation were supposed to reduce boredom in language classrooms. To overcome this negative emotion, the students used various facilitative and debilitative strategies. They positively attempted to mitigate boredom by initiating jokes with their teachers and classmates, suggesting interesting topics to discuss, and raising hands to change the classroom atmosphere. However, other students tended to have gossips with their classmates, text their friends, and go outside for a while. The results suggest implications for improving foreign language teaching and learning in Vietnam and other similar contexts. Emotions are well-documented to influence behaviors, learning process, and learning outcomes. Boredom, a negative emotion, can affect students significantly in academic settings. This case study explores the causes of students’ boredom in foreign language classrooms and their coping strategies. Data were collected through semi-structured interviews with twenty English-majored juniors learning Chinese as an additional required language at a university in Vietnam. Results showed that boredom in English language and Chinese language classrooms could be classified into four broad categories: lesson-related, teacher-related, student-related, and others (e.g., learning environment). As the students reported, task diversity, teachers’ sense of humor, and students’ motivation were supposed to reduce boredom in language classrooms. To overcome this negative emotion, the students used various facilitative and debilitative strategies. They positively attempted to mitigate boredom by initiating jokes with their teachers and classmates, suggesting interesting topics to discuss, and raising hands to change the classroom atmosphere. However, other students tended to have gossips with their classmates, text their friends, and go outside for a while. The results suggest implications for improving foreign language teaching and learning in Vietnam and other similar contexts.

https://lrr.modares.ac.ir/article_7456_7dd11ae2d5ed34925bdbdc9b01866349.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 15 3 2024 11 21 Studentsâ Strategies in Reading Literature: Literary Study in the EFL, Phenomenological Psychology Perspective Students’ Strategies in Reading Literature: Literary Study in the EFL, Phenomenological Psychology Perspective 25 48 7457 10.48311/LRR.15.3.25 FA Anas Ahmadi Universitas Negeri Surabaya, Surabaya, Indonesia 0000-0003-2583-2703 Journal Article 1970 01 01 This study aims to explore the strategies Indonesian students employ in writing comparative Indonesian-English literary criticism within the context of EFL students. A qualitative approach was utilized, and data collection techniques included questionnaires and interviews. The data analysis technique used the identification, classification, reduction, and exposure stages. This study used four phases, namely the screening phase, the reading process phase, the interpretation phase, and the reflection phase. The results showed that in the screening phase, 14.1% of participants expressed a liking for English, while 85.9% remained neutral; the mean score of English obtained by the participants was 45.1% very good, 45.1% good, 8.5% sufficient, 1.3% insufficient; and regarding the English courses attended by participants, 62% never attended, and 38% had taken English courses. In the reading process phase, 74% of the participants searched for translated novels on Google, 7% translated English novels using Google Translate, 3.5% engaged in skimmed reading, 2.5% translated English novels using translators, and other reading strategies were below 3%. Participants who responded with ‘loved’ were 71%, participants who responded with ‘liked’ were 19%, participants who responded with ‘neutral’ were 7%, and those who responded with ‘disliked’ were 3%. This study aims to explore the strategies Indonesian students employ in writing comparative Indonesian-English literary criticism within the context of EFL students. A qualitative approach was utilized, and data collection techniques included questionnaires and interviews. The data analysis technique used the identification, classification, reduction, and exposure stages. This study used four phases, namely the screening phase, the reading process phase, the interpretation phase, and the reflection phase. The results showed that in the screening phase, 14.1% of participants expressed a liking for English, while 85.9% remained neutral; the mean score of English obtained by the participants was 45.1% very good, 45.1% good, 8.5% sufficient, 1.3% insufficient; and regarding the English courses attended by participants, 62% never attended, and 38% had taken English courses. In the reading process phase, 74% of the participants searched for translated novels on Google, 7% translated English novels using Google Translate, 3.5% engaged in skimmed reading, 2.5% translated English novels using translators, and other reading strategies were below 3%. Participants who responded with ‘loved’ were 71%, participants who responded with ‘liked’ were 19%, participants who responded with ‘neutral’ were 7%, and those who responded with ‘disliked’ were 3%.

https://lrr.modares.ac.ir/article_7457_9f820adf84bf8a1c259f464ba89ea11f.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 15 3 2024 11 21 Fulfillment of Basic Psychological Needs of English for Specific Purpose Learners during Online Learning: Lecturers' and Learners' Perspectives Fulfillment of Basic Psychological Needs of English for Specific Purpose Learners during Online Learning: Lecturers' and Learners' Perspectives 49 78 7458 10.48311/LRR.15.3.49 FA Dodi Mulyadi Universitas Muhammadiyah Semarang Yudhi Arifani Universitas Muhammadiyah Gresik 0000-0003-4615-8439 Abdurrosyid Abdurrosyid UIN Jakarta Fitrotul Mufaridah Charanjit Kaur Swaran Singh Universiti Pendidikan Sultan Idris Journal Article 1970 01 01 Investigating learners' motivational factors from Basic Psychological Needs (BPN) has been prevalent in a foreign/second language domain, but there is a dearth of well-documented research on ESP instruction. This study addressed the void by scrutinizing ESP learners' BPN of relatedness, competence, and autonomy using a validated and reliable BPN instrument to assess online ESP practices and challenges within unideal EFL situations. A total of 617 ESP students and 94 ESP lecturers from 14 universities across provincial areas of Indonesia participated in the study. A mixed-method design administering questionnaire and interview was applied to draw ESP students' BPN from the perspective of lecturers and students. The results revealed significant differences between lecturers' and learners' perceptions regarding several indicators of relatedness, competence, and autonomy categories. While the lecturers' questionnaire and interviews reported that the ESP students had an acceptable level of engagement with wider ESP communities, the students mentioned their low engagement with content lecturers, stakeholders/experts, and communities. These differences are then utilized as a stepping stone to design a more 'ideal' ESP program using a specific BPN framework to enhance ESP lecturers' and students' specific English and content knowledge under the online learning platforms. The study implies that to help ESP students learn English, online ESP programs should be collaboratively designed by involving English lecturers, content lecturers, ESP stakeholders from relevant fields, and technology-related materials that meet English and specific content knowledge needs. Investigating learners' motivational factors from Basic Psychological Needs (BPN) has been prevalent in a foreign/second language domain, but there is a dearth of well-documented research on ESP instruction. This study addressed the void by scrutinizing ESP learners' BPN of relatedness, competence, and autonomy using a validated and reliable BPN instrument to assess online ESP practices and challenges within unideal EFL situations. A total of 617 ESP students and 94 ESP lecturers from 14 universities across provincial areas of Indonesia participated in the study. A mixed-method design administering questionnaire and interview was applied to draw ESP students' BPN from the perspective of lecturers and students. The results revealed significant differences between lecturers' and learners' perceptions regarding several indicators of relatedness, competence, and autonomy categories. While the lecturers' questionnaire and interviews reported that the ESP students had an acceptable level of engagement with wider ESP communities, the students mentioned their low engagement with content lecturers, stakeholders/experts, and communities. These differences are then utilized as a stepping stone to design a more 'ideal' ESP program using a specific BPN framework to enhance ESP lecturers' and students' specific English and content knowledge under the online learning platforms. The study implies that to help ESP students learn English, online ESP programs should be collaboratively designed by involving English lecturers, content lecturers, ESP stakeholders from relevant fields, and technology-related materials that meet English and specific content knowledge needs.

https://lrr.modares.ac.ir/article_7458_57db7d68d5335b52d5153a4e01adaa6b.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 15 3 2024 11 21 Are Phrases Frozen? Investigating Lexical Bundles in Non-native and Native Reports in MICUSP Are Phrases Frozen? Investigating Lexical Bundles in Non-native and Native Reports in MICUSP 79 105 7459 10.48311/LRR.15.3.79 FA Amir Mashhadi Department of English Language and Literature, Faculty of Letters and Humanities, Shahid Chamran University of Ahvaz, Ahvaz, Iran Marjan Ghanavati Department of English Language and Literature, Faculty of Letters and Humanities, Shahid Chamran University of Ahvaz, Ahvaz, Iran Journal Article 1970 01 01 As one of the most prominent components of native-like language use, lexical bundles play a crucial role in academic texts. Considering the amount of written language produced by writers, this study explored lexical bundles in non-native and native academic reports. To that end, 100 sample reports of non-native and native writers taken from the Michigan Corpus of Upper-level Student Papers (MICUSP) were selected and analyzed to find non-native and native writers’ use of lexical bundles regarding frequency, structure, and function. Results indicated that native writers generally used a more extensive variety of lexical bundles in their reports. Regarding the structure of bundles, both non-native and native writers tended to employ more noun phrases with of-phrase fragments. In terms of the functions of bundles, both groups of writers tended to use more research-oriented bundles, followed by text-oriented and participant-oriented bundles, respectively. Findings highlight the value of fixed expressions in producing coherent academic texts by proficient writers, hence their importance in materials design and second language instruction. As one of the most prominent components of native-like language use, lexical bundles play a crucial role in academic texts. Considering the amount of written language produced by writers, this study explored lexical bundles in non-native and native academic reports. To that end, 100 sample reports of non-native and native writers taken from the Michigan Corpus of Upper-level Student Papers (MICUSP) were selected and analyzed to find non-native and native writers’ use of lexical bundles regarding frequency, structure, and function. Results indicated that native writers generally used a more extensive variety of lexical bundles in their reports. Regarding the structure of bundles, both non-native and native writers tended to employ more noun phrases with of-phrase fragments. In terms of the functions of bundles, both groups of writers tended to use more research-oriented bundles, followed by text-oriented and participant-oriented bundles, respectively. Findings highlight the value of fixed expressions in producing coherent academic texts by proficient writers, hence their importance in materials design and second language instruction.

https://lrr.modares.ac.ir/article_7459_fdda6e957f1e5ee2f3b311fe4f145ae1.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 15 3 2024 11 21 On the Elaboration of Contexts of Situation with Special Reference to Requesting Strategies in Bali On the Elaboration of Contexts of Situation with Special Reference to Requesting Strategies in Bali 107 133 7460 10.48311/LRR.15.3.107 FA I Made Netra Professor in Linguistics, English Department, Faculty of Huanities, Udayana University, Denpasar, Indonesia I Made Suastra Professor in Linguistics, English Department, Faculty of Humanities, Udayana University, Denpasar, Indonesia I Putu Sutama Associate Professor in Linguistics., Balinese Literature Department, Faculty of Humanities, Udayana University, Denpasar, Indonesia Journal Article 1970 01 01 On the Elaboration of Contexts of Situation with Special Reference toRequesting Strategies in BaliI Made Netra , I Made Suastra , & I Putu SutamaAbstractOver the last two decades, the study of meaning has been done utilizing context of situation. It has been practiced in determining the speaker’s meanings in languages around the world. However, this research attempts to develop an elaborated form of context of situation in a culture-specific Balinese language and to explicate the speaker’s meaning bound by the elaborated context. To this end, an approach of participatory observation was applied which was qualitative and descriptive in nature. The data were collected from respondents and informants of Buleleng and Gianyar regencies,considering that although they share the same language, their understanding on requesting strategies, however, might be different. Requesting strategies in Balinese is contextually bound by a given and elaborated context of situation, which is referred to as Desa Kala Patra functioning both as a context of situation and an adjustment for language effectiveness. The elaborated context is immensely applicable to different requests. The requests are articulated based on the Balinese cultural scripts. Again, as an elaborated context of situation, Desa Kala Patra can bind the requesting strategies. As an adjustment for language effectiveness, Desa Kala Patra can mostly shift the direct strategies into indirect ones. Indirect requests can be expressed by asking, tag-questioning, giving information, giving advice, providing alternative points, offering, complaining, greeting, and inviting. The practices of requesting are configured by low-level scripts using exponents of philosophical aspects, Desa Kala Patra itself, “ if/then” condition, mechanism, results, and concluding statement. On the Elaboration of Contexts of Situation with Special Reference toRequesting Strategies in BaliI Made Netra , I Made Suastra , & I Putu SutamaAbstractOver the last two decades, the study of meaning has been done utilizing context of situation. It has been practiced in determining the speaker’s meanings in languages around the world. However, this research attempts to develop an elaborated form of context of situation in a culture-specific Balinese language and to explicate the speaker’s meaning bound by the elaborated context. To this end, an approach of participatory observation was applied which was qualitative and descriptive in nature. The data were collected from respondents and informants of Buleleng and Gianyar regencies,considering that although they share the same language, their understanding on requesting strategies, however, might be different. Requesting strategies in Balinese is contextually bound by a given and elaborated context of situation, which is referred to as Desa Kala Patra functioning both as a context of situation and an adjustment for language effectiveness. The elaborated context is immensely applicable to different requests. The requests are articulated based on the Balinese cultural scripts. Again, as an elaborated context of situation, Desa Kala Patra can bind the requesting strategies. As an adjustment for language effectiveness, Desa Kala Patra can mostly shift the direct strategies into indirect ones. Indirect requests can be expressed by asking, tag-questioning, giving information, giving advice, providing alternative points, offering, complaining, greeting, and inviting. The practices of requesting are configured by low-level scripts using exponents of philosophical aspects, Desa Kala Patra itself, “ if/then” condition, mechanism, results, and concluding statement.

https://lrr.modares.ac.ir/article_7460_99e4ff886ade110350981edaec84553c.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 15 3 2024 11 21 Beyond Fears and Hopes for Teaching English: An Investigation of Iranian Pre-service and In-service EFL Teachers' Possible Selves Beyond Fears and Hopes for Teaching English: An Investigation of Iranian Pre-service and In-service EFL Teachers' Possible Selves 135 160 7461 10.48311/LRR.15.3.135 FA Mojtaba Maghsoudi Department of English Language Teaching, Farhangian University, Tehran, Iran 0000-0001-8780-5888 Mohammad Hadi Mahmoodi Department of English, Bu-Ali Sina University, Hamedan, Iran Abolfazl Khodamoradi Department of English Language Teaching, Farhangian University, Tehran, Iran. Journal Article 1970 01 01 Possible selves represent individuals' ideas of what they might become, what they would like to become and what they are afraid of becoming. This paper, using a mixed method design, probes the possible teaching selves of 108 pre-service and 41 in-service Iranian EFL teachers to explore their professional fears and hopes. Data were collected via Possible Language Teacher Self Questionnaire and semi-structured interviews. Analysis of the qualitative data using MAXQDA demonstrated the fears and hopes of the teachers in terms of professionalism, instructional strategies, classroom management and professional interpersonal relationship. Moreover, both fears and hopes were found to be rooted in personal (cognitive and affective) and social (mostly organizational) sources. Further, analysis of quantitative data via ANOVA, independent-samples T-test also revealed that the pre-service teachers and their in-service counterparts are similar in terms of their feared and ideal to selves whereas their ought self has a determining role in justifying the observable variations in their possible self. In addition, pre-service teachers' year of education was also found to be a significant factor affecting their possible selves; that is, it was shown that first-year, second-year and third-year pre-service teachers' ought self is significantly different from that of in-service teachers. Nevertheless, there was no significant difference between fourth-year-pre-service teachers and in-service teachers in terms of their ought self. Possible selves represent individuals' ideas of what they might become, what they would like to become and what they are afraid of becoming. This paper, using a mixed method design, probes the possible teaching selves of 108 pre-service and 41 in-service Iranian EFL teachers to explore their professional fears and hopes. Data were collected via Possible Language Teacher Self Questionnaire and semi-structured interviews. Analysis of the qualitative data using MAXQDA demonstrated the fears and hopes of the teachers in terms of professionalism, instructional strategies, classroom management and professional interpersonal relationship. Moreover, both fears and hopes were found to be rooted in personal (cognitive and affective) and social (mostly organizational) sources. Further, analysis of quantitative data via ANOVA, independent-samples T-test also revealed that the pre-service teachers and their in-service counterparts are similar in terms of their feared and ideal to selves whereas their ought self has a determining role in justifying the observable variations in their possible self. In addition, pre-service teachers' year of education was also found to be a significant factor affecting their possible selves; that is, it was shown that first-year, second-year and third-year pre-service teachers' ought self is significantly different from that of in-service teachers. Nevertheless, there was no significant difference between fourth-year-pre-service teachers and in-service teachers in terms of their ought self.

https://lrr.modares.ac.ir/article_7461_c5ad7d5c8e1cd311a06a038f2510bfdc.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 15 3 2024 11 21 The Beliefs of Indonesian Pre-Service Teachers Emotional Strategies in the English Teaching Practicum The Beliefs of Indonesian Pre-Service Teachers Emotional Strategies in the English Teaching Practicum 161 193 7462 10.48311/LRR.15.3.161 FA Ririn Pusparini Doctorate Program in ELT, Faculty of Letters, Universitas Negeri Malang, Indonesia English Education Department, Universitas Negeri Surabaya, Indonesia, +6281246779071 0000-0001-9187-2522 Sri Rachmajanti Department of English, Faculty of Letters, Universitas Negeri Malang, Indonesia, +6282131013074, 0000-0002-7291-1212 Yudhi Arifani English Education Department, Universitas Muhammadiyah Gresik, Indonesia, +6281327418413 0000-0003-4615-8439 Mirjam Anugerahwati Department of English, Faculty of Letters, Universitas Negeri Malang, Indonesia, +6282232982055 0000-0001-6659-3847 Utari Praba Astuti Department of English, Faculty of Letters, Universitas Negeri Malang, Indonesia, +6281259214668 0000-0002-5910-7916 Journal Article 1970 01 01 Since beliefs and emotions are involved in teachers’ daily professional life, this case study aimed to reveal the beliefs of pre-service teachers (PST) emotional strategies and the reasons underlying their beliefs during teaching practicum. Six PSTs from three Indonesian universities who conducted teaching practicum in three different school areas participated in this study. Fruitful data were gained from classroom observations, in-depth interviews, and journal entries. The findings reveal that Indonesian PSTs believe designing both a lesson plan and a second one is significant in preparing the classroom situation appropriately for students. These strategies can improve their self-confidence and motivation and help them regulate down emotions to respond to spontaneous incidents. They also believe in cognitive strategies that the students' problems and the teacher's weaknesses provoke the students' misbehavior. To up-positive emotion regulation, they believe in fake strategies showing their excitement and enthusiasm in teaching through verbal and nonverbal cues. However, hiding and avoiding emotions are not suitable due to harmful impacts. Hence, teachers have to unveil their emotions in appropriate situations. Teachers' attention to all students is pivotal for learning and growth. Thus, PSTs' emotional competence must be enhanced, for they have the ability to identify, analyze, regulate, and express emotions in the proper context and situation. The teacher education program must give PSTs full support by including emotional competence as one of the subjects or a part of the course contents to promote positive beliefs on emotion regulation Since beliefs and emotions are involved in teachers’ daily professional life, this case study aimed to reveal the beliefs of pre-service teachers (PST) emotional strategies and the reasons underlying their beliefs during teaching practicum. Six PSTs from three Indonesian universities who conducted teaching practicum in three different school areas participated in this study. Fruitful data were gained from classroom observations, in-depth interviews, and journal entries. The findings reveal that Indonesian PSTs believe designing both a lesson plan and a second one is significant in preparing the classroom situation appropriately for students. These strategies can improve their self-confidence and motivation and help them regulate down emotions to respond to spontaneous incidents. They also believe in cognitive strategies that the students' problems and the teacher's weaknesses provoke the students' misbehavior. To up-positive emotion regulation, they believe in fake strategies showing their excitement and enthusiasm in teaching through verbal and nonverbal cues. However, hiding and avoiding emotions are not suitable due to harmful impacts. Hence, teachers have to unveil their emotions in appropriate situations. Teachers' attention to all students is pivotal for learning and growth. Thus, PSTs' emotional competence must be enhanced, for they have the ability to identify, analyze, regulate, and express emotions in the proper context and situation. The teacher education program must give PSTs full support by including emotional competence as one of the subjects or a part of the course contents to promote positive beliefs on emotion regulation

https://lrr.modares.ac.ir/article_7462_b8102d1fa5df93e62cf26cd4400a0727.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 15 3 2024 11 21 Critical Pedagogy in Practice: Classroom Practices and the Barriers to Its Implementation in EFL Context Critical Pedagogy in Practice: Classroom Practices and the Barriers to Its Implementation in EFL Context 195 223 7463 10.48311/LRR.15.3.195 FA Esmaeel Ali Salimi Associate Professor of Applied Linguistics, Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba’i University, Tehran Mona Najjarpour PhD Candidate of Applied Linguistics, Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba’i University, Tehran, Iran Journal Article 1970 01 01 This study aimed to explore Iranian EFL teachers' perceptions of Critical Pedagogy (CP) and their classroom practices. For this purpose, a total of 22 EFL teachers were selected through convenience sampling and participated in an online semi-structured written interview. A sub-group of them also took part in a phone interview. Textual data were analyzed using grounded theory coding types, including open, axial, and selective coding, with MAXQDA software (Version 2020). The findings revealed two broad themes: raising students' critical consciousness and learner-centered pedagogy for CP definition, and communicative tasks and learner-centered activities for CP classroom practices. Additionally, the dominant barriers to the implementation of CP in the Iranian EFL context were identified as the top-down educational system, teachers' variables, and practical barriers. This study aimed to explore Iranian EFL teachers' perceptions of Critical Pedagogy (CP) and their classroom practices. For this purpose, a total of 22 EFL teachers were selected through convenience sampling and participated in an online semi-structured written interview. A sub-group of them also took part in a phone interview. Textual data were analyzed using grounded theory coding types, including open, axial, and selective coding, with MAXQDA software (Version 2020). The findings revealed two broad themes: raising students' critical consciousness and learner-centered pedagogy for CP definition, and communicative tasks and learner-centered activities for CP classroom practices. Additionally, the dominant barriers to the implementation of CP in the Iranian EFL context were identified as the top-down educational system, teachers' variables, and practical barriers.

https://lrr.modares.ac.ir/article_7463_9f0fd032f17effe47439a28c1ac69e77.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 15 3 2024 11 21 The Facilitative Role of Social Media in EFL/ESL Studentsâ Language Skills and Academic Engagement: A Theoretical Analysis The Facilitative Role of Social Media in EFL/ESL Students’ Language Skills and Academic Engagement: A Theoretical Analysis 225 244 7464 10.48311/LRR.15.3.225 FA Yue Chen School of Humanities and Media, Nanjing Normal University Taizhou College, Taizhou, Jiangsu, 225300, China Dong Shu Department of arts in Fine Arts and Design International College, Krirk University, Bangkok, 10220, Thailand Journal Article 1970 01 01 The integration of technologies and social media into second/foreign language education has recently gained momentum in different contexts. Given their nature, social media have been empirically identified to improve different aspects of L2 teaching and learning. However, their facilitative role in enhancing EFL/ESL students’ language skills and academic engagement has been limitedly explored. To fill this lacuna, the present study intended to provide a theoretical analysis on the utility and power of injecting technologies and social media into L2 classes and improve students’ language skills and academic engagement. In so doing, the conceptualizations, definitions, dimensions, and empirical studies that provide evidence for the interplay of these constructs are presented. Moreover, a variety of implications are enumerated for EFL/ESL teachers, learners, teacher trainers, language policy-makers, curriculum designers, and scholars in L2 education, who can recognize the facilitative role of social media in English language teaching learning. The integration of technologies and social media into second/foreign language education has recently gained momentum in different contexts. Given their nature, social media have been empirically identified to improve different aspects of L2 teaching and learning. However, their facilitative role in enhancing EFL/ESL students’ language skills and academic engagement has been limitedly explored. To fill this lacuna, the present study intended to provide a theoretical analysis on the utility and power of injecting technologies and social media into L2 classes and improve students’ language skills and academic engagement. In so doing, the conceptualizations, definitions, dimensions, and empirical studies that provide evidence for the interplay of these constructs are presented. Moreover, a variety of implications are enumerated for EFL/ESL teachers, learners, teacher trainers, language policy-makers, curriculum designers, and scholars in L2 education, who can recognize the facilitative role of social media in English language teaching learning.

https://lrr.modares.ac.ir/article_7464_7bd66825e9a97424ffe5645549270832.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 15 3 2024 11 21 On the Relationship between Sensory Learning Styles and Reading Subskill Profiles: An Application of Fusion Model On the Relationship between Sensory Learning Styles and Reading Subskill Profiles: An Application of Fusion Model 245 274 7465 10.48311/LRR.15.3.245 FA Mona Askari M.A, English Department, Faculty of Foreign Languages and Literature, University of Tehran, Tehran, Iran Hossein Karami Assistant Professor, English Department, Faculty of Foreign Languages and Literature, University of Tehran, Tehran, Iran Journal Article 1970 01 01 The role of learning styles in academic performance has long been the question of many educationalists. Sensory learning styles, which categorize learners into three groups of visual, auditory, and tactile students, have been said to be likely to play parts in academic performance. The purpose of the present study is twofold. Initially, this study aimed to see what weaknesses Iranian university students have in reading comprehension task. The next step was to seek if possessing different sensory learning styles can lead to a significant difference regarding reading comprehension performance. In this study, Cognitive Diagnostic Assessment was applied to provide us with comprehensive mastery reading subskill profiles of everyone. To do so, a reading comprehension test along with a learning style questionnaire were given to 301 Iranian university students, the responses were all divided into either correct or incorrect responses, and according to examinees’ questionnaire, they were categorized into three groups of visual, auditory, and tactile learners. According to the present study, Iranian university students were found to have difficulty dealing with implicitly stated information, understanding difficult vocabulary, and summarizing the textual information. Regarding the second question of this study, visual learners performed significantly better than their auditory counterparts in four skills of Basic Linguistic Knowledge, Implicitly Stated Information, Understanding Difficult Vocabulary, and Understanding Complex Text. However, no significant difference was found between auditory and tactile participants. This result reinforces the prominent role of learning styles in academic and educational settings, to develop efficient instructions and curriculums that best meet learners’ needs. The role of learning styles in academic performance has long been the question of many educationalists. Sensory learning styles, which categorize learners into three groups of visual, auditory, and tactile students, have been said to be likely to play parts in academic performance. The purpose of the present study is twofold. Initially, this study aimed to see what weaknesses Iranian university students have in reading comprehension task. The next step was to seek if possessing different sensory learning styles can lead to a significant difference regarding reading comprehension performance. In this study, Cognitive Diagnostic Assessment was applied to provide us with comprehensive mastery reading subskill profiles of everyone. To do so, a reading comprehension test along with a learning style questionnaire were given to 301 Iranian university students, the responses were all divided into either correct or incorrect responses, and according to examinees’ questionnaire, they were categorized into three groups of visual, auditory, and tactile learners. According to the present study, Iranian university students were found to have difficulty dealing with implicitly stated information, understanding difficult vocabulary, and summarizing the textual information. Regarding the second question of this study, visual learners performed significantly better than their auditory counterparts in four skills of Basic Linguistic Knowledge, Implicitly Stated Information, Understanding Difficult Vocabulary, and Understanding Complex Text. However, no significant difference was found between auditory and tactile participants. This result reinforces the prominent role of learning styles in academic and educational settings, to develop efficient instructions and curriculums that best meet learners’ needs.

https://lrr.modares.ac.ir/article_7465_ac3e2c4e1d4bd07fb973a2ea4d250160.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 15 3 2024 11 21 A Systematic Review of Translator Translation Styles: Trends and Development from 2013 to 2023 A Systematic Review of Translator Translation Styles: Trends and Development from 2013 to 2023 275 299 7466 10.48311/LRR.15.3.275 FA Jingjing Yang PhD Student, Academy of Language Studies, Universiti Teknologi MARA (UITM), Shah Alam, Selangor, Malaysia Norhazlina Husin Associate Professor, Academy of Language Studies, Universiti Teknologi MARA (UITM), Shah Alam, Selangor, Malaysia Journal Article 1970 01 01 This is a systematic review of Translator Translation Styles from 2013 to 2023, based on 16 highly relevant articles, which are included after searching a total of 193 articles in three databases using specific keywords. This review aims to investigate the current trends and development of the four core research elements, namely, the research topics, research approaches/tools, research objects, and research trends of Translator Translation Styles. Corpus-based research and computing technology have become the core research trends in this field. By taking the translated texts as the research objects and using a variety of research approaches to analyze and compile statistics on a large number of texts, researchers can accurately identify and compare the different emphases of their respective studies on Translator Translation Styles. At present, it seems that the research on Translator Translation Styles has established a system framework. However, it still needs to be optimized and improved in some aspects (e.g., the research objects are too limited and lack innovation in types), and future research can further explore those aspects. The present paper ends with some suggestions and recommendations for future researchers in academic contexts. This is a systematic review of Translator Translation Styles from 2013 to 2023, based on 16 highly relevant articles, which are included after searching a total of 193 articles in three databases using specific keywords. This review aims to investigate the current trends and development of the four core research elements, namely, the research topics, research approaches/tools, research objects, and research trends of Translator Translation Styles. Corpus-based research and computing technology have become the core research trends in this field. By taking the translated texts as the research objects and using a variety of research approaches to analyze and compile statistics on a large number of texts, researchers can accurately identify and compare the different emphases of their respective studies on Translator Translation Styles. At present, it seems that the research on Translator Translation Styles has established a system framework. However, it still needs to be optimized and improved in some aspects (e.g., the research objects are too limited and lack innovation in types), and future research can further explore those aspects. The present paper ends with some suggestions and recommendations for future researchers in academic contexts.

https://lrr.modares.ac.ir/article_7466_f94778df58fec780ff952344ac5a2442.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 15 3 2024 11 21 La traduction des mÃ©taphores politiques dans le discours diplomatique des hommes dâÃ©tats iraniens durant la pÃ©riode de prÃ©-PAGC et post-PAGC La traduction des métaphores politiques dans le discours diplomatique des hommes d’états iraniens durant la période de pré-PAGC et post-PAGC 301 333 7467 10.48311/LRR.15.3.301 FA Nosrat Hejazi Professeure assistante au département de la langue française de Tarbiat Modares l’Université , Téhéran, Iran 0000-0001-5217-027X Mahdi Djalinoosi M.A. au département de la langue française de l’Université Tarbiat Modares (TMU), Téhéran, Iran Journal Article 1970 01 01 Cet article s’interroge sur la traduction des métaphores politiques dans le discours diplomatique des hommes d’Etat iraniens au cours des deux périodes qui précédent et suivent le PAGC. En optant le modèle de la traduction des métaphores proposées par Hagström, cette étude vise à découvrir les méthodes et les stratégies de traduction que les traducteurs utilisent lorsqu’ils sont confrontés à des métaphores politiques venant des cartes conceptuelles éloignées. Il en ressort que pour les sphères sociolinguistiques éloignées (Iran vs pays occidentaux) tout un large éventail des stratégies est utilisé afin de restituer les allusions métaphoriques. En outre, il paraît que les stratégies de la traduction des métaphores politiques sont plus variées dans la période de Pré-PAGC, alors que durant la période de Post-PAGC les stratégies sont moins variées et elles se contentent de restituer une traduction littérale (reprise de la même métaphore de la culture source et sa restitution dans la langue-culture cible), réclamant ainsi une lecture plus active de la part des destinataires Cet article s’interroge sur la traduction des métaphores politiques dans le discours diplomatique des hommes d’Etat iraniens au cours des deux périodes qui précédent et suivent le PAGC. En optant le modèle de la traduction des métaphores proposées par Hagström, cette étude vise à découvrir les méthodes et les stratégies de traduction que les traducteurs utilisent lorsqu’ils sont confrontés à des métaphores politiques venant des cartes conceptuelles éloignées. Il en ressort que pour les sphères sociolinguistiques éloignées (Iran vs pays occidentaux) tout un large éventail des stratégies est utilisé afin de restituer les allusions métaphoriques. En outre, il paraît que les stratégies de la traduction des métaphores politiques sont plus variées dans la période de Pré-PAGC, alors que durant la période de Post-PAGC les stratégies sont moins variées et elles se contentent de restituer une traduction littérale (reprise de la même métaphore de la culture source et sa restitution dans la langue-culture cible), réclamant ainsi une lecture plus active de la part des destinataires

https://lrr.modares.ac.ir/article_7467_78aa9cdf7ccc43360c7b8d362a07d223.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 15 3 2024 11 21 Analyse sÃ©miotique de la transmission du sens dans la traduction des culturÃ¨mes Selon la thÃ©orie de Youri Lotman Etude du cas : Papillon traduit par Parviz Naghibi Analyse sémiotique de la transmission du sens dans la traduction des culturèmes Selon la théorie de Youri Lotman Etude du cas : Papillon traduit par Parviz Naghibi 335 357 7468 10.48311/LRR.15.3.335 FA Nasrin Nasrin Doctorante en didactique de FLE- Université Tarbiat Modares de Téhéran Hamid Reza Shairi Professeur de français- Université Tarbiat Modares de Téhéran Moluk Daneshmand Docteur en éducation FLE - Université Tarbiat Modares, Téhéran Journal Article 1970 01 01 La langue et la culture sont indissociables, car la culture se manifeste dans la langue et grâce à cette dernière, pourrait être fournie la base nécessaire à la manifestation de la culture. La traduction est un discours socioculturel où les sociétés humaines pourront afficher leur identité culturelle en invoquant l'autre. La problématique principale autour de laquelle s’organise cette recherche est celle de savoir comment dans la traduction, les culturèmes provoquent le déplacement des frontières sémantiques et comment l’union entre le nous et les autres, comme l’explique Y. Lotman dans la théorie de la sémiosphère, serait possible. Cette recherche aura pour objectif de montrer que dans la traduction du roman Papillon, la transmission du sens des culturèmes dépend des situations discursives fondées sur deux systèmes sémantiques convergents et divergents. La présente étude est fondée sur l'analyse du corpus c’est-à-dire le roman Papillon d’Henry Charrier traduit par Parviz Naghibi. Ainsi les données principales de la recherche seront collectées à partir du corpus. Après avoir analysé les stratégies du traducteur, nous chercherons à apporter des solutions pour la bonne transmission du sens des culturèmes dans le processus de traduction. Enfin, nous essayerons de déterminer les typologies de traduction des culturèmes du point de vue de J. Fontanille. Les résultats de cette recherche indiquent que le traducteur n’a pas réussi à transférer le sens des culturèmes, car en adoptant des stratégies qui ne sont pas convenables pour traduire des éléments culturels d’une langue à l’autre, il n’a pas essayé de réduire les distances entre le nous et l’autre. La langue et la culture sont indissociables, car la culture se manifeste dans la langue et grâce à cette dernière, pourrait être fournie la base nécessaire à la manifestation de la culture. La traduction est un discours socioculturel où les sociétés humaines pourront afficher leur identité culturelle en invoquant l'autre. La problématique principale autour de laquelle s’organise cette recherche est celle de savoir comment dans la traduction, les culturèmes provoquent le déplacement des frontières sémantiques et comment l’union entre le nous et les autres, comme l’explique Y. Lotman dans la théorie de la sémiosphère, serait possible. Cette recherche aura pour objectif de montrer que dans la traduction du roman Papillon, la transmission du sens des culturèmes dépend des situations discursives fondées sur deux systèmes sémantiques convergents et divergents. La présente étude est fondée sur l'analyse du corpus c’est-à-dire le roman Papillon d’Henry Charrier traduit par Parviz Naghibi. Ainsi les données principales de la recherche seront collectées à partir du corpus. Après avoir analysé les stratégies du traducteur, nous chercherons à apporter des solutions pour la bonne transmission du sens des culturèmes dans le processus de traduction. Enfin, nous essayerons de déterminer les typologies de traduction des culturèmes du point de vue de J. Fontanille. Les résultats de cette recherche indiquent que le traducteur n’a pas réussi à transférer le sens des culturèmes, car en adoptant des stratégies qui ne sont pas convenables pour traduire des éléments culturels d’une langue à l’autre, il n’a pas essayé de réduire les distances entre le nous et l’autre.

https://lrr.modares.ac.ir/article_7468_c7a2af589d255231c76944fe4a45a500.pdf