Introduction: Humor does travel cross-linguistic and cultural barriers. Humor is a crucial aspect of mass entertainment and intercultural communication. The translation of humor is also a challenging task for translators as they should have sufficient knowledge of the source and target languages to comprehend the context of the situation. Regardless of the growing interest in Audiovisual Translation, subtitling humor, particularly dark jokes, in movies remains on the periphery of translation studies. This study aimed to determine the strategies used by Iranian translators in subtitling dark jokes in movies based on Molina and Albir’s (2008) model. Methodology: The corpus of the study consisted of a crime and drama film entitled Joker (2019) movie. In the selected movie, 24 dark jokes were identified. To achieve the study objective, two Persian-subtitled versions of the Joker movie were analyzed. The obtained data were described using descriptive statistics (i.e., frequency, percentage) and the Chi-Square test. The obtained results indicated that Amplification, Literal Translation, and Modulation were the most frequently applied strategies in subtitling jokes. Results: A chi-square test of independence showed that Iranian translators had different strategies in the subtitling of dark jack. Of different employed strategies, the literal translation was the first commonly used strategy. Conclusion: The research findings can enhance translation students, subtitlers, and fansubbers’ understanding of the subtitling strategies being adopted by translators in subtitling dark jokes in movies.
{"title":"An Investigation of Dark Jokes Translation Strategies in Persian Subtitled Versions of Joker Movie","authors":"Aynaz Samir","doi":"10.58803/jclr.v1i2.10","DOIUrl":"https://doi.org/10.58803/jclr.v1i2.10","url":null,"abstract":"Introduction: Humor does travel cross-linguistic and cultural barriers. Humor is a crucial aspect of mass entertainment and intercultural communication. The translation of humor is also a challenging task for translators as they should have sufficient knowledge of the source and target languages to comprehend the context of the situation. Regardless of the growing interest in Audiovisual Translation, subtitling humor, particularly dark jokes, in movies remains on the periphery of translation studies. This study aimed to determine the strategies used by Iranian translators in subtitling dark jokes in movies based on Molina and Albir’s (2008) model. \u0000Methodology: The corpus of the study consisted of a crime and drama film entitled Joker (2019) movie. In the selected movie, 24 dark jokes were identified. To achieve the study objective, two Persian-subtitled versions of the Joker movie were analyzed. The obtained data were described using descriptive statistics (i.e., frequency, percentage) and the Chi-Square test. The obtained results indicated that Amplification, Literal Translation, and Modulation were the most frequently applied strategies in subtitling jokes. \u0000Results: A chi-square test of independence showed that Iranian translators had different strategies in the subtitling of dark jack. Of different employed strategies, the literal translation was the first commonly used strategy. \u0000Conclusion: The research findings can enhance translation students, subtitlers, and fansubbers’ understanding of the subtitling strategies being adopted by translators in subtitling dark jokes in movies.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129900486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: Processing ambiguous pronouns by L1 speakers of English has been the subject of a great bulk of research. Only a few studies, however, have investigated the ambiguity resolution of pronouns by people for whom English is a second or foreign language. In this study, the researchers employed a picture selection task to explore how adult Iranian EFL learners treated ambiguous pronouns. Methodology: The materials were 20 experimental items in four different conditions (i.e., manipulation of neither noun phrases [NP1] nor NP2, NP1 manipulation, both NPs manipulation and NP2 manipulation) plus 30 filler items. The principal purpose of this study was to investigate whether the manipulation of NPs by attaching extra content/semantic information to them had any impact on their accessibility and how the participants associated ambiguous pronouns with NPs when attempting to choose an antecedent. Results: The results confirmed the idea that increasing the length of an NP is an important mechanism employed by EFL learners in the process of ambiguity resolution of pronouns. The results also indicated that the NP length mechanism was a better predictor of accessibility in comparison with other mechanisms, such as the primacy effect, the subject rule, and the grammatical role. Conclusion: The findings demonstrated that when an NP carries extra-linguistic information compared to other NPs, it might have a better chance of being selected as the referent of an ambiguous pronoun.
{"title":"Processing Referentially Ambiguous Pronouns by Adult Learners of English as a Foreign Language","authors":"Masoud Motamedynia, Ali Akbar Khomeijani Farahani","doi":"10.58803/jclr.v1i2.7","DOIUrl":"https://doi.org/10.58803/jclr.v1i2.7","url":null,"abstract":"Introduction: Processing ambiguous pronouns by L1 speakers of English has been the subject of a great bulk of research. Only a few studies, however, have investigated the ambiguity resolution of pronouns by people for whom English is a second or foreign language. In this study, the researchers employed a picture selection task to explore how adult Iranian EFL learners treated ambiguous pronouns. \u0000Methodology: The materials were 20 experimental items in four different conditions (i.e., manipulation of neither noun phrases [NP1] nor NP2, NP1 manipulation, both NPs manipulation and NP2 manipulation) plus 30 filler items. The principal purpose of this study was to investigate whether the manipulation of NPs by attaching extra content/semantic information to them had any impact on their accessibility and how the participants associated ambiguous pronouns with NPs when attempting to choose an antecedent. \u0000Results: The results confirmed the idea that increasing the length of an NP is an important mechanism employed by EFL learners in the process of ambiguity resolution of pronouns. The results also indicated that the NP length mechanism was a better predictor of accessibility in comparison with other mechanisms, such as the primacy effect, the subject rule, and the grammatical role. \u0000Conclusion: The findings demonstrated that when an NP carries extra-linguistic information compared to other NPs, it might have a better chance of being selected as the referent of an ambiguous pronoun.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126440722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: This paper aimed to analyze FCE and Summit books which are among popular English language teaching textbooks. In particular, this study was an attempt toward the objective analysis of reading passages by finding the differences and similarities of the books in terms of their processes. Methodology: To conduct the study, a corpus of 1964 clauses from reading passages of the two books named Ready for First Certificate of English FCE and Summit was formed, classified, and coded. The corpus was then analyzed based on Halliday and Mattheisen’ (2004) transitivity system. Results: The findings of the study revealed that there were significant differences between Summit and FCE books in terms of relational, existential, and verbal processes. Conclusion: The findings of this study suggest that analyzing the schemas of the texts not only reveals the mindsets of their authors, but also can be an objective method for better understanding of a text The results were also discussed from an educational perspective, and suggestions were made for future research.
{"title":"From Functionalism to Language Development: A Comparison of FCE and Summit Books","authors":"Tayyebe Goodarzi","doi":"10.58803/jclr.v1i1.4","DOIUrl":"https://doi.org/10.58803/jclr.v1i1.4","url":null,"abstract":"Introduction: This paper aimed to analyze FCE and Summit books which are among popular English language teaching textbooks. In particular, this study was an attempt toward the objective analysis of reading passages by finding the differences and similarities of the books in terms of their processes. \u0000Methodology: To conduct the study, a corpus of 1964 clauses from reading passages of the two books named Ready for First Certificate of English FCE and Summit was formed, classified, and coded. The corpus was then analyzed based on Halliday and Mattheisen’ (2004) transitivity system. \u0000Results: The findings of the study revealed that there were significant differences between Summit and FCE books in terms of relational, existential, and verbal processes. \u0000Conclusion: The findings of this study suggest that analyzing the schemas of the texts not only reveals the mindsets of their authors, but also can be an objective method for better understanding of a text The results were also discussed from an educational perspective, and suggestions were made for future research.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114928945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: Learning English as a foreign language has been affected by new teaching approaches in the field of teaching. There is a keen in shift from studying teachers’ teaching to learners’ learning and learners' psychological and social factors. Therefore, the current study aimed to examine the impact of empathy- enhancing techniques on EFL learners’ language proficiency, perception of classroom activities, and empathy. Methodology: To do so, three main variables were measured among 60 participants, devided into two groups of control and experimental. The Empathy Formative Questionnaire, Students' Perceptions of Classroom Activities' Scale, and Nelson English Language Test were utilized in order to evaluate students’ level of empathy, perceptions of classroom activities (interest, challenge, joy, and choice), and measure learners’ proficiency in both experimental and control groups, respectively. Unlike the control group, the experimental group were subjected to emphathy-based tasks and activities. Results: The obtained result indicated that empathy-enhancing techniques had a positive and significant effect on learners' empathy and language achievement, but not on perception. Conclusion: It can be concluded that enhancing empathy in learners and concentration on emotion positively affects language learning and diminishes recklessness.
{"title":"The Effect of Empathy-enhancing Techniques on EFL Learners’ Empathy, Language Proficiency, and Perception of Classroom Activities","authors":"Masoumeh Karimian","doi":"10.58803/jclr.v1i1.66","DOIUrl":"https://doi.org/10.58803/jclr.v1i1.66","url":null,"abstract":"Introduction: Learning English as a foreign language has been affected by new teaching approaches in the field of teaching. There is a keen in shift from studying teachers’ teaching to learners’ learning and learners' psychological and social factors. Therefore, the current study aimed to examine the impact of empathy- enhancing techniques on EFL learners’ language proficiency, perception of classroom activities, and empathy. \u0000Methodology: To do so, three main variables were measured among 60 participants, devided into two groups of control and experimental. The Empathy Formative Questionnaire, Students' Perceptions of Classroom Activities' Scale, and Nelson English Language Test were utilized in order to evaluate students’ level of empathy, perceptions of classroom activities (interest, challenge, joy, and choice), and measure learners’ proficiency in both experimental and control groups, respectively. Unlike the control group, the experimental group were subjected to emphathy-based tasks and activities. \u0000Results: The obtained result indicated that empathy-enhancing techniques had a positive and significant effect on learners' empathy and language achievement, but not on perception. \u0000Conclusion: It can be concluded that enhancing empathy in learners and concentration on emotion positively affects language learning and diminishes recklessness.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"106 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132365396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ailin Mesbah, Mitra Zeraatpishe, Zahra Zohoorian Vahid Baghban
Introduction: Individual differences arise from several factors like affect, behavior, reflective thinking, cognition, and motivation which can crucially bring differences among learners. Ego state and learning style are among these differences. The present study aimed to investigate the interrelationships of Iranian EFL learners’ reflective thinking, ego state, and learning style. Methodology: To conduct the study, 200 male and female English learners from different universities in Mashhad, Iran, were selected based on convenience sampling. The instruments of the study were three questionnaires, namely Reflective Thinking Questionnaire (Kember et al., 2000), Learning Style Questionnaire (Honey & Mumford, 1986b), and Ego State Questionnaire (Hay, 1996). Results: The analysis of data revealed that the proposed model had a perfect fit with the empirical data after modification. Moreover, the results of the Pearson correlation indicated that total learning style correlated positively and significantly with students’ reflective thinking. Moreover, learning style correlated positively and significantly with internal parent and internal adult. Conclusion: The findings indicated that internal adult is a significant positive predictor of all four learning styles.
个体差异来自情感、行为、反思思维、认知和动机等因素，这些因素对学习者之间的差异起着至关重要的作用。这些差异包括自我状态和学习方式。本研究旨在探讨伊朗英语学习者的反思思维、自我状态和学习风格之间的相互关系。方法:采用方便抽样的方法，从伊朗马什哈德的不同大学中选择了200名男女英语学习者进行研究。本研究的工具是三份问卷，分别是反思思维问卷(Kember et al.， 2000)、学习风格问卷(Honey & Mumford, 1986b)和自我状态问卷(Hay, 1996)。结果:数据分析表明，修正后的模型与实证数据拟合较好。此外，Pearson相关结果显示，总体学习风格与学生反思思维显著正相关。此外，学习风格与内在父母和内在成人呈正相关。结论:内在成人是四种学习风格的显著正向预测因子。
{"title":"The Interrelationships of Iranian EFL Learners’ Reflective Thinking, Ego State, and Learning Style","authors":"Ailin Mesbah, Mitra Zeraatpishe, Zahra Zohoorian Vahid Baghban","doi":"10.58803/jclr.v1i1.2","DOIUrl":"https://doi.org/10.58803/jclr.v1i1.2","url":null,"abstract":"Introduction: Individual differences arise from several factors like affect, behavior, reflective thinking, cognition, and motivation which can crucially bring differences among learners. Ego state and learning style are among these differences. The present study aimed to investigate the interrelationships of Iranian EFL learners’ reflective thinking, ego state, and learning style. \u0000Methodology: To conduct the study, 200 male and female English learners from different universities in Mashhad, Iran, were selected based on convenience sampling. The instruments of the study were three questionnaires, namely Reflective Thinking Questionnaire (Kember et al., 2000), Learning Style Questionnaire (Honey & Mumford, 1986b), and Ego State Questionnaire (Hay, 1996). \u0000Results: The analysis of data revealed that the proposed model had a perfect fit with the empirical data after modification. Moreover, the results of the Pearson correlation indicated that total learning style correlated positively and significantly with students’ reflective thinking. Moreover, learning style correlated positively and significantly with internal parent and internal adult. \u0000Conclusion: The findings indicated that internal adult is a significant positive predictor of all four learning styles.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126157333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: Journalistic texts, as a common source of knowledge, are meant to be realistic and emotionless. However, the ideologies and emotions of journalists can be traced while representing the same event in various ways using different media. Accordingly, the present study aimed to clarify the evaluative realizations of the news texts using the Appraisal Model. The present study also scrutinized the occurrence of the appraisal sub-categories throughout the text using the sentence as a unit of analysis. Methodology: Having employed Systemic Functional Linguistics (SFL) and drawing on Appraisal Theory proposed by Martin and White (2005), this article examined three semantic regions of meaning, namely affect, judgment, and appreciation. Results: By analyzing aspects of clause grammar relevant to the three dimensions of meanings, the article marked “judgment” as the highest frequent sub-system in the delivered speech, followed by the other two sub-systems of “affect” and “appreciation”. Moreover, results obtained from the analysis of the mentioned aspects corroborated the ideological orientations acting upon the speakers. Conclusion: The interpretations of the delivered speech in this article construed the appraisal system as the path to achieving the interpersonal function of language in light of SFL.
{"title":"Attitude System Realization of News Texts in Light of Appraisal Theory","authors":"Mitra Mirzaaghabeyk","doi":"10.58803/jclr.v1i1.1","DOIUrl":"https://doi.org/10.58803/jclr.v1i1.1","url":null,"abstract":"Introduction: Journalistic texts, as a common source of knowledge, are meant to be realistic and emotionless. However, the ideologies and emotions of journalists can be traced while representing the same event in various ways using different media. Accordingly, the present study aimed to clarify the evaluative realizations of the news texts using the Appraisal Model. The present study also scrutinized the occurrence of the appraisal sub-categories throughout the text using the sentence as a unit of analysis. \u0000Methodology: Having employed Systemic Functional Linguistics (SFL) and drawing on Appraisal Theory proposed by Martin and White (2005), this article examined three semantic regions of meaning, namely affect, judgment, and appreciation. \u0000Results: By analyzing aspects of clause grammar relevant to the three dimensions of meanings, the article marked “judgment” as the highest frequent sub-system in the delivered speech, followed by the other two sub-systems of “affect” and “appreciation”. Moreover, results obtained from the analysis of the mentioned aspects corroborated the ideological orientations acting upon the speakers. \u0000Conclusion: The interpretations of the delivered speech in this article construed the appraisal system as the path to achieving the interpersonal function of language in light of SFL.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128191833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: The innateness of language faculty and universal constraints, especially its independency from other mental disciplines, is a robust theory yet under investigation. This study is another contribution to making decisions on competence through performance. Methodology: The project applied an expressive grammaticality judgment task on principles and parameters of the Persian language and tested 24 native speakers’ claims on the statements in question. Results: The children judged sentence stimuli of two types (principles and parameters), each having two subcategories (Structure dependency and Projection principles, Head and Null-subjects (5-year-old) performance on principle- and parameter-judgments differed from their older counterparts (9-year-old), indicating the superior ability of the school-age group in distinguishing grammatically well-formed and ill-formed Persian principles and parameters. Conclusion: Since the older group attended elementary level (third grade), the interpretation of such results may pertain to education
{"title":"Education and Grammaticality Judgments on Persian Principles and Parameters","authors":"Farnaz Farrokh Alaee","doi":"10.58803/jclr.v1i1.3","DOIUrl":"https://doi.org/10.58803/jclr.v1i1.3","url":null,"abstract":"Introduction: The innateness of language faculty and universal constraints, especially its independency from other mental disciplines, is a robust theory yet under investigation. This study is another contribution to making decisions on competence through performance. Methodology: The project applied an expressive grammaticality judgment task on principles and parameters of the Persian language and tested 24 native speakers’ claims on the statements in question. Results: The children judged sentence stimuli of two types (principles and parameters), each having two subcategories (Structure dependency and Projection principles, Head and Null-subjects (5-year-old) performance on principle- and parameter-judgments differed from their older counterparts (9-year-old), indicating the superior ability of the school-age group in distinguishing grammatically well-formed and ill-formed Persian principles and parameters. Conclusion: Since the older group attended elementary level (third grade), the interpretation of such results may pertain to education","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115531897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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