Media in general and news in particular constitute indispensable parts of modern life. TV news which contains visual elements in addition to the verbal aspects was used as the corpus of this study. In fact, this research culled out the ideologies of Iranian national television in presenting different issues. To be more precise, three internationally-significant pieces of news reports were chosen: one positive to “Us”, one hostile to “Others”, and one neutral. Then, these news reports were analyzed in detail and their lexical items, grammatical structures, and rhetorical figures were compared to find out about the differences. The results of the study showed that these three reports were presented to the audience via totally different strategies and ideologically-laden words were used to convey positive and negative meanings. In addition, the visual elements (angles, gaze, and distance) corroborated the findings of the verbal sections. The findings of this study show that lexical and grammatical choices are made purposefully in the media. So, it can be said that the results of this research contribute to the fields of linguistics, semiotics, and media. تفاصيل المقالة

The main priority for university translation educators is to improve the quality and outcomes of translation courses. To achieve such a goal, the instructors are required to integrate learners' needs, identified with the help of a needs survey, into syllabus content. Accordingly, the present study was conducted to identify the Iranian English majors' difficulties in translating English texts since once a problem is identified, exploring the best pedagogical solutions would follow. The aim was accomplished through qualitative descriptive research conducted at Islamic Azad University, Shiraz Branch tracing the errors committed by the English majors in their exam papers in academic years 2016-2019. Following the model proposed by Miremadi (2008), the syntactic and lexical problems were identified in the exam papers collected during six semesters. Moreover, three more categories were added to the list as the data analysis moved forward: culture problems, stylistic problems, and miscellaneous errors with detailed subdivisions. What appeared to be worthy of attention in the results was the students' weakness in text and sentence segmentation to find the function of the components to approach textual meaning, resulting from the students' poor English language proficiency. The results also revealed the students' poor topical knowledge as well as the lack of knowledge of translation techniques and strategies. تفاصيل المقالة

This study sought to compare Iranian EFL novice and expert teachers regarding their professional knowledge at Iranian language institutes and universities. To achieve the aim of study, a questionnaire was developed based on the literature, the theoretical framework and the results of a qualitative study carried out by Yazdanpanah and Sahragard (2017). This questionnaire was administered to the whole sample of the study who was 200 Iranian EFL teachers from different genders and educational contexts. The participants were selected conveniently as going through random sampling was not possible. Based on the results of the exploratory factor analysis, six factors emerged under the main category of professional knowledge for Iranian EFL teachers. The findings of this study revealed that: (a) Iranian EFL expert teachers have higher levels of professional knowledge than Iranian EFL novice teachers (b) expert teachers have higher levels of knowledge about language and knowledge of language skills and components than novice teachers (c) expert and novice participants of this study are more or less similar in the modification they make in their teaching presentation, and d) there was not a significant difference between Iranian EFL expert teachers and Iranian EFL novice teachers due to knowledge of language teaching, knowledge of teaching methods and knowledge of language learning. تفاصيل المقالة

The main priority for translation educators is to improve the quality and outcomes of translation courses at the university level. The process of planning and implementing the teaching process and the design of teaching materials are the translation teachers' two major concerns among many. This research presents Iranian translation educators' views on the possibilities for improving the conditions in the English language departments of Iranian universities. The goal was achieved through conducting semi-structured in-depth interviews with some of the experienced faculty members of the Iranian universities involved in translation teaching, whose suggested guidelines and perspectives were extracted and synthesized. The discussions centered around applying the constructivist approach to teaching translation, which the interviewees believed could provide opportunities for students to play an active role in their own learning by integrating and activating corresponding knowledge, skills, and attributes specifically in the form of group work or collaborative learning in translation classes. Furthermore, local policies, based on needs assessment, implemented by each department were considered to be highly efficient to face translation teaching and learning problems. تفاصيل المقالة