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Showing 2 results for Nemati
Zahra Nemati, Raziye Rabbani Yekta,
Volume 24, Issue 2 (9-2021)
Abstract
| Considering globalization, advertisement translation has turned into an important issue in the field of translation studies, yet it is a rather difficult and challenging job for translators to overcome cultural, social, and ideological differences present in advertisements. With regards to this fact, the present study is designed with the aim of investigating advertisement translation from the perspective of Relevance Theory, an uprising pragmatic theory that provides a unified account of translation. For this purpose, a sample of 10 English advertising slogans, along with their Persian translations were selected from among the slogans available on the Internet. The collected sample was analyzed critically on the grounds of Relevance Theory’s concepts and principles, proposed by Sperber and Wilson (1995). In the process of analyzing the data, Gutt’s (2000) theory of translation, which is based on the application of Relevance Theory to translation, was also brought into focus. Hence, the translators’ choices were justified based on the main tenets of Relevance Theory, and it was observed that in most of the examples, the translations adhered to the principles of Relevance Theory; in Gutt’s terms, the translated slogans interpretively resembled the originals. So, most of the translations were successful advertisements in appealing to the target audience. The findings of the present study gave evidence for the fact that Relevance Theory can be an appropriate approach for evaluating translations, especially in the realm of advertisement translation. |
Faezeh Nemati, Bahram Bagheri, Gholamreza Abbasian,
Volume 26, Issue 1 (3-2023)
Abstract
Research has highlighted the essential role of teachers in facilitating effective learning, yet there remains a critical need to enhance understanding of assessment literacy, particularly within the context of learning-oriented assessment. To address this gap, the researcher conducted a comprehensive literature review to identify relevant theoretical constructs related to teachers' assessment literacy. Following this, semi-structured interviews were conducted with EFL teachers to gather insights into their perceptions of key components, including designing learning tasks, involving students in assessment, and providing effective feedback. The qualitative data from the interviews were analyzed thematically, leading to the development of the Teachers' Assessment Literacy Questionnaire (TALQ), which was then subjected to rigorous reliability and validity testing. In a subsequent phase, the TALQ was administered to a larger sample of 230 EFL teachers, in addition to being piloted with a group of 30 teachers. The questionnaire yielded a strong Cronbach's alpha of 0.791, indicating good reliability. Factor analysis revealed three primary components of assessment literacy: Involving Students in Assessment, Designing Learning Tasks, and Effectiveness of Feedback. The findings indicate that while many teachers feel they possess adequate assessment literacy, there are no significant differences across various academic backgrounds. This underscores the need for targeted professional development to enhance assessment practices among Iranian EFL teachers. Ultimately, this study contributes valuable insights into the concept of assessment literacy, equipping teachers with the necessary tools to foster more effective learning environments.
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