journal of language and translation سال:2022 - دوره:12

Fa | Ar | En


journal of language and translation
سال:2022 - دوره:12 - شماره:4

a contrastive analysis of word-formation processes in english and persian: focus on conversion - صفحه:11-23 applying a learner-focused web-based approach to enhance efl learners’ oral skills and self-efficacy - صفحه:1-9 applying newmark’s strategies in the english translation of parvin etessami’s poetry with a cultural perspective - صفحه:159-175 assessing the performance quality of google translate in translating english and persian newspaper texts based on the mqm-dqf model - صفحه:107-118 comparing language assessment literacy and the challenges of iranian efl teachers: tefl vs non-tefl background - صفحه:177-196 comparing online and offline modes of corrective feedback on efl learners’ writing complexity, accuracy, and fluency - صفحه:77-86 developing a pluralistic curriculum model for esp in iran - صفحه:197-208 developing and validating an efl learners’ spiritual intelligence inventory: a mixed-methods study - صفحه:87-106 differential semantic mapping modes and efl learners’ vocabulary learning and retention - صفحه:49-63 effect of efl teachers’ experience and effectiveness on their efl students’ achievement - صفحه:143-158 environmental history as a model of eco-criticism in philippa gregory’s the other boleyn girl and virgin earth - صفحه:249-257 high school english textbooks content analysis based on students’ need - صفحه:65-75 impact of cognitive complexity of tasks on efl learners’ individual and collaborative written performance - صفحه:131-142 impact of consciousness-raising via input flooding vs. vocabulary input enhancement on efl learners’ reading fluency - صفحه:119-130 interplay of working memory capacity with implicit/explicit metacognitive strategy instruction: listening comprehension performance in focus - صفحه:25-36 problems of translating the elements and characteristics of drama - صفحه:37-48 teaching writing assessment: does metacognitive awareness-raising work? - صفحه:209-229 the role of efl teachers’ socio-affective strategies in learners’ willingness to communicate: learners’ perceptions - صفحه:231-247