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Producing polyglot films has turned into a global cinematic trend lately. The Iranian cinema is no exception, and the number of Iranian polyglot films has also increased recently. Therefore, there is a greater need for the systematic analysis of different aspects of multilingualism in audiovisual translation (AVT), particularly in modes like the subtitling for the deaf and hard of hearing (SDH) in which the audiences have limited or no access to the original audio content. In this study, first, the concepts of multilingualism in Iranian cinema and Persian SDH were discussed. Then, the representation of multilingualism in three Iranian polyglot films was examined. The results depicted that, in most cases, multilingualism is masked, and the subtitlers were neglectful of the importance of the conveyance of multilingual instances in the plot for the deaf and hard of hearing (DHH). Therefore, it can be claimed that the Persian SDH is yet to reach quality standards. Studies like this have immediate implications for audiovisual translators and film distributors by drawing attention to the importance of SDH, as a relatively understudied area, in promoting media accessibility (MA) for the DHH in the Persian speaking context and beyond.

Multilingualism serves an important function in the characterization of an audiovisual product; thus, its representation in translations demands scientific attention. The task of rendering multilingualism in translation becomes more complicated when no or limited access to the original audio content is possible. This being so, this study investigates the representation of multilingualism in English subtitles for the deaf and hard of hearing (SDH) and Persian dubbing of four polyglot films. It examines and discusses the strategies adopted by translators in eight translations, both the SDH and dubbed versions. The results indicate that translators employ a variety of solutions and strategies to tackle challenges and render the third language (L3), but still dubbing tends to neutralize L3 in most instances. In the case of SDH, L3 was made explicit, but the high frequency of homogenising strategies and the loss of L3 in the translations were noticeable. These results could be of use for both cinema and translation professionals and non-professionals, particularly for enhancing media accessibility (MA) for the deaf and hard of hearing (DHH) community, besides adding to the body of studies on the translation of multilingualism.

Speaking a language involves more than simply knowing the linguistic components of the message, and developing language skills requires more than grammatical comprehension and vocabulary memorization. In teaching-learning processes, drama method may have some positive effects on ELL students' speaking fluency and accuracy. This study attempts to probe one of the main concerns of language learners, that is, how to improve their speaking components, e.g. oral fluency and accuracy. To attain this aim, the researchers investigated the effect of two selected texts from modern English dramas on students' speaking fluency and accuracy. They distinguished fluent from non-fluent and accurate from no accurate learners. Therefore, the current study was designed as a true experimental research and the data were gathered from 60 EFL students, whose ages are between 19-25 (80 percent girls and 20 percent boys), of English language and literature at Hormozgan University in Iran. The data were the recorded speaking transcripts which were analyzed to show the probable progresses after four-time (10 weeks) treatment. The factors to be considered in present study were the numbers of filled and unfilled pauses in each narration, the total number of words per minute, mean length of utterance, and number of stressed words. The results were compared and their temporal and linguistic measures were correlated with their fluency scores. They revealed that the speech rate, the mean length of utterance, phonation time ratio and the number of stressed words produced per minute were the best predictors of fluency scores, and thus, students' speaking fluency increased, whereas the students' speaking accuracy decreased in some areas of speaking abilities and oral communications.

This study investigated the relationship between working memory (WM), semantic-encoding (SE) ability, and reading comprehension (RC) within the domain of second language acquisition (L2). 120 L1-Persian EFL learners were placed in three proficiency groups (beginning, intermediate, and advanced) based on their scores on the IELTS test. The participants engaged in a battery of cognitive tasks, including a reading span task, two semantic encoding (SE) tasks (sentence verification task and lexical access task), an L1-recall task, and a reading test. The scores and reaction times obtained from these measures were analyzed using a one-way ANOVA, a correlational analysis, and single regression analyses. The findings revealed significant differences in reading performance and semantic encoding skills across proficiency groups, with large effect sizes. Correlational analyses indicated a significant positive relationship between WM and RC, specifically in the beginner group. Moreover, WM was shown to correlate with the speed of SE in the beginner group, but not with its accuracy. Notably, SE speed correlated with RC performance, particularly under time-constrained conditions at lower proficiency levels. In the intermediate and advanced groups, working memory (WM) showed no correlation with reading comprehension (RC) or semantic encoding (SE). Conversely, both WM and SE speed were identified as strong predictors of L2 reading performance among learners with lower English proficiency. However, the study is not without its limitations, including a relatively small sample size, the absence of qualitative measures, and the potential influence of unassessed reading subskills such as grammar and vocabulary. [ABSTRACT FROM AUTHOR]

In this study, classrooms were regarded as systems in which the teacher and students interact in context and behaviors of the teacher and students affect each other mutually in a cyclical or spiral manner. We attempted to capture nuances of interactional pattern that are not readily visible through the product-oriented approaches. To analyse classroom interaction dynamically and in real time, the State Space Grid technique was applied. Two pairs of teachers were especially focused on. One pair involved most versus least experienced teachers and the other was teachers whose students have highest versus lowest mean scores in motivation. The content and structure of teachers' interpersonal behaviours in the class were analysed in terms of Communion and Agency based on the Model on Interpersonal Teacher Behaviour. It was found that, for students' motivation, the effects of Communion were somewhat stronger, although Agency had its own role as the identified attractors imply. Additionally, classes of less and more experienced teachers differed primarily with respect to their structure and predictability (i.e. behaviours of the less experienced teacher had higher dispersion and entropy and behaviours of more experienced teacher were more predictable and consistent even to the extent that they sometimes seemed monotonous, especially when they were compared with the behaviours of the teacher of the most motivated class. This study has implications for enhancing the communicative ground of the class and teachers' and students' wellbeing and motivation.

Translation of cultural conceptualizations in the war literature seems to be an overlooked area of research both in Translation Studies and cultural studies dealing with war. In this study, we employed the framework of Cultural Linguistics at the heart of which lies the notion of cultural cognition to analyse translation of cultural schemas and categories in four books selected from the genre of Iran–Iraq war literature. The analysis indicated that typical translation techniques might lead to a change of cultural identity and may not be able to adequately transfer cultural conceptualizations. Therefore, 'thick translation' is suggested as a better way of translating them. This study can have implications for the theory and practice of translation and for those studying war from a cultural vantage point. [ABSTRACT FROM AUTHOR]

The present study aimed to explore how tolerant of ambiguity Iranian EFL learners at university level are and if gender plays a role in this regard. To this end, upon filling in the revised SLTAS scale of ambiguity tolerance 194 male and female Iranian teacher trainees were assigned to three ambiguity tolerance groups; namely, high, moderate and low. Cluster analysis of the SLTAS scores indicated that Iranian EFL learners were mostly moderate as far as tolerance of ambiguity was concerned. Examining the gender differences through an independent sample t-test manifested that female participants were less tolerant of ambiguity than their male peers. Also, the differences between the expected and observed number of participants categorized in the three AT groups were non-significant undermining the role of gender as a moderator variable in assigning participants to AT groups and further approving of SLTAS validity. Implications for classroom practice are presented in the light of findings. The results are helpful in syllabus design and teaching methodology.

Along with a more humanitarian movement in language testing, accountability to contextual variables in the design and development of any assessment enterprise is emphasized. However, when it comes to writing assessment, it is found that multiplicity of rating scales developed to fit diverse contexts is mainly headed by well-known native testing agencies. In fact, it seems that EFL/ESL assessment contexts are receptively influenced by the symbolic authority of native assessment circles. Hence, investigating the actualities of rating practice in EFL/ESL contexts would provide a realistic view of the way assessment is conceptualized and practiced. To investigate the issue, present study launched a wide-scale survey in the Iranian EFL writing assessment context. Results of a questionnaire and subsequent interviews with Iranian EFL composition raters revealed that rating scale in its common sense does not exist. In fact, raters relied on their own internalized criteria developed through their long years of practice. Therefore, native speaker legitimacy in the design and development of scales for the EFL context is challenged and the local agency in the design and development of rating scales is emphasized.

The aim of this study was to investigate the foreign language learning needs of Iranian MA students, in particular those who were majoring in biology, psychology, physical training, accounting and west philosophy. A total of 80 students from five MA majors studying at university of Isfahan participated in the study. Additionally, twenty-five subject-specific instructors as well as seven English instructors took part in the study. The study was designed on qualitative and quantitative survey basis using interviews, questionnaires, and texts. In order to investigate participants' point of views, chi-square test was used to analyze the data. The result obtained revealed that majority of the participants were dissatisfied with the current ESP courses for MA students. Most of the participants asked for an urgent need for revision and reconsideration of English instruction in the Iranian educational system as well as universities, stating that Iranian students do not have enough exposure to English language in a way that help them to fulfill their subjective and objective needs at MA level. Giving more weight to English in the MA entrance exam was suggested as one possible solution. It was thought that this would increase the motivation of the students to improve their language proficiency; furthermore, joint teaching of the ESP courses was suggested as another solution to help students meet their English needs at the MA level.

The current research examines the immediate and delayed effects of three types of corrective feedback, namely recasts, metalinguistic feedback, and clarification requests, on the acquisition of English wh-question forms by Iranian EFL learners. To this end, 134 Iranian EFL learners comprising 4 intact classes participated in the study. Learners in 3 intact classes which were designated as feedback groups received feedback during a meaning-focused task, while learners in the control group received no feedback. The results of data analysis revealed the effectiveness of metalinguistic feedback and recasts in both immediate and delayed post-tests. Further inspection of the results revealed that while metalinguistic feedback was more effective than recasts in the immediate post-test, recasts had a more stable and enduring effect, compared with metalinguistic feedback, on learners' performance in the delayed post-test.

This study tries to answer some ever-existent questions in writing fields regarding approaching the most effective ways to give feedback to students' errors in writing by comparing the effect of error correction and error detection on the improvement of students' writing ability. In order to achieve this goal, 60 pre-intermediate English learners were randomly divided into two groups: the first one was Direct Feedback Group, receiving feedback on their writing through error correction (DFG) and the other one was Indirect Feedback Group (IFG), receiving feedback in their writing through error detection along with the codes. The learners were taking English classes in a private English center and were supposed to self-correct and hand in their writings when received indirect error feedback. The results suggested that error detection along with the codes led to better improvement in the learners' writing than the error correction treatment.

The term 'sclerosing diseases of the skin' comprises specific dermatological entities, which have fibrotic changes of the skin in common. These diseases mostly manifest in different clinical subtypes according to cutaneous and extracutaneous involvement and can sometimes be difficult to distinguish from each other. The present consensus provides an update to the 2017 European Dermatology Forum Guidelines, focusing on characteristic clinical and histopathological features, diagnostic scores and the serum autoantibodies most useful for differential diagnosis. In addition, updated strategies for the first‐ and advanced‐line therapy of sclerosing skin diseases are addressed in detail. Part 1 of this consensus provides clinicians with an overview of the diagnosis and treatment of localized scleroderma (morphea), and systemic sclerosis including overlap syndromes. [ABSTRACT FROM AUTHOR]

In the current study, we present the results of an experiment with 30 Persian EFL learners in which we explored the learners' perceptions of recasts and metalinguistic corrective feedback. The participant learners received either recasts or metalinguistic feedback for their errors during task-based interactions with their interlocutors and then watched the videotape of their incorrect utterances followed by interlocutors' feedback during stimulated recall interviews. Learners' stimulated recall comments were elicited in relation to learners' perceptions of recasts or metalinguistic corrective feedback they received. Learners' responses in stimulated recall interviews were classified as "noticing the gap," "feedback recognition" and "other." "Noticing the gap" was operationally defined as learners' ability to identify the source of the error for which they received corrective feedback. Learners' responses were classified as "feedback recognition" whenever they were able to recognize the corrective nature of corrective feedback but failed to locate the source of error. Finally, learners' stimulated recall comments were classified as "other" when they failed to recognize the corrective nature of feedback. The results of data analysis indicated that metalinguistic feedback is more associated with learners' ability to notice the mismatch between incorrect and target-like forms.

Through addressing particular ideologies regarding language, meaning, level of proficiency and target writer and reader, rating criteria define and control the "what" and "how" of the assessment process. But a point which has been neglected or intentionally concealed due to concerns of practicality and the legitimacy of the native authority in setting assessment guidelines in EFL writing assessment contexts is the appropriateness of the scale. To raise attention to the current vague rating situation and consequently remedy the state, present study followed two lines of argument. First, drawing on the socio-cognitive framework of Weir (2005) for validating writing assessment, it is discussed that the important characteristic of scoring validity necessitates an appropriate choice of rating rubrics. Second, through posing a critical argument, deficiencies of the present practice of adopting rating scales are revealed and consequently it is discussed how assessment circles in native countries by setting rating standards control and dominate the whole process of writing assessment. To add more flesh to the argument, the ESL Composition Profile of Jacobs, et al. (1981) for its popularity in the Iranian EFL academic writing assessment is analyzed. A preliminary examination of the Profile shows that quite different underlying assumptions are involved. The study ends with a call to add a more local taste to the rating scales. To a large extent, developing a local rating scale that gives agency to the intricacies of Iranian EFL context in designing and developing the scoring criteria in writing assessment would be promising.

Pia Moinzadeh, Nicolas Hunzelmann, Thomas Krieg Department of Dermatology and Venerology, University of Cologne, Germany Abstract: Systemic sclerosis (scleroderma) is a chronic, multisystem, fibrotic disease. Although the pathogenesis is not completely understood, early vascular damage leads to an inflammatory reaction and a severe fibrotic response. Therapy of systemic sclerosis is still not convincing and is mainly restricted to the management of organ complications. A wide choice of immunosuppressive and antifibrotic drugs has been used to try to modify the course of the disease, but significant breakthroughs are still lacking. Imatinib is a tyrosine kinase inhibitor known to regulate growth, proliferation, and differentiation as well as apoptosis of cells and is already widely used for several malignancies, eg, chronic myeloid leukemia and gastrointestinal stromal tumors. It has been used in preclinical as well as clinical studies to modulate the fibrotic process in patients with systemic sclerosis. This is based on its activity to interfere selectively with both the transforming growth factor-ß and platelet-derived growth factor signaling pathway. Preclinical studies in mouse models of scleroderma showed significant anti-inflammatory and antifibrotic effects; however, several clinical, proof-of-concept trials have not yet confirmed these initially promising results. Keywords: scleroderma, systemic sclerosis, SSc, tyrosine kinase inhibitor, imatinib