Mohammad Reza Talebinejad

[ 1 ] - Competition of Discourses in Journalistic Translation: Diplomatic Negotiations in Focus

We sought to understand whether, how, and why the translated journalistic texts related to the Iranian nuclear negotiations were manipulated. To this end, we monitored a news agency’s Webpage in a time span of 46 days that began 3 days before Almaty I nuclear talks and ended 3 days after Almaty II talks. Monitoring resulted in a corpus made up of 36 target texts p...

[ 2 ] - Frame Labeling of Competing Narratives in Journalistic Translation

Studying translations during the time of conflict has gained currency in the recent decade in translation studies. One of the cases in which conflict manifests itself is in the way different countries choose to name an event or a geographical location, for example. This study set out to understand how translation of rival names and labeling was carried out in Iranian state-run news agencies. To...

[ 3 ] - Impact of Metacognitive Strategy Instruction on Iranian EFL Learners’ Listening Anxiety

This study aimed to investigate the efficacy of metacognitive strategy instruction intervention on reducing language listening anxiety of Iranian EFL learners in the light of 2 listening metacognitive strategy instruction models of Integrated Experiential Learning Task (IELT) (Goh, 2010) and Metacognitive pedagogical Sequence (MPS) (Vandergrift, 2004). Participants were 63 B1 level learners who...

[ 4 ] - Task-based Metacognitive Instruction approach to Self-regulation in Listening Comprehension

Improving listening comprehension skill is one of the urgent contemporary educational needs in the field of second language acquisition and metacognitive strategies are proved to help learners manage and self-regulate their listening and overcome deficiencies. Although metacognitive instruction is underscored by previous research, task-based metacognitive instruction is seriously underresearche...

[ 5 ] - Impact of Metacognitive Strategy Instruction on Iranian EFL Learners’ Listening Anxiety

This study aimed to investigate the efficacy of metacognitive strategy instruction intervention on reducing language listening anxiety of Iranian EFL learners in the light of 2 listening metacognitive strategy instruction models of Integrated Experiential Learning Task (IELT) (Goh, 2010) and Metacognitive pedagogical Sequence (MPS) (Vandergrift, 2004). Participants were 63 B1 level learners who...