No abstract

This work was carried out in collaboration between the authors as a part of their joint researchproject. The authors read and approved the final manuscript.

Throughout the history, translation has played an important role in conveying thoughts and knowledge from one nation to other nations. Apart from this importance, the act of translating is not simply changing a message from the source language into the target one; translation is an act of problem-solving. Sometimes it is difficult to solve problems existing in translation, and so the notion of untranslatability emerges. Regarding the text-types, this problem is more prominent in the translation of literary texts like poems. This study attempts to investigate untranslatable elements in a poem, and for this purpose it concentrates on the story of

This experimental study was set ought to explore the efficacy of symmetrical and asymmetrical scaffolding in boosting speaking complexity, accuracy, and fluency among 38 upper-intermediate EFL learners. To this end, the participants were assigned into random, homogeneous, and heterogeneous groups. The control group participated in normal speaking classroom, while the experimental groups shared their ideas and collaboratively complete tasks related to 7 lessons of New Interchange 2 during 15 sessions. Two different versions of IELTS speaking test were used as pre/post-test. The data were audio recorded and transcribed for statistical analysis. The results of Multivariate tests revealed that there was a statistically significant difference between the mean scores of control and experimental groups on complexity and fluency. On the other hand, descriptive statistics showed the superiority of heterogeneous groups over homogeneous ones. However, the results of Independent sample t-test indicated that the differences between homogeneous and heterogeneous groups reached the significant level just for complexity not fluency and accuracy. Briefly, the results lead support to the Vegotsky�s (1978) socio-cultural theory. The findings and pedagogical implications were discussed in details at the end of the study.Keywords: accuracy, asymmetrical scaffolding, complexity, fluency, symmetrical scaffolding

This study was set out to investigate the efficacy of homogeneous and heterogeneous pushed output based instruction on upper-intermediate EFL learner' speaking complexity. To do so, 41 (17 males and 24 females) EFL learners were selected from University of Zabol based on the results of OPT. Then, they were put in control and experimental groups based on the predetermined criteria. Retelling and decision making tasks were used in the treatments of experimental groups while control group received placebo during 15 sessions, twice a week. Public versions of IELTS speaking test were used as pre/post-test. The results of Independent sample t-test indicated that experimental groups outperformed control group. On the other hand, statistical analyses showed no significant differences between male and female speech complexity. To sum up, the findings demonstrated the fruitful effects of collaborative pushed output activities on speaking sub-skills. Likewise, the results suggested the implementation of similar strategies in the development of male and female speaking dimensions. Based on the findings, it can be claimed that teacher preparation programs should put teaching speaking on their list of priorities and provide courses on effective strategies for the development of speaking dimensions through implementing the main tenants of pushed output hypothesis.