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<p style="text-align:justify;">The acknowledgement section in a thesis or dissertation expresses gratitude for the people who have helped the&nbsp;author in the process of conducting the research and writing the paper. The study sought to explore the extent to&nbsp;which metadiscourse markers have been employed in the dissertation acknowledgements. Excluding the&nbsp;rhetorical moves, emotional tones and cultural backgrounds, the research has primarily contrasted dissertation&nbsp;acknowledgements written by Iranian EFL doctoral graduates and English native speakers at an identical level.&nbsp;Hyland’s metadiscourse model features and his four-tier main obligatory thanking move was applied to&nbsp;determine and interpret the features predominantly used in the thesis acknowledgements. A qualitative analysis&nbsp;of the results revealed that except for a meaningful difference in attitude markers, Iranian acknowledgements&nbsp;were consistent with the model and not any noticeable difference detected in using interactive metadiscourse&nbsp;features between Iranians and native speakers when writing their dissertation acknowledgements.</p>

A Cross-Linguistic Study on the Reflection of Metadiscourse Markers in the Acknowledgements of the Iranian and Native English Dissertations

Original Research 

ltrq.2021.26.04.xml

<p style="text-align:justify;">Multimedia-assisted&nbsp;teaching results in eliminating traditional training barriers, facilitating&nbsp;cognition process and upgrading learning outcomes. This study attempted to&nbsp;examine the effects of implementing multimedia on teaching technical&nbsp;translation model and on the technical text translation ability of Iranian&nbsp;translation studies students. To fulfill the purpose of the study, a total of forty-six&nbsp;learners were selected out of fifty-seven participants in a higher education&nbsp;center in Tehran based on their scores in Preliminary English Test (PET) and were divided randomly in the experimental and control groups. Prior to the&nbsp;treatment, a technical text translation questionnaire was devised and then&nbsp;validated by three assistant professors of engineering fields and three&nbsp;assistant professors of Teaching English as a Foreign Language (TEFL) at the&nbsp;university. This questionnaire was administered as a pretest to both groups.&nbsp;Control and experimental groups were trained for five successive weeks using&nbsp;identical course books but with a different lesson plan that allowed employing&nbsp;multimedia for experimental group only. The devised and approved questionnaire&nbsp;was administered as posttest to both groups at the end of the instruction. A multivariate ANOVA was run to compare the two groups’ means on the PET, pretest&nbsp;and posttest. The results showed the rejection of all null hypotheses of the&nbsp;study and revealed that multimedia significantly improved technical text&nbsp;translation ability of the learners.&nbsp;</p>

Improving Technical Translation Ability of the Iranian Students of Translation through Multimedia: An Empirical Study

ltrq.2020.14.07.xml