لینک اخرین مقاله ام در ژورنال علمی-پژوهشی دانشگاه تهران
https://jolr.ut.ac.ir/article_69533.html

یک پروژه به 150 نفر مترجم از زبانهای مختلف نیاز دارد.
کار بصورت پاره وقت است
احتمالا افرادی که بتوانند به شرایط تمام وقت برسند بیمه می شوند
کار عمدتا بصورت دورکاری می باشد
رزومه خود را به ایمیل زیر بفرستید (استارت کار از اواخر فروردین می باشد)
در رزومه ترجیح خود (مثلا ترجیحا فارسی به انگلیسی و...) و همچنین اگر تخصص در رشته خاصی (مثلا متون رشته شیمی...) دارید ذکر کنید
عنوان ایمیل: رزومه
bamdad_mehdi@yahoo.com

دانشگاه رفتن را با یاد گرفتن اشتباه نگیرید ، من‌به هاروارد نرفته ام اما تمام کسانی که زیر دستم کار میکنند رفته اند!


👤 ایلان ماسک
🔹 موسس تسلا و spaceX

🔻شاملو و هم‌گامی با تغییرات زبان

✅ (بخشی از یکی از آخرین مصاحبه‌های شاعر، با ناصر تقوایی، در مستند کلام آخر )

🔸تقوایی : زبان فارسی واقعا انقدر زبان قویی هست که به این شاعر اجازه بده هر چیزی رو که بخواد به زبان بیاره؟ ...

🔹شاملو : بله ... من به زبان فارسی معتقدم. من معتقدم هر مفهومی رو این زبان میتونه ارائه بده. به زیباترین صورتی. شما برای کنجکاوی چه کلمه‌ای دارید؟ خود کنجکاوی یعنی چی؟ از کلمه‌ی کنجکاوی شما به کجا میرسید؟ به اینی که یه بابایی یه گوشه ای رو زمینی رو داره میکنه ببینه اون زیر چیه. درسته؟ کنج، و کاویدن. درست؟ خب؛ با زبونی که خود به خود انقد ایماژ و شعر توش هست، شعر گفتن به عقیده من کار آسونی میشه.

🔸تقوایی : یعنی ما میتونیم امیدوار باشیم به قول شما که، خود زبان ما، خودش خودشو نجات خواهد داد در آینده ...

🔹شاملو : حتما... برای این که آدما حداکثر شصت سال هفتاد سال عمر میکنن. همینطور شصت سال به شصت سال هفتاد سال به هفتاد سال این عوض میشه جلو میره. آاا یه وقتی بیدار میشی میبینی اووه اووه غبار اون قرنها پیش، تبدیل شده به یه چیزی تو هوا و ، زمانه پیش رفته، و آدما پیش رفتن. زبان عوض شده. ابزار زبانی عوض شده. ابزار زندگی ...

Mark Twain:
"The man who does not read books has no advantage over the man that can not read them."

💢معلم فضاست!

📌زنده یاد دکتر علی محمد حق شناس (استاد زبانشناسی): "اگر نتوانستم کارهایی را که می خواستم انجام دهم، هیچ غمی ندارم ؛ چون من معلم هستم و معلم به نظر من یعنی فضا!"

🔹معلم فضاست، فضایی فرهنگی که آدم ها در آن حضور به هم می رسانند و در آن فضای فرهنگی، خودشان را پیدا می کنند و چون پیدا کردند در فضایی که تداوم وجود معلم است، همان خواست ها و تمناهای معلم را در سطحی متعالی تر دنبال می کنند.

🔹اگر من بدانم که این آتشی که در دل من است ، پس از من خاموش نمی شود، بلکه در کسی دیگر تداوم می یابد، در آن صورت اگر کتابم را هم ننویسم، سر راحت بر زمین می گذارم و با غرور می گویم که من در این مورد، معلم خوشبختی بوده ام.

🔹شاگردانی دارم که تو گویی در فضایی که عین وجود من است به مراتب بهتر از من حضور دارند و من با وجود آن ها هم زندگی خوشی دارم و هم خوشحال و سرفرازم.

واژه های بسیار متداول با طعم اقتصاد
اقتصاد :
Economics :

️پول رایج مملکت
Currency
️تجارت
Trade
️تحریم ها
Sanctions
️تخفیف
Discount
تقلب در مناقصه
Bid Rigging
️تورم
Inflation
️جعلی
Counterfeit
حسابداری
Accounting
️تراز نامه
Balance Sheet
️خرده فروش
Retailer
️رکود
Recession
️رکود شدید
Depression
سپرده بانکی
Deposit

سلام دوستان
اگر کسی فایل پی دی اف کتاب زیر رو داره لطفا برای من ایمیل کنه
Composing with Confidence

🙌💥☄

Exploring Writing: Sentences and Paragraphs serves as a guidebook for every step of the writing process. Emphasizing both process and practice, with a focus on revision, the new second edition helps to apply and advance writing skills using John Langan’s proven techniques. Mastering essential sentence skills, learning to write effective sentences, paragraphs, and essays, and becoming a critical reader are turning points for every writer, and they will prepare the students for writing situations in college and beyond.

یه کتاب برای یه موضوع تز مخصوص دانشجویان ارشد مترجمی!!

مقاله: عدم قطعیت ترجمه
نویسنده: کریسپین رایت
مترجم: دکتر #رضا_امینی
@cog_linguistics

❇️ ترجمه و دیدگاه مترجم

دیدگاه مترجم را با ترجمه چه‌کار؟ برای پاسخ به این سوال می‌رویم سراغ دو محقق سرشناس حوزه ترجمه، آقایان وینه و داربلنه (Vinay and Darbelnet). ایشان چندین راهبرد برای ترجمه طراحی و ارائه کرده‌اند تا در مواقع چالش‌برانگیز عصای دست متر‌جم‌ها باشد.



💠 ماجولاسیون
در انگلیسی همان واژه modulation است و بدین شکل تعریف می‌شود: تغییر دیدگاه در مورد یک جمله هنگام ترجمه.

به عبارت ساده‎‌تر، وقتی با جمله‌ای مواجه شدید که ترجمه‌اش سخت و یا غیرطبیعی شد، تلاش کنید از نقطه مقابلش به آن نگاه کنید.



بگذارید با چند مثال برویم سراغش.

"A Handbook for Better Living,” Frits read. “You can borrow it,” said Viktor.

فریتس روی جلد را خواند «کتابچه‌ای برای بهتر زیستن.» ویکتور گفت «می‌‎تونم بهت قرضش بدم.»


⁉️ قرض بگیرد یا ما قرض می‌دهیم؟

به‌نظر می‌آید جمله «‌می‌تونی قرضش بگیری» کمی در فارسی نامأنوس هست. در مکالمه‌های دو نفره در واقع کمتر پیش می‌آید کسی به دوستش بگوید «می‌تونی ازم پول قرض بگیری.» در مقابل بیشتر این‌جوری شنیده می‌شود «می‌تونم بهت قرض بدم.»




🔺 برویم سراغ مثال‌های بیشتر؟



How to be less talkative?


«چطور زیاده‌گو نباشیم یا زیاده‌گویی نکنیم» طبیعی‌تر است تا «چطور کمتر حرف بزنیم؟ یا کم‌حرف‌تر باشیم؟»


راهبردی که اینجا به کار رفته دقیقاً از همان جنس ماجولاسیون است. یعنی رفته‌ایم و از آن سوی خیابان به جمله نگاه کرده‌ایم.



❓ چگونه؟

در واقع یعنی همان معنی و مفهوم را با فرم (واژه و گرامر) مخالفش بیان کرده‌ایم.



❎ این جمله مثبت است و عبارتی دارد تحت عنوان کم‌حرف!

دقیقا برعکس می‌کنیم:

♻️ ترجمه‌ می‌شود به جمله‌ای منفی با عبارتی تحت عنوان زیاده‌گو!



❇️ خب چرا؟

اینجا به دلیل طبیعی‌ کردن جمله است. در جاهای متعددی پیش می‌آید که دلیلش معنی جمله است.



〽️مخلص کلام

ماجولاسیون یک راهبرد جالب و شگفت‌آور در ترجمه است که خیلی خوب هم جواب می‌دهد. ولی باید جایش را بشناسید. در واقع اگر در ترجمه با مشکل مواجه شدید، به‌ویژه مشکل طبیعی نبودن جمله، در کنار همه راهبردهایی که خودآگاه و ناخودآگاه استفاده می‎‌کنید، سری به هم ماجولایسون بزنید.

دیدگاه‌تان را تغییر دهید: جمله را منفی و مثبت کنید، معلوم و مجهول را به یک دیگر تغییر دهید، صفت‌های متضاد هم استفاده کنید و کلی کار دیگر که نشان از تغییر دیدگاه داشته باشد. این‌طوری به احتمال خیلی زیاد به جمله‌های روان‌تر، طبیعی‌تر و از نظر ترجمه‌ای درست‌تر خواهید رسید.



شما بگویید!
شما تا کنون چنین کاری در ترجمه کرده‌اید؟

✅ نمونه‌ای دیگر از ماجولاسیون و تغییر دیدگاه در یک متن حقوقی
(سند ازدواج):

محکومیت قطعی زوج در اثر ارتکاب جرم و «اجراء هر گونه مجازات.»
Definite conviction of the husband as a result of committing a crime and 'serving any sentence.'

🀄️ دیدگاه نویسنده فارسی:
از نقطه‌نظر دستگاه اجرایی حکم روی محکوم.

🎴 نویسنده انگلیسی(مترجم):
از نقطه‌نظر خود محکوم که در حال تحمل آن است.

📣 تغییر دیدگاه در ترجمه‌ موجب طبیعی شدن و انتقال راحت‌تر معنی می‌شود.

🎓سید مجید حسینی استاد دانشگاه: انگیزه داوطلبان کنکور ارشد، تعویق انداختن مشکلات زندگی است
🎓 طبق مطالعات هر چه افراد مدرکشان بالاتر میرود، فقیرتر می‌شوند و بیکارتر!

Very interesting article :
20 Questions for an English Teacher
My name is Oscar and I am a 33-year-old Venezuelan-born English teacher and Digital Art enthusiast who enjoys drinking coffee, taking pictures and exploring new places. I would like to share with you 20 questions I was asked by an international school which, I am very sure, will help you reflect upon your own teaching experience. What are your priorities in life? Please list in priority order and give reasons.
In this moment of my life, and as a Venezuelan immigrant who has left his country for the better, my priorities go as follow:

1. Family.

My parents have always taught to stand tall and never give up on my dreams. No matter the situation, they have supported me in the toughest situations. This, in turn, has allowed me to stay focused and give my best as a social and professional individual. One of my short-term goals is to buy them flight tickets so that they can come and visit Bogota. For this reason, I have been working so hard to make this come true.

2. Oscar, the social individual.

I have always considered myself a person who is able to take on big challenges. A year ago, I was in a new country starting all over again with a lot of expectations and some insecurities. Now, I am an individual who has been taking the most out of his professional and personal experiences in order to succeed. In this way, it is clear to me the kind of path I want to put myself into. I want to continue doing the things I enjoy doing because I know that anything can be possible when I believe. Finally, I see myself living in my own space, working with the English language, and traveling to other countries.

3. Oscar, the professional individual.

I am saving money to do a master’s degree. I am planning to do it online with Southampton University. They have a part-time MA in English Language Teaching that I find quite interesting and suitable for my professional needs. Another goal I have in mind is to improve my online English learning program which I have been working with for around two years. I want to run my own online language learning company in the future.

Describe the worst mistake you have made in your teaching career. Explain what you learned from it.

I would have to say the worst mistake I have ever made in my teaching career has been making a professional decision based on emotions. I met someone when I was studying a premaster’s diploma in Cambridge. Once I finished, I applied to do an MA in Modern Languages at Bristol University because it was my dream to study there. Although I was accepted, I preferred to do an MA in Discourse Studies at Lancaster University because that person decided to study in Manchester, which would just be thirty minutes away by train. In the beginning, I was quite motivated to do my tasks and deal with deadlines efficiently. However, as time passed by, I found myself to be ignored by that person I met a year previously. As a consequence, and regardless of my endless effort to keep on, emotions took over me, so I started to lag and feel out of place with the program. After three months, I came to realize I had made a bad decision. I quit the program and went back to Venezuela.

What I have learned from this experience is that when it comes to your professional life you need to make sure you are venturing into something you really like. In addition, you need to understand that finding a balance between your personal and professional life is what can make you really succeed in life.

If we were to walk into your classroom while you are teaching, describe what we would see.
I strongly believe you would see a student-centered class where students had the opportunity to put into practice their communicative skills. In the same way, you would also see a class that allowed student interaction in order to enhance their strengths and foster their language needs.

Finally, you would see a class managed in a way that could create a conducive environment to learning by including the teacher’s roles in the classroom, rapport with students, the classroom layout, interaction patterns, and how to give effective instructions to learners.

Describe a time when you have had to remain resilient and calm under pressure.
On July 6th, 2018, I was given the opportunity to teach a demo lesson to upper-intermediate students at the British Council Colombia. I was told to prepare a 60-minute lesson for 12 students who were already familiar with the grammar topic. I designed a lesson plan with a grammar focus on present tenses and future forms for arrangements, predictions and timetable actions. As I arrived at the classroom, I started to welcome students and mingle around a little bit to find out about their interests in the English language. Students were getting into the classroom and, to my surprise, I suddenly found myself to be with twenty-two mixed-ability students with different language levels, all of whom were ready to start a lesson that had been designed for fewer individuals with specific communicative skills.

At first, I was nervous as I knew complying with lesson timing was fundamental and also due to the fact that I would need to readapt my lesson to suit learners’ needs. The class started and I tried to used my class staging as planned by arranging students in small groups with mixed-abilities, which, in the end, would help me a great deal to keep the class alive. I also knew that the Lead-In and Setting the Scene stages were of great importance to accomplish this goal.

Time was passing by and my lesson planning was coping with the situation efficiently. For the Practice 1 and Practice 2 stages, I had mixed-ability students work in pairs to foster their confidence and help each other if needed. Not only did I know more advanced students would be able to clarify any little grammar doubts to their less advanced counterparts, but also pair working would result in a more productive performance during whole class participation.

Everything seemed to be going as planned until we arrived at the Language Focus Stage. That is, explaining the meaning, form, pronunciation, and appropriacy of the target language under timed conditions. As foreseen, most of the elementary and pre-intermediate students started to question grammar rules for clarification. This, in turn, translated into pacing slower throughout the lesson. This part of the lesson was supposed to last 9 minutes, but it took around 14 minutes. I allowed for this to happen because I knew it would be much better to have all students well prepared for the controlled and freer activities that were about to come. Also, I believed that time is not important when students come up with communicative needs.

In the end, students were able to do the controlled practice without much difficulty and they seemed to feel quite confident during the freer activity which was about speaking. Of course, my trainer let me know my lesson took longer than planned but he also recalled the fact that my lesson aim was accomplished.

Differentiation, in a school such as ours with children arriving from all over the world, is crucial for their success. A. What do you understand by the term “differentiation”? B. Give one example of a type of differentiation you have used and the impact it had on your students’ learning. C. How committed are you to differentiate your lessons?
To me, differentiation is the ability to cater to students’ needs by understanding they all come up with different motivation backgrounds and learning styles that will define the way a lesson plan should be designed.
One type of differentiation I have used in the classroom is Students’ Learning Styles. Understanding students’ learning styles will depend on how the teacher monitors individual performance. For example, there might be students with a more kinaesthetic learning style who will feel more confident with physical participation than others will. In the same way, and as I mentioned before, when you are able to let students work together they can benefit from each other by increasing their confidence and self-esteem in the classroom.

As a result, my role as an English teacher will always remind me about the importance of differentiating my lessons in the classroom in order to make students succeed at their learning task, which, in the end, is the ultimate goal in the classroom.

What experience do you have teaching students who speak English as an additional language? How do you ensure they are achieving their maximum potential in the classroom?
Although most of my lessons are designed for school students whose English is or will be used as a foreign language, I have had the opportunity to work with learners who are using it in real-life situations. For example, I had the opportunity to prepare two primary school students in Caracas who were moving to Montevideo to start classes in a bilingual school. In the same fashion, I think it is important to mention that online teaching has allowed me to train young and adult learners from different countries whose communicative needs in the English language are fundamental for

survival at both personal and professional levels.
Whether it is in the classroom or online, I always make sure students can use the language in an authentic way by putting into practice the usage of activities that not only suit their needs but which can also be adapted to their real-life situations. For example, I always advise students to personalize their learning experience by picking up grammar elements that best represent their routines, hobbies, plans, experiences and the like. To put it simply, when it comes to learning verbs, I tell learners to divide a piece of paper into three columns with the titles Past, Present and Future respectively. Then, I ask them to write down verbs they need to use on a daily basis to express actions related to any of these categories. In this way, learning becomes a more engaging experience because students can really acquire elements they will end up using in their lives.

What measures do you take to manage behavior so that learning can always be at its highest in the classroom, and how would you normally handle a student who is disrupting learning?

In order to create an atmosphere that enables learning in the classroom, it is important to establish rules that can help to organize classes more efficiently. For this, I always try to use first-day classes to do student-oriented activities that engage learners in creating Dos and Don’ts in the classroom. In this way, everyone will have a sense of belonging and responsibility as they learn a new language.

However, and despite all efforts to avoid these kinds of disruptive situations, a student may not always feel motivated to be part of a given activity and thus he or she might distract other students. To solve this, I make sure to understand my students’ learning styles and motivation backgrounds very accurately so that I can give them alternative activities that better suit their learning needs at the moment.

What learning have you experienced recently that had a big impact on teaching and learning for you, and why? Would you be prepared to share this learning with other members of staff, and how would you go about doing so?
Last year, I had the opportunity to work with the Spanish Department and the Social Sciences Department to organize a symposium on Latin American Literature and Philosophy in a multicultural context. Our main aim was to explore and create a transversal learning framework where students could select their favorite Colombian authors whose works in literature have had a great impact and influence on the English-speaking world. We invited students from other schools to be part of this event and then we organize round-table speaking activities so that they could interact with each other in both English and Spanish.
By doing this, we enabled students to exercise a cultural practice through three subjects – English, Spanish, and Philosophy – as well as we allowed them to experience a different way of learning. In the same fashion, this activity also allowed me to learn from the other departments in a way I could understand that it is important to connect our teaching to other learning areas. For this reason, I believe I will be very happy to continue exercising this kind of experimental project in other venues by encouraging teachers and the school community to be part of it. For example, I would love to create new learning ideas with other departments such as Computer Science where English and technology could be experienced by students to their fullest with interesting activities, or with the Arts where students could combine their artistic creativity with their English knowledge to paint a wall with social and cultural messages.

In the end, I believe it is important to let students know that English is not just a subject but a lifestyle that can enrich our cultural understanding of the world.

Describe a time when you achieved excellence within your role.
n July 2018, I had the opportunity to be named best high school teacher during the second academic term at Liceo Moderno Campestre. It was a big surprise for me considering I had been working there for just five months. I believe what made this possible was my willingness to open my heart to new learning opportunities. Also, I have always said that when we believe in what we do anything can be possible.

In what areas do you think you need professional development?
I would definitely like to learn more about Information and Communications Technology and the way they can be better utilized within the classroom to foster and boost language learning.

What is your long-term career objective and where do you see yourself five years from now?

Personally, I have learned that predicting the future is not always so easy. For example, three years ago I was working at the British Council in Caracas. It was a dream come true and one I spent a couple of years preparing myself for. However, little did I know that the Venezuelan situation was about to worsen and make me quit my job for the better. Sometimes you may be willing to believe in what you do; to plant some seeds to harvest good results in the future, but sometimes you may find yourself in a situation where you do not have other options but to start for scratch once again. Nevertheless, I have never lost my faith for a better future and for that I continue dreaming. For the above reasons, I see myself planting some seeds at Colegio Gran Bretaña and I see myself learning and growing professionally within an institution well-known for its continuous development, innovation, and staff support. In five years, I see myself living in a small beautiful house in Bogota, with a master's degree in languages and a DELTA as well, with an online program that has been greatly improved, and with a teaching position at a prestigious institution like yours.

Are there any recent professional articles, books or conferences you have encountered recently that may have affected your practice?
On February 29th, 2019, I had the opportunity to attend an online webinar about intercultural competence in the foreign language classroom given by Professor Liliana Marcela Cuesta Medina and organized by Universidad de la Sabana. She discussed the importance of metacognition or thinking about one’s own thinking, which is basically the ability to think about what we do when we learn a specific matter. Additionally, she mentioned the importance of us teachers being able to transfer this metacognitive ability into the classroom to create a cross-curricular learning experience where students not only develop self-awareness in the development of new communicative skills in a language in a class but also out of it. Since then, I have tried myself to self-regulate my own teaching experience by thinking more carefully about what I do and the way I do. This, in turn, has helped me to better organize activities and learning habits that can foster students’ motivation in the acquisition of new concepts and the development of new language skills.

In this day and age, technology forms a critical component of school life. How computer literate would you say you are, and what are your opinions in the way technology can enhance learning?

Although Spanish is my first language, English has always been my connection to a world of different cultures and ideas. These professional and personal experiences have allowed me to explore new teaching projects in the digital era. One of those projects is English a la Carte, an online platform with learning programs designed to help students develop and foster their communication process in the English language. I am quite passionate about my career and I am always looking for new projects that are creative and mind-enriching. At the moment, I am serving as an online instructor in areas such as General English and IELTS preparation. I am also planning on teaching ESP and Business English soon. In this way, I have to say that technology has made this possible and without it, I would not be able to do all the things I have done so far. In this way, I truly believe that technology can enhance learning positively if it used properly. So far, I have had the opportunity to work with Moodle platforms in the classroom. They have been of great help to students as they can make use of interactive activities that explore different learning styles. Of course, I would love to continue learning about new ways to motivate learning in the classroom.

How would colleagues describe you in three words?
Committed, kind, passionate.

How would your students describe you in three words?
Strict, funny and intelligent.