Various scholars from different schools of thought have proposed criteria and/ or models or translation assessment. Surprisingly, almost none of them are tailor-made for a manageable summative evaluation of student translation. That is why most translation teachers still draw on holistic and traditional methods of translation evaluation in their exams. These methods are either too holistic or too detailed (and complex) for translation evaluation purposes in educational settings. The holistic approaches that verge on subjectivity are quite manageable for a teacher who is to evaluate of a score of students, whereas the detailed and quantitative models, which are highly demanding on the limited resources of a classroom teacher, are considered highly objective. Feeling the need for a model, which is both manageable and objective, this study aims at reaching a compromise between the subjectivity and the complexity of these approaches

Abstract-This study aimed to investigate the Iranian language learners' ideas of the ideal English lesson. Two kinds of English lessons, form-focused and communicative were taken into account. Moreover, the current study set out to investigate the relationship between the learners' conceptions of ideal lesson and their gender. The collection of data was accomplished by administering a modified 10-item survey questionnaire to 100 advanced English learners of a language institute in Hamedan. The participants were randomly selected to complete the questionnaire, reflecting their opinions regarding the ideal English lesson. Accordingly, the results of the study indicated that advanced Iranian learners preferred communicative activities such as having lots of active discussions, working independently of the teacher, doing funny activities (e.g., singing happy songs and playing games) and using real-life materials (e.g., TV, magazines) more than form-focused activities such as teaching items of language (e.g., grammar and vocabulary), correct pronunciation, revising grammar, correcting most of the grammatical mistakes and guiding most of what they do. It was also found that there is a significant difference in learners' orientations towards communicative activities based on their gender, with males scoring higher on those items.

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In this paper we propose a more explicit framework for definition and evaluation of objectivity and (inter)subjectivity in the modality domain. In the proposed operational framework, we make a basic distinction between the modality notions that serve an ideational function (i.e., dynamic modal notions) and those with an interpersonal function (i.e., deontic and epistemic evaluations). The modality notions with ideational and interpersonal functions are content and person-oriented, respectively. While all dynamic modal notions are characterized by objectivity, deontic and epistemic modal notions may display a degree of (inter)subjectivity depending on their embedding context. Our main claim is that (inter)subjectivity can hardly be argued to be the inherent property of certain modality forms and types, but rather it is essentially a contextual effect. We functionallyoperationally define (inter)subjectivity as the degree of sharedness an evaluator attributes to an epistemic/deontic evaluation and its related evidence/deontic source. (Inter)subjectivity is realized by (at least) one or a combination of three contextual factors, viz. the embedding syntactic pattern, the linguistic context and the extralinguistic context of a modality marker. Since both descriptive and performative modal evaluations involve a degree of (inter)subjectivity, performativity, which refers to speaker's current commitment to his evaluation, is viewed as an independent dimension within modal evaluations and plays no part in the expression of (inter)subjectivity.We would like to gratefully acknowledge the help of two anonymous reviewers whose suggestions helped us improve the previous draft of the paper. Any possible shortcomings are due to us, though.