Journal of Language and Translation Studies
Year:2018 | Volume:51 | Issue:1 (35)|Papers Count:7

Extended Abstract 1. Introduction Coleman Barks’ (1995) translations of Rumi’ s works have played the largest role in Rumi’ s current popularity, especially among American public audience. Thus, it is very important to study how Rumi’ s works are represented in the target language and culture. One of the elements that is represented through translation is universe of discourse. To Lefevere (1992/1985), universe of discourse refers to the whole complex of objects, persons, concepts, ideologies, knowledge, learning and customs of a certain culture to which writers freely allude in their work. The translator’ s approach toward the universe of discourse of a literary work in relation to the universe of discourse of the target audience is an important factor in the representation and reception or rejection of that work in the target community...

1. Introduction In the present postmodern world, so many of the biased remarks heard about one nationality or another can be traced to a failure to appreciate the different conventions of politeness and courtesy in different societies; therefore, it can be referred to as an instance of cross-cultural pragmatic failure (Mirza Suzani & Armiun, 2011). Furthermore, while a set of underlying social and linguistic conventions are assumed to exist universally in all cultures, contrastive pragmatic analysis needs two kinds of categories to contrast: one linguistic and the other sociological (Mirza Suzani, 2006). In the same vein, despite the idea that the formulaic nature of compliments-their syntactic and lexical predictability-makes them attractive materials, probing compliments in translation can be a troublesome aspect for language learners from different cultural backgrounds (Mirza Suzani & Armiun, 2011). Hence, the study of the speech act of compliments in both source and target languages can be important because paying appropriate compliments and identifying them in each culture is an aspect of communicative competence which may differ in a variety of ways from one culture to another. Moreover, compliments are more often than not culture-specific and reflect fundamental values of the society and the accurate interpretation of illocutionary force of compliments involves knowledge of subtle cultural norms of both source and target languages. Having considered the above points, the present research aims to investigate speech act of compliments in Persian, English and French from a sociocultural perspective...

Extended Abstract 1. Introduction One of the ways through which the holy Quran attempts to convey various messages is repetition; this may hold true for a single word, a phrase, or a sentence. The holy Quran was revealed to the Prophet gradually during 23 years. Consequently, it was necessary for a number of phrases and anecdotes to be repeated in order to guide and nurture people. This demonstrates the fact that Quran is not merely a history book in which an event is described only once and then neglected for the rest of the book, but it is a book of education and humanization; as it is perfectly known that certain events ought to be repeated again and again, given the educational conditions, by looking at subjects through various dimensions and reaching conclusions in every direction. In other words, education sometimes requires reliance on an important matter for a number of times in order to induce a profound impact on the readers’ minds and orient the minds towards more subjects...

1. Introduction Collocations are defined as syntagmatic and lexical structures that tend to go together repeatedly (Afshinpoor & Ibn al-Rasul, 2014). That is, they are a sequence of words whose occurrence with each other is statistically frequent, and this frequency is to a degree that cannot be considered accidental (Sharifi & Namvar Fargi, 2012). Collocations, which play a crucial role in the coherence of various types of texts, are regarded as one of the most important properties of each language. There are different ways of analyzing translated texts interlingually. One of them is examining translations as independent texts with regard to the elements involved in their production. The current study examined a corpus of translated texts as independent texts, regardless of the original source, from the perspective of examining collocations and explaining their role in the coherence and fluency of translations regarding the target language norms...

1. Introduction The critique of translation in Iran, as a country where translation is a long tradition, focuses primarily on content of the text (Kamali, 2017, pp. 21-32). Thus, several questions, all based on the content of the text arise: Are the equivalents correct? Do they have the correct terminology and counterparts? Does the translator understand the meaning of some complex expressions? Is the translator successful in translating the author's style? In other words, the criticism of a translation becomes a means of assessing the linguistic knowledge of a translator. What we have just said is valid for translations done from all languages (Kamali, 2017, pp. 21-32)...

1. Introduction In studying how teachers work, learn, and grow, there seems to be an expansive interest in teacher identity (e. g., Abednia, 2012; Alsup, 2006; Kayi-Aydar, 2015). The concept of situated, multiple, and dynamic identity forms a common feature across studies grounded in multiple theories (MacLure, 1993). One issue in language teacher education, particularly pertinent to the study of teacher identity, is teacher agency (Vongalis-Macrow, 2007). When individuals take on agentic positions, they have the capacity or willingness to act. Agency and positionings are therefore closely linked, one influencing the other (Kayi-Aydar, 2015)...