The Holy Our'an has been revealed in the Arabic language, utilized its linguistic mechanism and at the same time has its own linguistic and non-linguistic peculiarities. As a book of guidance, the Noble Our'an has been sent down to show the way of life to every Muslim, and if its guidelines are followed, to guarantee their life to come. Unfortunately, not all Muslims know the Arabic language to gain access even to its literal meaning. Many of them have to resort to its translations to understand the surface meaning: It is a pity that nearly all these translations suffer from different kinds of shortcomings. Some of these deficiencies are due to overlooking the role that applied linguistics, contrastive linguistics and translation theories play in translating from one language to another. This article is an attempt to shed light on the application of Grice's Conversation Implicature on the processes of understanding the divine message and its rendering into another language.    

1 Introduction This study is an attempt to investigate the play humpback sparrow ( العصفور الاحدب ) by Muhammad al-Maghuot according to Grice’ s ‘ conversational implicatures’ theory and other linguistics’ opinions after Grice. . . .

Pragmatics moves away from the word level and sentence level study of language towards the study of language in real-world context and at discourse level whereby two or more participants take part in conversation. There are moments when the speaker explicitly says something but the listener may have other interpretations and inferences from their statements. The aim of this study was to demonstrate that in some special situations or contexts, especially in comedy, conversational implicature is more likely to take place than others are. The researcher employed qualitative and quantitative con-tent analysis (mixed method) to do our research to increase the validity and lower the subjectivity of findings. The first and second series of a British situation comedy called „Blackadder‟, containing twelve episodes along with their Persian translations were selected as a source for our critical dis-course analysis. The results of this study suggested that in comical contexts we seem to witness more cases of the non-observance of Grice's Maxims than other settings. An implication of this is the possibility that the violation of the cooperative principle occurs mostly with the aim of creating the feeling of humor.

In the present study, ' translation of implicatures' as a challenging issue in Translation Studies is addressed. The researchers' main concern is to investigate the translation procedures proposed by Newmark in translation of implicatures including literal translation, expansion, modulation, transposition, equivalence, and omission in novels. At the preliminary stage, four questions were raised to detect the translation procedures adopted by the translators and to find the most frequent translation procedure used in translation of implicatures. To this end, a famous English novel, Charlotte Bronte's Jane Eyr, and its two best-seller Persian translations by Mehdi Afshar and Mohammad Taghi Bahrami Harran were chosen to be analyzed. Through a contrastive analysis, seventy four implicatures were extracted from the novel and its two translations and were analyzed. The obtained results of this analysis demonstrated that the most frequent translation procedure adopted by the translators was literal translation.

The notion of implicature was proposed by Grice (1975) who introduced two kinds of implicatures. Implicature is the level of meaning beyond the semantic meaning of the words uttered by the speaker or written by the writer. Neo-Griceans developed this notion more widely and proposed other types. An implicature is generated intentionally by the speaker and may (or may not) be understood by the hearer. Prosodic elements (pitch accent and its changes, pause, intensity, and duration) influence hearers' inferences in utterances having implicatures, and conveying different meanings. Therefore, we propose another class of implicatures namely “ prosodic implicature” . It seems that some structures are grammatically underdetermined, i. e. the syntactic structure and lexical meaning are insufficient for determining their meanings, and the role of prosodic elements cannot be disregarded. Putting aside contextual effects, this paper argues in favor of the influence of prosodic elements. In a three-step experiment (a written test, and two listening tests with two different prosodic elements), 8 utterances having conversational or scalar implicatures were presented to 20 examinees whose first language was Persian, and all mastered the standard Persian. Findings show that in scalar implicatures, “ duration” affects the hearer’ s inferring the upper bounds (upper items in the scales) or the lower bounds (lower items in the scales). In conversational implicatures, “ changes in pitch range” and “ intensity changes” influence the hearer’ s inference. Moreover, this paper shows that in absence of prosodic elements, i. e., in writings, some meanings are default for some structures, and readers base their inferences on those defaults. So, it seems that some meanings might be unmarked for some structures which leads to many misunderstandings in interpretation of written utterances as in text messaging like SMS and online chats.

Research showed that children need two important pragmatic skills to understand Simile: understanding the intended similarity and deriving a scalar implicature. However, the second skill has not been studied yet by Iranian researchers. The aim of the present study was to investigate the ability of mono-lingual Persian-speaking children aged 5 to 7 years old and adults in understanding scalar implicature. To this aim, 30 Persian speaking children 5, 6 and 7 years old were selected and were compared with 10 adults. The groups were investigated and compared on a first experiment which was a form of similarity judgment task and on a second experiment, which was in a form of a game. In the first experiment, subjects should understand "x is like a y" as an expression of similarity. In the second experiment, the subjects received metaphors (“Nina is a rabbit”) and similes (“Nina is like a rabbit) as clues to select one of a three images (a rabbit, a girl or a rabbit looking girl). The results showed that 5 years old children were able to understand the implicature “x is not a y”, whereas 7-6 years old children performed like adults. The results showed that children from the early childhood were able to understand and extract scalar implicature and the literal meaning of simile and metaphor decreased by increasing age

It is substantiated that particular features of pragmatics are teachable, and instruction is both necessary and effective. Determining what kind of intervention is most effectual for facilitating learners’,pragmatic development has been a central issue for researchers. To respond to the inconclusive findings in intervention studies and to extend the instructional studies in L2 pragmatics to less studied and more complex teaching targets, such as implicatures, the current study inquired into the effects of metapragmatic awareness, interactive translation, and discussion through video vignettes on the comprehension of implicatures of 51 (15 male and 36 female) Iranian upper-intermediate EFL learners, who were selected based on Oxford Quick Placement Test (2004) from students majoring English Literature and TEFL at Golestan University, Gorgan, Iran. Fifty-six video prompts containing implicatures from Friends sitcom series and Desperate Housewives TV series were taught to the participants who were randomly assigned to four groups (metapragmatic awareness, interactive translation, discussion, and control). The participants attended the classes twice a week for eight sessions. Results of multiple-choice implicature listening test revealed that all three intervention groups outperformed the control group. Results of Tukey’, s Honest Significant Difference (HSD) test illustrated that the metapragmatic awareness group outperformed the interactive translation and discussion groups. No meaningful difference was found between the interactive translation group and the discussion group. The paper concludes that providing learners with contextually appropriate input through video using methods of pragmatic instruction (metapragmatic consciousness-raising, translation, and discussion) is effective to promote their ability to comprehend implicatures and signposts some avenues for future research.

The present study aimed to examine the translator's solutions to the translation of conversational implicatures from English into Persian. To do so, 120 conversational implicatures were extracted from the novel the Lord of the Rings (Tolkien, 1954) and classified based on Grice's (1975) categorization of Maxims, including quality, quantity, relevance, and manner. Mur Duenas's (2003) taxonomy of translation strategies was used as a valid framework to find out the translation strategies the translator employed to transfer the 120 conversational implicatures. Furthermore, the most /least frequent translation strategies applied by the translator were investigated. At the end, the effectiveness of the source text (ST)-and target text (TT)-oriented strategies in transferring the same meaning of implicatures to the target text was determined. As the results indicate, the translator employed five out of six of Mur Duenas's translation strategies, namely TL cultural cognate, SL cultural and linguistic borrowing, replacement of the SL cultural reference by explanation, TL cultural reference suppression, and TL cultural reference literal translation, of which SL cultural and linguistic borrowing and replacement of the SL cultural reference by explanation were the most/least frequently-used strategies. Moreover, the translator preferred to employ the ST-oriented strategies rather than the TT-oriented ones that referred to the employment of the ST-oriented strategy for the whole text. Based on Grice's theory, the researcher concluded that the SToriented strategies were more effective than the TT-oriented ones and helped the translator to produce comprehensible translations and convey the meaning of implicatures to the target readers.

The growing use of cell-phones in the modern society, regarding the various services they provide, has changed both our interpersonal and verbal communications. Being of relatively low cost, and able to simultaneously send a message for larger groups of people, SMS has indeed turned into a written medium which has resulted in a new culture in sending messages, especially among the youth.Considering the importance of this new way of communications, the present article studies its widly used application, i.e. the humors sent through SMS. The purpose of the research is to study, from a discourse analysis perspective, the most common techniques, and the most dominant approaches in forming humors.Having analysed the data, we found that in most cases the Grician Co-operative Maxims have been violated in different ways.

Conversational implicature, which is a component of speaker meaning that constitutes an aspect of what is meant in a speaker’ s utterance without being part of what is said, is subsumed under interlanguage pragmatics (ILP) which has attracted considerable attention from pragmatics practitioners and theoreticians. Nonetheless, very few studies have explored the correlation between implicature knowledge and the proficiency level; therefore, the present study, conducted at Golestan University among Teaching English as a Foreign Language (TEFL) and English Literature students, aimed to find out not only whether there would be any statistically significant relationship between 102 (35 males and 76 females) Iranian EFL learners’ proficiency level (High vs. Low) and their implicature knowledge as well as the subcategories of idiosyncratic and formulaic implicatures, but also whether there would exist any significant relationship between male and female EFL learners’ proficiency level (High vs. low) and their implicature knowledge. Moreover, this study investigated to what extent the (sub)categories of idiosyncratic and formulaic implicatures could be predicted by the proficiency level. The results of Pearson correlation indicated that there was a positive significant relationship between proficiency score and both formulaic implicatures and idiosyncratic implicatures. Moreover, among three sub-constructs of formulaic implicatures, Understand Criticism had the highest positive significant correlation and the Pope Q had the lowest correlation with proficiency. In addition, among four sub-constructs of idiosyncratic implicatures, Relevance Disclosure had the highest positive significant correlation and Relevance General had the lowest correlation with proficiency. However, the results of independent-samples t-test indicated that there is no significant difference in the implicature knowledge between male and female students. Results of Structural Equation Modelling (SEM) revealed that both types of implicatures are predicted positively and significantly by proficiency level. Therefore, one of the implications of the present study for materials developers is to include idiosyncratic and formulaic implicatures in the textbooks to enhance the leaners’ implicature comprehension; teachers can also focus on the significance of interpreting the implied meaning rather than just focusing on linguistic features.