In recent years, significant improvements have been achieved in statistical machine translation (SMT), but still even the best machine translation technology is far from replacing or even competing with human translators. Another way to increase the productivity of the translation process is computer-assisted translation (CAT) system. In a CAT system, the human translator begins to type the translation of a given source text; by typing each character the MT system interactively offers the choices to enhance and complete the translation. Human translator may continue typing or accept the whole completion or part of it. In this paper, we propose new approaches for increasing the performance of the interactive CAT. Our approaches are included a new search way and a hybrid back-off model. We could achieve 1.3% improvement by using our offered search approach.

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.

This paper intends to offer a comparative, descriptive, and analytical investigation of the interaction between culture, language, and translation through the analysis of translatologists, linguists, and translators' approaches. The results of the study reveal that 67.44% of the researchers have investigated the interaction between language and culture. They believe that language and culture are integrated. Also 76. 69% of the researchers maintain that human communication and translation have got cultural foundations. Moreover, 35.13% of the investigators believe that investigations in the areas of human communication such as language teaching, literature, and translation influence the nature of language, culture, and people's identity. The study shows that language is developed through culture and vice versa. And successful application of language in the world of language teaching, literature, and translation depends on culture and culture helps human beings to discover and develop teaching, learning, and problem solving strategies in the areas of language teaching, literature, and translation. Therefore, the nature of the data implies a cause and effect relationship between these variables. Then educational planning should include the investigation of the cultural origin of the language and the situations in which it is used.

Course description and study program requires specific educational criteria. The primary criteria are a thorough study plan inclusive of resources available and accessible to the study of that particular course. However, if a study program is solely based upon the level of students and availability of resources, and non- academic parameters, the consequences would be as such: the quality of work would be destroyed and put under question and ultimately would result in a waste of human effort. Thus a curriculum or study program should be accorded to the needs and requirements of the present time as needs and expectations are rapidly changing. Experience gained from the last few teaching years offers a positive insight to the academic staff to probe critically into the syllabus of undergraduate courses in German language translation and hopefully this will remedy the inborn deficiencies of several courses that have been weak in terms of structure and content.

The addition of the infinitive to the subject or object is one of the syntactic structures in which accuracy plays an important role in the correct understanding the meaning of the verses of the Holy Quran. Sometimes there is disagreement among the scholars who interpret the Holy Book of Quran in determining whether the infinitive is added to the subject or to the object. Translators have sometimes provided an inadequate translation. This article has tried to discover ways to resolve the difference in determining the qualificative role of genitive case and also to provide an expressive translation of this structure by using a descriptive-analytical-critical method and by examining a number of infinitives added to the subject or object in the Holy Quran. The solutions to resolve the dispute are as follows: Paying attention to how the sentences relate to each other, paying attention to the citation of the subject in the verse, paying attention to the reason for using rhetorical devices in the verse, paying attention to the interpretive context (the context of the discussed verse, the guiding purpose of the Surah), paying attention to the verses and narrations of the same subject of the verse and paying attention to the requirements of servant politeness. The use of these solutions in order to provide a correct and expressive translation of the infinitive structure added to the subject or the object is necessary: The use of verb in the translation of the infinitive, the use of an appropriate word for translation of the pronoun, the use of an appropriate word in addition to the accompanying added infinitive, the use of the explanations in parentheses, the avoidance of compression writing and the avoidance of literal translation.

Given what was suggested by Reiss and Vermeer in the late 1970s and early 1980s, translation has to effectively create the communicative and pragmatic purposes of the source text in the context of the target language. Accordingly, their theory postulates that translation has to comply primarily with the "skopos" intended by the original in its source context. To do so, Nord (1997) suggested applying translation brief or a set of strategies in order to create the intended skopos of the source text in the target language and moreover to satisfy the needs of the client or commissioner.Therefore, it remains to be seen whether or not such briefing can actually affect the quality of translations. The present study was carried out in the framework of skopos theory and it draws on Nord's textual analysis while considering the two needed measuring stones namely "adequacy" and "acceptability" as of contributing evaluative criteria in this regard.

The present article reports a study carried out to investigate whether or not awareness of functional translation theories has any impact on the translation quality of translator trainees. 2oo Iranian undergraduate students took part in this study. They were divided into four groups -two- experimental and two control groups. After homogenizing the participants by a TOEFL test, a translation pre-test was administered and then functional theories of translation like Translational Action and Skopos Theory were taught to the experimental groups who were later required to use the material taught in their classroom translation practice during one academic semester. The control groups were instructed traditionally as widely practiced in Iranian undergraduate translation classes. A translation post-test was given to all the groups at the end of the semester. The statistical results demonstrated a significant difference between the pre- and post- test in the two experimental groups as compared with the control groups.

The purpose of this article is to explain the relationship between Islamic Fundamentalism and Modernity through ontological and philosophical point of view. It seems in the first look that they are contradictory but it is really not so, because both use the discourse method to prove their viewpoint. Modernity has negated the traditionalists and it’s related customs to proof itself and Islamic Fundamentalism has negated tyranny and colonialism. Both apply science and knowledge to expand their influence in all over the world. Both are accepting the Shariah and disregard Tarighat and essence of the religion.

In addition to variety of translations in various fields taking place along the accelerating communication era, we are experiencing repeated translations from a single literary work. What are the reasons for translating a written impression that already is translated?This essay is aiming to produce a definition for translation, in order to study the existing differences between first translation and re-translation of the same work. In this research, the impact of elapsed time on the written translated maters is studied to find out why some translated impressions remain always brilliant, but few others lose their fame, as time passes by.