فهرست مطالب mahboobeh morshedian

Background of the Study:

The semantic componential analysis was generally applied to the Persian translations of Islamic texts; for example, the analysis of the semantic components of the word “Haqq” (meaning “the Truth”) in the Quran by Sassani and Azadi (1391), Amani’s (1393) componential analysis of three words in Surah Al-Baqarah to evaluate the performance of the translators, componential analysis of five translations of Nahj-al-Balaghah’s sermons by Fathi-Muzaffari et al. (1396), and Masbouq et al.’s (1397) componential analysis of five Persian translations and its use in the translation of three Quranic Surahs.  However, on the English translation of Islamic texts, one can only find some studies on the Quran; for example, Al-Jabri’s (2012) componential examination of the Quranic synonyms of "Khawf" (meaning “fear”) and their three English translations, and Omar et al.’s (2012) componential analysis to identify the semantic difference between call for help meaning in the Quranic vocative sentences and its English translation.

First, some phrases having marked words were selected, semantic components of these eight words were analyzed, and the equivalents used by the translators were examined with an eye to their sematic components extracted from SL, their English collocations, and sentence structure. Then the degree of correspondence of those equivalents with the selected Arabic words was evaluated, and the more suitable one was identified. If no translation was acceptable, a suggested translation was provided.

The authors could decompose the selected marked words of ‘Ahd supplication lexically. However, it was found that the translators under study could not either include all SL semantic components in TL equivalents or convey the markedness of SL words; instead they chose unmarked and descriptive and explanatory equivalents. Mahdavi-Damghani (2011) mostly used the expansion strategy perhaps to convert unmarked equivalents into marked ones, so her translation is not brief. Altogether, her translation is more acceptable than Shahin’s (2010), who disregarded the lexical decomposition of Arabic marked words which led to unmarked or even inaccurate equivalents. Hence, the importance of componential analysis of ‘Ahd supplication’s marked words becomes clear. If these translators had used this method for equivalent-finding, they could have at least understood the meaning of its marked words and try to find the closest equivalent – although unmarked – through the expansion strategy. In other words, due to the Shi‘ite ideology of ‘Ahd supplication, the translators faced the challenge of including all semantic components of marked words in their equivalents.

This study examined the translation of Quranic metaphors based on Mandelblit’s (1995) Cognitive Translation Hypothesis (CTH), including a metaphors translation model, summarized as three plans: (a) similar mapping conditions (SMC) with the same or similar wording in translation, (b) SMC but with different wording in translation, (c) and different mapping conditions (DMC). Forty-three Quranic metaphors and their translations by Saffarzadeh (2001) and Arberry (1955) were selected randomly and explored to see in what plan their CTH Quranic metaphors could be placed and how they translated them. Twenty-one metaphors turned out to be SMC and 22 were DMC. Twelve metaphors could be SMC and were rendered in similar wording, four could be SMC and rendered literally by both translators, three metaphors could be SMC and translated in similar wording by Saffarzadeh, three could be SMC and were translated literally by Arberry, and no SMC metaphor to be translated in different wording by either. Also, out of 22 DMC Quranic metaphors, 21 were rendered literally by both translators and one in different wording by both. It was concluded that SMC and DMC conceptual metaphors in Arabic-English conceptualization exist in the Quran, and similar conceptualizations facilitate metaphor translation, while differences can do the opposite.

Academic self-regulation is a process in which learners use cognitive, affective, behavioral, and motivational feedback to adjust or modify their behaviors and strategies to reach their objectives. Similarly, self-regulated learning (SLR) is the process of defining objectives, planning strategically, choosing and utilizing strategies, monitoring one’s efficiency, and self-evaluating oneself. Accordingly, this research explored the influence of self-regulation teaching based on Think Before, While, and After reading (TWA) strategy with self-regulated strategy development (SRSD) on intermediate English as a foreign language (EFL) learners’ self-regulation of their EFL reading of expository texts. SRSD for TWA strategy was implemented in the EFL reading sessions of the intact experimental group, but the intact control group was given routine EFL reading instruction, i.e., to read the texts and answer its comprehension questions. The self-regulation data was collected utilizing the adjusted Motivated Strategies for Learning Questionnaire Parametric (MSLQ) before and after the instruction. Through one-way analysis of the covariance, it was shown that self-regulation instruction based on TWA with SRSD could foster self-regulatory reading skills of EFL learners. These findings can urge teachers to teach EFL readers SRSD for TWA to improve their ability to self-regulate their EFL reading process.

This study examined whether metacognitive and cognitive strategies of self-regulation capability in English as a foreign language (EFL) learners can predict their written lexical retrieval ability in English. The participants were 93 intermediate Iranian EFL learners. Pintrich’s self-regulated learning (SRL) model was adopted as a basis in this research. There are cognitive, metacognitive, affective, motivational, social, and environmental factors at play in this model. The data were collected through Written Productive Translation Task (WPTT) and Motivated Strategies for Learning Questionnaire (MSLQ); however, only its learning (metacognitive and cognitive) strategy use scale was analyzed. The results of multiple regression analyses showed that both metacognitive and cognitive strategies of self-regulation could significantly predict the participants’ ability to retrieve English written words, but the role of metacognitive strategies was larger. This can guide EFL teachers on how to promote lexical learning, retention and retrieval ability of their students through explicitly teaching them cognitive and particularly metacognitive strategies.

Self-regulation is the ability to regulate one’s actions, behaviors and thoughts to achieve goals. In the same line, self-regulated learning (SRL) refers to plans and behaviors to reach one’s learning goals. Therefore, this research probed into the effect of training English as a Foreign Language (EFL) learners according to Zimmerman and Moylan’s self-regulated learning (SRL) model when directed at reading on their motivation for EFL reading. Moreover, the moderating role of the learners’ proficiency level was investigated, as well. Self-regulation strategies which can be used while reading were taught to two experimental groups; they were trained to implement the three phases of Zimmerman and Moylan’s cyclic SRL model while trying to make sense of the reading sections of their textbook. Meanwhile, two control groups received the traditional, routine reading instruction. The data of the study were collected through Mori’s questionnaire of motivation for EFL reading before and after the treatment. A two-way analysis of covariance showed that self-regulation training, when directed at EFL reading, could significantly enhance the participants’ motivation for EFL reading, but their level of proficiency did not have any moderating role in the outcome of self-regulation training. These findings can encourage teachers to train EFL learners in self-regulation strategies with the purpose of improving their motivation for reading.

Self-regulation is the ability to regulate one’s thoughts, behaviors, motivations and actions to achieve one’s goals. In the same line, self-regulated learning (SRL) entails plans and behaviors to attain learning goals. This study investigated the impact of training English as a Foreign Language (EFL) learner in a Zimmerman and Moylan’s Self-regulated Learning (SRL) model as directed at reading on their attitude toward EFL reading. It also examined whether the learners’ proficiency level could moderate the effect of self-regulation training. Two intact experimental groups were taught self-regulation strategies while reading, but two control groups received the traditional, routine reading instruction. The data of the study were collected by Yamashita’s questionnaire of attitude to EFL reading. Parametric two-way ANCOVA analysis showed that self-regulation instruction as directed at EFL reading could significantly improve participants’ attitude toward EFL reading, but their level of proficiency did not moderate the effectof self-regulation training. These findings can provide an incentive for the instructors to help Iranian EFL learners improve their attitude toward reading through using self-regulation strategies.

Self-regulation is the ability to regulate one’s thoughts and actions to attain goals. Accordingly, self-regulated learning (SRL) involves plans and behaviors to achieve learning goals. With this in mind, in this study we investigated whether training English as a Foreign Language (EFL) learners on the basis of a Self-regulated Learning (SRL) model improved their literal and critical reading comprehension. The study also sought to find out whether the learners’ proficiency level could moderate the impact of self-regulation training. Two intact experimental groups were taught self-regulatory reading processes, while two control groups received the traditional, routine reading instruction. The data of the study were collected by College-Level Academic Skills Test (CLAST) reading sub-tests including both critical and literal reading comprehension parts. Statistical analyses showed that self-regulation instruction could significantly improve participants’ EFL literal and critical reading comprehension, but their proficiency level did not moderate the effectof self-regulation training. These findings can encourage EFL teachers to apply SRL strategies to reading tasks and activities.

Self-regulation is the ability to regulate one’s cognition, behavior, actions, and motivation strategically and autonomously in order to achieve self-set goals including the learning of academic skills and knowledge. Accordingly, self-regulated learning involves self-generated and systematic thoughts and behaviors with the aim of attaining learning goals. With that in mind, this study aimed to examine the effect of self-regulation instruction to the intermediate EFL readers on their ability to make within-text inferences while reading. Zimmerman’s model of self-regulation with its three cyclic phases of forethought, performance and self-reflection constituted the theoretical basis of this study. Two intact intermediate classes in an English language institute were randomly assigned to experimental and control groups. The experimental group was trained in self-regulatory processes which were directed at EFL reading comprehension for ten sessions, while the control group received the routine, traditional reading instruction involving pre-, while-, and post-reading tasks and activities. The results of parametric one-way between-group ANCOVA showed that the experimental group outperformed the control group on the post-test of EFL reading comprehension, particularly in term of within-text inferencing. This finding revealed that self-regulation instruction aimed at EFL reading comprehension significantly contributed to learners’ ability to make correct within-text inferences while reading in English as a foreign language.

God has created man in the way that what he eats and drinks influences his mind, body, and soul. Hence, God declared certain edible materials prohibited (haram) and others permissible (halal). This paper lists the foods that are impermissible as mentioned in the Qur’anic Chapters al-Baqarah and al-Ma’idah. In these chapters, twelve impermissible foods are listed, some of which are carrion, blood, pork, and wine, in addition to the meat of animals that have been strangled, gored to death, and not slaughtered based on Islamic rules. Moreover, brief reasons as to why they are forbidden are also presented.