جستجوی مقالات مرتبط با کلیدواژه « انگلیسی » در نشریات گروه « ادبیات و زبان ها »

The aim of this comparative research is to investigate the polysemy of “head-compounds” in Persian and English and to identify the constructional schemas governing the construction of these compounds based on Construction Morphology (Booij, 2010). To this end, all compounds consisting of “head” as their first constituent were collected from different Persian and English sources. Our data consist of 300 compound words collected from Comprehensive Sokhan Dictionary, Zansoo Dictionary, Oxford Advanced Learner’s Dictionary, Online Merriom-Webster, Collins, and Cambridge Dictionaries. Then the collected compounds were semantically categorized and their similarities and differences were examined. The findings showed that the polysemy in these compounds could be explained not at the level of words, but at the level of abstract constructions and constructional schemas in both languages. Therefore, it was considered as a type of constructional polysemy. Moreover, it was found that although there were similar constructional schemas and subschemas for "head-compounds” in both languages, the semantic variations and the number of subschemas in Persian were more than that of English. This difference indicated that the schematic hierarchy of the construction [Head-X] in Persian was more semantically complex and more extended compared to English.

This article is a descriptive-analytical research based on the theory of conceptual metaphor, which examines the conceptual metaphors of the field of fear in three literary works from different languages, Sang Sabbour (Persian), Sound and Fury (English) and Miramar (Arabic). The findings of the research show that all three authors jointly used the Specific metaphor "FEAR ARE OBJECTS" and this can be a confirmation of the universality of conceptual metaphors. But in relation to Generic- level metaphors in these stories, it was found that Sadegh Chubak and Najib Mahfouz in Persian and Arabic stories have benefited the most from the Generic- level metaphor "EMOTIONS ARE OBJECTS", while Faulkner has used the most in the English story, Sound and Fury. Equally, it uses the Generic- level metaphors "EMOTIONS ARE LOCATIONS" and "EMOTIONS ARE FORCES". The difference between Persian and Arabic stories with English story points to the culture-specificity of Generic - level metaphors.

The present research provides a cross-cultural study about hand and foot metonomy-based metaphors in Persian and English by means of a semantic analysis. The research method is exploratory and its data includes 32 conventional metaphorical expressions containing hand and foot body terms which are taken from the idioms of The Free Dictionary, and their Persian equivalents are extracted based on Farhang Moaser One-Volume Millennium English-Persian Dictionary (Haghshenas et al., 2002). The research objective is to explain the biological motivation of the metaphors on the basis of holistic medicine. The research findings show that a number of the metaphorical expressions related to hands and feet can be investigated based on their biological origin in the holistic medicine, and the others are schematic and symbolic and formed according to externally visible events and bodily functions. The results indicate that, regarding the same biological origin, we can see relatively similar metonymies, while cultural patterns have created different metaphors in both Persian and English.

In recent years, the enrollment of English as a foreign language (EFL) has increased significantly in higher education. The aim of this study is investigating the impact of a group learning program which is implemented as online on learning motivation of English among Iranian university students. Forty four undergraduate university students (25 males and 19 females) with the age range of 18 to 30 participated in this study. The Dornyei theoretical framework (2005; 2009) was used to measure the three aspects of motivation (ideal L2 self, ought-to L2self, and L2 learning experience). A pre- and posttest survey and a semi-instructured interview were used as the main instruments. For identifying the differences of the scores of three aspects of motivation, a paired sample T-test was used. The findings showed that there was a significant difference in L2 learning experience prior to and after the program administration and no significant difference were observed regarding the two other aspects. The findings also showed the most motivating feature was interesting learning recourses and tools and the most demotivating feature was technology barriers. Moreover, the findings of the interviews showed that most of the students had positive experience of this project. With the increasing role of English in Iran in all aspects of teaching and learning as an international language, it is crucial for teachers and program developers to care about the motivational drives of learners due to the positive feedback of some programs as the project under the study.

The concept of “intelligence” lost its one-dimensional sense many years ago and is now considered a multidimensional concept that encompasses all abilities of individuals. One type of intelligence that is based on time-related individual differences is “temporal intelligence”, which refers to the thoughts, views, and behaviors of people in relation to time. Although this variable has been researched in the field of managerial science, it has not received much attention in the field of education. Since the concept of time is closely related to culture and language, the present study attempted to compare the effects of studying three different languages on students’ temporal intelligence. Two objectives were considered in this study: first, to investigate the effects of studying English, Persian and Arabic languages on students’ temporal intelligence by considering the Applied ELT approach, activity theory, and habitual theory; and second, to investigate the possibility of significant differences among undergraduate students in English, Persian and Arabic in terms of temporal intelligence. For this purpose, the General Temporal Intelligence Scale was completed by 100 students of English language and literature, 100 students of Persian language and literature, and 90 students of Arabic language and literature. The results of the independent samples t-test on the data showed a significantly-negative effect of studying Persian and English on the temporal intelligence of students in these fields (p < 0.05), meaning that the temporal intelligence of second-semester students was higher than the temporal intelligence of eighth-semester students. Regarding the second purpose of the study, the findings indicated that there was a significant difference among these three groups in terms of temporal intelligence; in other words, English students had higher temporal intelligence (p < 0.05). Finally, the results and implications of this study were discussed in the context of language education.

This article is a descriptive-analytical research based on conceptual metaphor theory (CMT), which studies the conceptual metaphors of the field of anger in three fictional works of Sange Sabour (Persian), Sound and Fury (English) and Miramar (Arabic). The findings of the research show that one of the most frequent source domains that all three authors have used to express the abstract concept of anger is the specific metaphor "ANGER IS AN OBJECT / TOOL". Of course, just by having one common source domain, it is not possible to strongly emphasize the universality of conceptual metaphors, and the existing differences indicate culture-specificity of these specific metaphors.But in relation to Generic- level metaphors in these stories, it was found that all three writers, Sadegh Chubak, William Faulkner, and Najib Mahfouz, have benefited the most from the Generic- level metaphor "EMOTIONS ARE OBJECT" in the field of anger, and it can be said that at the Generic- level of metaphors, The universality of metaphors can be confirmed.

In this research, an attempt has been made to find out the intellectual differences that have originated from occupation, climate and environment, as well as a comparative study of a number of morphological and syntactic structures of Persian, English and Chinese to examine where there is a connection between the thoughts of people and the relations of thought and language in these three languages. In this research, the theoretical framework of linguistic relativity (Sapir, 1997: 36) has been used. The results of this study showed that Chinese speakers and Persian speakers describe the issues in general and emotionally and attach great importance to the group; Therefore, Chinese and Persian languages pay more attention to the meaning outside the language. English-speakers are more proficient in analytical thinking and analyze topics in detail, paying attention to the person and completeness of the sentence in terms of sentence structure. Examining the sentences of these three languages, it was found that the verbs of English and Persian, unlike Chinese, have a time. The non-living subject in these languages can be placed in the position of the subject. Nominal expressions have signs in terms of being known (definite) and or not known (indefinite). But in Chinese, noun phrases have no sign and the non-living subject is not in the position of the subject. Persian language is more similar to English in terms of structure and is more similar to Chinese in terms of thinking and culture.

The antiquity of the lullabies of the nations is unidentified, but undoubtedly lullabies have been transferred from the earliest literary constructs to oral creations. In the lower layers of these folklore poems, there are hidden facts that require deep thought to be understood. This study investigates Persian and English lullabies from the ideational metafunction point of view. Given the assumption that events are reflected in language, we believe this research can provide a comparative analysis of the discourse of the afore-mentioned lullabies’ texts. The findings indicate similarities in the use of physical, verbal, and mental processes in lullabies of the two countries. Accordingly, women's social roles, their levels of activism and responsiveness, and a measure of positive and negative expectations were extracted from the texts of the lullabies.

In generalizing/partial typology, which has been the dominant approach in typology since the early 1960s, achieving language universals was the main concern. It is noteworthy that in this approach, achieving language generalizations is based on interlanguage comparison of specific structures such as causativization, passivization, and possession. Following the generalizing/partial typology approach within the systemic functional grammar, Matthiessen (2004) has sought to achieve language generalizations. In fact, having examined the ideational (logical and experiential), interpersonal, and textual systems of the ‘clause grammar’ of different and various languages, Matthiessen (2004) has achieved a series of typological generalizations/universals in the framework of systemic functional typology. It should be noted that these generalizationsrefer both to divergences (differences) and convergences (similarities) of language systems. In terms of his proposed typological generalizations, Matthiessen (2004) has argued that they can be applied in the description of any language and in the attempt to expand the typological explanations in the framework of systemic functional grammar as well. However, he has immediately stated that “It is not yet possible to propose a generalized map; but we have to move in that direction.” In line with Matthiessen’s claim mentioned above, the present paper has attempted to describe the THEME system of Persian language on the one hand and to compare it with the THEME system of English as the dominant foreign language in the area of education in Iran, on the other hand. This study has been conducted in the framework of systemic functional typology and specifically Matthiessen (2004) ’s typological generalizations in terms of the THEME system [1]. Matthiessen (2004) has identified the following areas as the principal parameters of typological variation in the THEME system of languages: (1) The treatment of unmarked and marked THEME, (2) The relationship between THEME and INFORMATION, (3) The relationship between THEME and MOOD, (4) The relationship between experiential (topical) THEME and interpersonal and textual THEME, and (5) The relationship between THEME and VOICE. In this research, in order to limit its scope, only three of the above domains have been selected as typological parametersfor describing the THEME system of Persian language and comparing it with the THEME system of English: (1) The treatment of unmarked and marked THEME (related to the subsystem of THEME MARKEDNESS), (2) The relationship between THEME and MOOD (related to the subsystem of THEME SELECTION), and (3) The relationship between experiential (topical) THEME and interpersonal and textual THEME (related to the subsystems of THEME TYPE, INTERPERSONAL THEME, and TEXTUAL THEME). This research is a ‘theoretical fundamental’ type in terms of aim and is a ‘pure descriptive’ type in terms of nature and method. Persian examples of this study have been obtained from various documents such as novel, research papers, and grammar books. However, some of the Persian examples have been made by the authors of this paper. English examples have been mainly taken from Halliday (2005) and Halliday and Matthiessen (2014). It is necessary to note that this research has described the THEME system only within the limits of the simple clause and has avoided dealing withclause complexes. Studying typological behaviors of the Persian THEME system in the framework of Matthiessen (2004) ’s typological generalizations and comparing those behaviors with the typological behaviors of the English THEME system showed that the two Persian and English languages (1) have similar thematic structures; Theme occurs in the initial position of the clause without any Theme marker, (2) treat both unmarked and marked Themes similarly; both marked and unmarked Themes occur in the initial position of the clause with the sequence ‘unmarked Theme + marked Theme’, (3) mark absolute Themes segmentally; Persian absolute Themes are marked by the postposition »ra «and English absolute Themes are marked by prepositions like» as to, as for, regarding«, (4) have both simple and multiple types of Themes; Theme can contain textual and interpersonal elements beside experiential one, and (5) treat the elements of a multiple Theme similarly; the elements making up a multiple Theme have all the same realizations, that is they are realized by the initial position of the clause. Another finding was that unlike English language whose THEME system is MOOD-bound, Persian language possesses a MOOD-free THEME system; in Persian language, unlike English, Subject (whetherpresent or dropped) is the unmarked Theme in all clause types except imperative clause. The results of this study indicated that the two languages of Persian and English behave similarly in terms of three typological parameters out of four ones related to the THEME system. The finding number (3) as mentioned above, showed that Matthiessen (2004) ’s convergence generalization in terms of THEME system, i. e. the possibility of marking Theme segmentally, is also true of Persian language. In the end, it is suggested that the typological behaviors of the THEME system of other languages spoken in Iran should be identified and introduced in the aforementioned framework.

Diminutive affixes are not uncommon among the languages of the world. Mainly, the term diminutive expresses a smallness and endearment and sometimes it is used in pejorative sense. In this research, a diminutive category is described in Persian, Turkish, English and French. This study is viewed the phenomenon of diminutives from morphological perspective and its main purpose is performing a comparative study of diminutive suffixes and determining the frequency of their usage in four mentioned languages. Research data involves four fairy tales by Hans Christian Andersen and 60 minutes of Television programs of each language. The results show the frequency of applying diminutives in Turkish and French is more than Persian and English and there is not an example of utilization of diminutives in pejorative sense in English and French. It seems that diminutives in all of these languages are being lexicalized.

Given the vital role of images in conveying meanings in books, the current study analyzed the images of English high school textbooks (Prospect 1, Prospect 2, and Prospect 3) from an ontogenetic perspective. More specifically, It investigated the developmental changes of the representational mode in the images, both quantitatively and qualitatively, based on the Kress and van Leeuwen’s (2006) social semiotic framework. Results revealed that there was no relevant pattern in the image use in line with the semiotic framework, given high school students’ developmental growth. The analysis of three aspects of representational mode, including processes, participants, and settings, showed that changes from narrative to conceptual processes, specifics to generics, cartoons to photographs, and local to non-local settings did not exist in these three textbooks. The findings of the study can help English textbook writers increase their awareness and knowledge regarding the role of images in the students’ learning process.

In common researches of Iran and the Subcontinent, there is a need for compiling a manual of style or a style book for finding and registering the Persian phonetic equivalents of the Subcontinent's proper nouns, especially the geographical ones. This is necessary due to the disorganization and inconsistency of the equivalents in Persian phonetic and their recording that are resulted from the variety of languages and Phonetics Alphabet in the Subcontinent. This article will examine this issue and recommend a style sheet.

Acronym formation is a major word-formation process where one or a series of letter(s) substitute one word or a longer expression. In this study, we explored the structure and frequency of acronyms in four languages, i.e. Persian, English, Arabic and Turkish. First, the websites related to Islamic Republic of Iran, United States of America, Egypt, and Turkey are selected in six topics including news, politics, sports, business, science, and culture. The pages selected randomly for each language includes six thousand (60000) words, and thereby the research corpus includes twenty four thousand (240000) words. The findings show that English is top in both the number of acronyms and their frequency, Turkish is the second followed by Persian and Arabic. The study of acronyms’ internal structure reveals that more than fifty percent of acronyms have three letters. Considering alphabet and morphological typology, it is maintained that the former plays a more significant role in making and using acronyms.

Translation studies as an interdisciplinary domain of research cannot afford to neglect the link between translation and psychology. The psychological aspect of translators can be related to those areas in which they deal with mental and cognitive processes during the translational process. One of the prominent factors of such cognitive processes is intelligence (Gardner, 2004 as cited in Brown, 2007) which plays a critical role in the conduct of learning and completing languagerelated tasks such as translation. Translation is an intelligent activity which involves complex conscious and unconscious processes on the part of the translator (Robinson, 2007). It can readily be admitted that among the so many mental factors contributing to the task of translation, intelligence plays the critical role in translatorial success; however, little is known about the role of narrative intelligence (NI), “the capacity both to formulate (compose, narrate) and to follow (understand, read) the story of our own life” (Randall, 1999, p. 13), in relation to translation. The human makes sense of the world around them through narratives (Bruner, 1987; Randall, 1999). The main purpose of this study is to investigate the effect of the level of NI on the translation quality from English to Persian, on the participants who are native speakers of Persian. The current study was an attempt to address the following questions: 1) Is there a significant correlation between the participants’ translation quality and their narrative intelligence?2) Is there a significant difference between the translation qualities of the participants’ with high versus low narrative intelligence?
Theoretical Framework: This research is based on Randall’s taxonomy of NI. To Randall (1999), narrative intelligence consists of the following five subcategories, each of which 5 Corresponding Author: incorporates to our vision of an event. Emplotment is the ability of editing what is happening or what has happened through our senses, shortening an event, handling what is recognized as conflict or trouble, and prioritizing what seems to be relevant from irrelevant in the situation to fulfill the present aim of a narrator. Characterization is the ability to sum up, and to characterize a working picture of ourselves and others based on the existing and evolving evidence. Narration is believed by Randall (1999) to be the heart of narrative intelligence. By narration a person “conveys to others what is going on, has gone, or may go on, sensitive to what they understand in terms of ‘logical’ between events, causes and consequences”(p. 13).Genre- ation is the ability to arrange the event in rather expected patterns (e.g., tragic, comic, ironic). This is true for both narrating and experiencing the events. The matization is the ability to recognize the main ideas of the story from repeated happenings in the event, and to provide explanations about why something has happened several times.
As for the sample, 104 female and male Iranian final year undergraduate students of English translation participated in this study. Based on a criterion sampling technique, only those students were invited to participate who were native speakers of Persian and had learnt English as a foreign language. As another criterion, only those students were invited with a GPA of 17.5 or higher out of 20. The participants’ age ranged from 21 to 37 (M=23.40, SD=3.47). To measure the participants’ NI, the Narrative Intelligence Scale (NIS) designed by Pishghadam, Baghaei, Shams, and Shamsaee(2011) was utilized. A passage in English was used for translation from the foreign language to mother language. The passage contained 150 words to assess the translation quality of students in this study. The researchers used the holistic translation quality assessment model validated by Waddington (2001).
Regarding the first research question, it was found that there exists a correlation between participant translators and their NI. Obviously, translators who know how to convey the meaning into their mother language are more successful; translators who are well familiar with a network of cognitive approaches to translation can reach a working interpretation of the foreign text. Moreover, it was found that out of the five subscales of NI, characterization had the highest correlation with translation quality. Characterization refers to presenting a complete “working picture” of oneself in the process of narrating stories (Randall, 1999, p.18).Regarding the second research question, if there is a significant difference between the translation qualities of high and low narrative intelligence translators, it was revealed that there exists such a significant difference. It was concluded that the high narrative intelligence translators had a better performance on their translations than the low narrative intelligent translators.
Conclusion& Suggestions: Initially, the results of the study in dicate the considerable role of narrative in cognitive and mental processes of translation. Therefore, training translators on how to develop such NI abilities seems quire relevant and even necessary. Also, in the context of translator education in universities, there seems to be a gap in the curriculum of translator education programs in terms of how to develop and enhance cognitive abilities and narrative intelligence among students. Furthermore, translator trainere ducation programs can employ the fruitful results of NI improvement in education; they can become more practice-based rather than theory-oriented. Further research on the role of NI on translation and a variety of its related issues may be quite necessary, such as the relationship between NI and its subcategories with literary translation, specialized translation, and professional translation which seem inconclusive and open to research.

The translation of Persian poems necessitates translator’s fluency in the source and target languages as well as great knowledge about the delicacies of poetry and the intellectual, social, and cultural background of the poet. One of the problems in the process of translation is the incompatibility of the syntactic structures and morphological and grammatical features of the two languages. In translation studies, there has been much discussion over the notion of equivalence. Naida (1964) first introduced the notion of equivalence and talked of formal and dynamic equivalences. He was in favour of equivalent effect on the reader in source and target texts. But there have been few discussions on the criteria for the recognition of the equivalence. In a reader-oriented approach, the meaning of a literary text is the product of the interaction between the reader and the text itself and is created through the reading process. It is with such an approach that Khazaeefar (2015, p. 15) makes a mention of aesthetic equivalence for the first time. He believes that “from an aesthetic point of view, we should see how the translator reacts to the gaps or interpretable structures in the source text and how he has participated in the filling of these gaps”. In Khazaeefar’s 2015) view, aesthetic equivalence necessitates a balance in the degree of interpretability in the source text and the translation. The source of many of the attractive ambiguities in Hafez is the different and contradictory interpretations concerning the addressee in his poems. Persian lacks grammatical gender, and the third person pronoun in Persian /?u/, which refers to the beloved of Hafez, defies translation since in English, the translator has to use either masculine or feminine pronouns, each of which provokes a different interpretation.
Hafez is a controversial poet who is both admired and criticized by many people from different literary, social, and religious backgrounds. The language he uses in his poems is by far the most complicated language among the poems. The complexity does not lie in the lexical or structural ambiguities in his lines but rather in the hidden intention of the poet. His poetry is full of allusions, ironies, and other figures of speech, all of which are differently interpreted by various scholars. He talks about wine, ecstasy, beloved, kiss, cuddle, union, sin, heaven, hell, faith, atheism, and many other concepts, but never clearly takes a clear position as to what he really means. Most of these ambiguities are lexical, but sometimes the source of the ambiguity is the nature of Persian grammar. Persian as a language without grammatical gender well allows the speaker to hide the reference of the pronouns and leaves them open to different interpretations. In English, the sentences I love him and I love her have two clearly different interpretations. One cannot use him for female or her for male referents. In the first sentence the speaker loves a female person (or thing) and in the second a male one. In Persian, both sentences are expressed in the same way: It is usually claimed that Hafez is a mystical poet. He is the lover of God and whatever he says, be it wine and ecstasy or kiss and cuddle, he means he is looking for the union with his Lord. But there is a good number of cons who believe that Hafez is just an ordinary man who cherishes hedonism and always craves for women, wine, and pure pleasure. Persian lines leave this discussion open by means of their double-sense interpretations. But the problem is doubled when it comes to the translation of these lines into a gender-marking language such as English. The translator cannot render Hafez’s lines without taking side on one of the several possible interpretations about the reference of the third person pronoun. Translating the Persian /?u/ as she leads to a hedonistic interpretation while translating it as he may raise some accusations of homosexuality, a phenomenon not rare in that era especially among many of his contemporary poets with clearly erotic poems in those days. Another option is to translate /?u/ as He with capital H to emphasize that God is meant. The present study surveys samples of the translation of Hafez’s lyrics by three translators, namely, Shahriar Shahriari, Behrooz Homayun far, and Henry Wilberforce Clarke. It analyzes and classifies the different methods in the translation of this pronoun. Twenty three lyric poems were selected from Hafez Collection (Divan) and the lines which had a kind of third person pronoun (subject, object, or possessive) were extracted. The translations by the three scholars were analyzed to detect the way they had rendered these pronouns. The findings show that all the three translators used he, He, and she interchangeably and no unified strategy was discovered on the part of the translators. This shows that the notion of true and virtual love is still a controversial issue in Hafez’s poetry and the translators as readers share their confusion with their audience. This is in a sense a sample of the application of aesthetic equivalence proposed by Khazaeefar (2015).