Fatemeh Rezaee Shervedanee; Elham Naji Meidani
Abstract
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”, ...
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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.
Mohammad Ahmadi Safa; Rahimeh Karbakhsh Ravari
Abstract
Speech act analysis, as a significant aspect of discourse analysis and pragmatics, has increasingly drawn the researchers’ attention since John L. Austin (1962) put forward speech act theory, and ever since then, the study of the linguistic structures of speech acts and their functional values ...
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Speech act analysis, as a significant aspect of discourse analysis and pragmatics, has increasingly drawn the researchers’ attention since John L. Austin (1962) put forward speech act theory, and ever since then, the study of the linguistic structures of speech acts and their functional values have been among the key areas of study in speech act analyses. The present study comparatively explored the manifestations and functions of flattery speech acts in Persian and English languages. To do so, flattery instances were identified and extracted form a corpus of 60 Persian speaking and 60 English speaking film scripts. The speech act instances were extracted from different movie genres including social and family, drama, science-fiction, and romance. The movies were produced between the years 2010-2020. A sample of 343 Persian and 228 English flattery instances were extracted and analyzed on the basis of Hymes’s (1967) model. The obtained results indicated that flattery was used in both Persian and English cultures in order to exert positive influence on the addressees. Moreover, in both languages, the act of flattery was done in both formal and informal situations in an attempt to deceive, compliment, praise, and ridicule. In addition, although flattery speech act was found in both formal and informal situations—in the case of Persian language and culture—, its application in informal and private situations was more frequent than in formal situations. Moreover, the frequency of flattery in Persian language and culture was found to be significantly higher than English.
Seyed Mohammad Hosseini-Maasoum; Elahe Alizadeh
Abstract
The translation of Persian poems necessitates the fluency of the translator in 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 ...
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The translation of Persian poems necessitates the fluency of the translator in 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. 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 provoking a different interpretation. The present study surveys samples of the translation of Hafez’s lyrics by three translators, thus analyzing and classifying different methods in the translation of this pronoun.
Fatemeh Heidari; Masoud Khoshsaligheh; Mohamad Reaza Hashemi
Abstract
Apart from the linguistic ability in translation which has constantly been the focus of scholars in the past decades, many recent arguments and research on translation quality point to the indispensable effect of mental and cognitive aspects of translator on his translation performance. In this paper ...
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Apart from the linguistic ability in translation which has constantly been the focus of scholars in the past decades, many recent arguments and research on translation quality point to the indispensable effect of mental and cognitive aspects of translator on his translation performance. In this paper we sought to implement this psychological approach and to investigate the probable relationship between the new-fangled cognitive concept of narrative intelligence in the area of Translation Studies and translation quality (TQ). The likely relationship between narrative intelligence and translation quality from first language (Persian) to foreign language (English) was probed. In this research 104 undergraduate translation students took part. The findings showed that there exist a significant relationship between students' TQ and their narrative intelligence. All the subcategories of narrative intelligence also proved a significant relation between TQ and narrative intelligence. In addition, there was a significant difference between high and low narrative intelligence translation students participating in this study in regards to their TQ. In the end, the findings were discussed and some implications were indicated.
