Research Article
Binazir Khajepoor; Ali Khazaee Farid; Masood Khoshsaligheh
Abstract
1. IntroductionThis study investigates the relationship between culture and translation. The concept of Culture Repertoire advocated by Even-Zohar was used as the framework of the study, and the English translation of the Persian novel My Uncle Napoleon was selected as the case study. This novel as the ...
Read More
1. IntroductionThis study investigates the relationship between culture and translation. The concept of Culture Repertoire advocated by Even-Zohar was used as the framework of the study, and the English translation of the Persian novel My Uncle Napoleon was selected as the case study. This novel as the corpus under investigation contains over 230,000 words in 462 pages. Given the focus and attention the book has received, it is an appropriate case for investigating the Iranian culture as it is obviously rich with symbols representing the local culture. The theoretical framework elaborates on the root and the origin of Culture Repertoire by drawing on the Jacobsen’s linguistic model. In addition, the concept of Culture Repertoire as a part of Even-Zohar’ cultural conception is delineated with examples and clarifying explanations.2. MethodologyThis descriptive study is an attempt to address two questions. First, it explores the categories of Iranian culture repertoremes and secondly the attitude of the Iranian translators towards them. To explore the fixed expressions in Persian language, a number of specialized websites in Persian poetry, the Holy Quran, and a number of major religious-literary texts were reviewed. In addition to these sources, some software programs for literary and religious texts were also benefitted. To obtain the translated English phrases, the Coca Corpus, which is the largest available English corpus was used in addition to Webster’s Big Dictionary. But to collect the data from the original text and the translated one, taking notes was benefited. Due to the qualitative nature of the study, purposive sampling technique was used for forming the sample and later grounded theory procedures were employed to analyze the data. That is, the culture repertoremes in the source text along with their translations were extracted, and then using grounded theory, the Iranian cultural repertoire diagram was plotted. More specifically, each repertoreme, depending on the type, got a label and the given labels were in the same category, and the resulting chart thus was formed from the bottom up. For example, the label ‘religious proper names’ including items like Imam Reza and the label ‘historic proper names’ including items such as Muhammad Ali Shah were placed under the general subsidiary label ‘proper names’.3. DiscussionThe achieved diagram comprises two main branches of material and semiotic repertoremes at the highest level which is consistent with the Even-Zohar’s conceptualization. Material items included repertoremes from which the materials are formed such as certain types of food in different cultures, or conventional clothing items such as the repertoreme Charghad in the Iranian culture. Semiotic repertoremes consist of items which hearing, reading, expressing, or using them strike an idea in the mind of the people of a particular culture whereas the people of other cultures are not reminded of anything. For example, a location-related proper name label such as Ahwaz has special connotations and indications with itself for the Iranian people—the concepts of the south, heat, war, etc. But for someone who was born and raised in London, for example, Ahwaz does not stimulate anything in particular because that person draws on a different cultural repertoire. In the branch of semiotic repertoremes, all fixed expressions, innuendos, proverbs and collocations which are frequently used in Persian colloquial conversations, are accounted as Iranian culture repertoremes. Examples in Persian language could include the collocation spoon and fork, the equivalents of which in English is knife and fork. Such collocations in each of these languages have been created, formed and fixed based on the eating traditions in those cultures. Thus, fixed expressions in languages are considered as culture repertoremes. In the Poly-system theory advocated by Even-Zohar, human social life consists of different systems that overlap. Naturally in the cultural system, some components are found from the religious and literary systems.4. ConclusionAfter the achieved classification, the data were analyzed by reviewing the English translation of these Persian repertoremes. The translator of the novel had used the strategies of addition, transcription, familiarization, exclusion, expansion and neutralization. The descriptive information including frequency and percentage of the repertoremes, groups and their translation strategies are calculated and presented. Moreover, the strategy groups are compared and contrasted. The overall strategy is also illustrated in a diagram for further clarity. The findings reveal that the translator’s most frequently used strategies in terms of the Persian culture repertoremes are neutralization and familiarization strategy, respectively.
Research Article
Mohammad Ahmadi; Taghi Poornamdarain
Abstract
1. IntroductionRhetoric is a term that has significantly changed in meaning throughout the history. Not enough attention has been given to the term’s conceptual complexity in Persian and its vast meaning in literary studies. Although it is impossible to differentiate between the various meanings ...
Read More
1. IntroductionRhetoric is a term that has significantly changed in meaning throughout the history. Not enough attention has been given to the term’s conceptual complexity in Persian and its vast meaning in literary studies. Although it is impossible to differentiate between the various meanings of the term, rhetoric in different contexts has a particular meaning. In Persian, this term has frequently been translated to oratory and eloquence; as rhetoric is more than oratory and eloquence, in this essay we have studied how different meanings of rhetoric have been shaped throughout the history. Some of the most important meanings of rhetoric are eloquence, oratory, weak style and communication. This essay can help the scholars to distinguish between the various meanings of rhetoric in different contexts and differentiate their significance in translation. 2. MethodologyIndividuals trained in different fields often prefer to use rhetoric in specific contexts, while rhetoric cannot be restricted to a particular use. Considering the fact that none of its equivalents in Persian can completely demonstrate the true nature of rhetoric and also because of cultural and historical connotations, we have preferred to use the term rhetoric in this essay instead of any of its equivalents in Persian. Different meanings of rhetoric in different periods have been investigated in this essay. Obviously, the perspectives of our ancestors about rhetoric have never been forgotten completely in any time, but we can say in different historical periods, one specific meaning of rhetoric has been dominant over its other meanings. 3. DiscussionBased on historical facts, the term rhetoric was first used in one of the Plato’s dialogues known as Gorgias, which was probably written around 380 BC. Without any doubt, rhetoric in this work referred to oratory. After Plato, Aristotle, Cicero and Quintilian who were the most eminent figures and biggest theoreticians of oratory in ancient times also used rhetoric in the same manner and rhetoric was long used to mean oratory. But after the democratic governments in Greece and Rome collapsed, the civic role of rhetoric gradually decreased and weakened and instead of practicing forensic and deliberative oratory, aesthetics became the concern of the teachers of rhetoric and the aesthetic topics in rhetorical handbooks became dominant, and rhetoric begin to mean eloquence. In other words eloquence is one of the several meanings of rhetoric. As soon as style became dominant over the other principles in rhetorical handbooks sophistication and attention to the decorative and imaginative aspects of language and the techniques and ways of beautifying grew among rhetoricians and they became obsessed with aesthetics. In this period the meaning of rhetoric changes to verbiage and weak style. Even today in educational institutions in the United States and other countries, rhetoric still has negative connotations. We can claim that rhetoric in its history was always fluctuated between moral and logical and aesthetical perspectives and these perspectives have imposed positive and negative meanings to this term. In the modern period, scholars believe that rhetoric is any kind of communication attempt to change or reinforce an idea, behavior or attitude of human beings. That’s why rhetoric nowadays is equal to all human communication. In other words rhetoric in its new meaning is part of human identity, because whenever man strives to express his emotions and thoughts with the aim of influencing others he is using rhetoric, so we can infer that rhetoric is omnipresent. In this new perspective rhetoric is more than oratory, eloquence and verbiage.4. ConclusionThe term rhetoric was first used in one of the paltos dialogues known as Gorgias and has long been used to mean oratory; but due to intellectual, social and political developments in Europe the meaning of rhetoric underwent changes throughout the history and this term gradually not only referred to oratory, but also begin to mean eloquence, verbiage, weak style, persuasion and communication. Persian scholars and translators have mostly translated rhetoric to eloquence or oratory and have neglected the other meanings of rhetoric. In this essay we have analyzed how the scope of rhetoric due to political and social changes have changed throughout the history and what has rhetoric been referred to in different periods. This essay can help the scholars to distinguish the various meanings of rhetoric in literary and nonliterary studies and differentiate their significance in translation.
Research Article
Azar Hosseini Fatemi; Ghasem Barani
Abstract
1. IntroductionIt is believed that the primary mission of educational systems is the creation, preservation, integration, dissemination, and application of knowledge. Educational systems engage in different knowledge management activities among which knowledge sharing has been claimed to be the most ...
Read More
1. IntroductionIt is believed that the primary mission of educational systems is the creation, preservation, integration, dissemination, and application of knowledge. Educational systems engage in different knowledge management activities among which knowledge sharing has been claimed to be the most important one. The knowledge-based view of the organization considers the organization as a knowledge-creating entity (Prahalad & Hamel, 1990) and argues that effective knowledge management is a crucial factor for success in every sector including higher education. It has become a norm to refer to today’s economy as a knowledge-based economy. Knowledge is increasingly becoming “the” resource, rather than “a” resource for wealth generation; ''knowledge is power''. It is widely recognized that knowledge is the critical asset to individual as well as organization to succeed in the increasingly competitive environment (Alavi & Leidner, 1999; Taghvaee Yazdi & Eynali, 2015; Van den Hooff & De Ridder, 2004; Yang, 2007). The present study aimed to examine the relationship between learning organization culture and knowledge sharing intention with emphasis on the mediating role of organizational commitment and organizational citizenship behavior among EFL and non-EFL university instructors in Iran. It also sought to investigate whether the proposed model of knowledge-sharing intention (KSI) fits the data in the EFL context of Iran. 2. Methodology Due to the aim of this study, examining the relationship between learning organization culture and knowledge sharing intention emphasizing the mediating role of organizational commitment and organizational citizenship behaviour among EFL and non-EFL university instructors in Iran, participants were selected from both groups of university instructors and were organized into two groups, each consisting of 100 individuals. A self-reporting questionnaire with 41 items was given to each participant to measure their perceptions of knowledge-sharing intention (KSI) (5 items), organizational commitment (OC), organizational citizenship behaviour (OCB), and learning organization culture (LOC). All these four instruments were originally developed and validated in the U.S. and in English but for this study the Persian versions of questionnaires were used in order to increase the return rate (Khajavy, Ghonsooly, Hosseini, & Choi, 2016). All the scales were translated by the researcher into Persian and then were back-translated into English by an expert in translation. Back-translation was used to assure the accurate translation of the scales. All the variables were measured using a 5-point Likert-type scale ranging from 1 to 5, indicating strongly disagree and strongly agree, respectively. Descriptive statistics, confirmatory factor analysis (CFA), and structural equation modelling (SEM) were applied; at the end, AMOS 16 software was used in order to analyse the data.3. DiscussionAs it has already been mentioned, many organizations try to provide conditions in which their staff could learn continuously and share their ideas in order to help accumulate and change a bunch of personal experiences and knowledge into organizational knowledge KSI. A closer analysis of the results proved that EFL instructors held a higher degree of KSI, organizational commitment (OC), and organizational citizenship behaviour (OCB) compared to those by their counterparts in the non-EFL group. The reason can be attributed to the fact that non-EFL group included instructors of a variety of university fields, holding a vast range of job positions and opportunities. Besides, subcomponents of each questionnaire need more scrutiny to achieve a better understanding of the causes involved. Members of this group especially those involved in engineering fields were mainly busy with out-of-campus jobs. This study contributes to our knowledge in several important ways. First and foremost, it showed that what is considered to be a determining factor in a setting could vary profoundly across different educational centres. Factors considered as predictors were not of the same significance in different settings and for different staff. Based on the findings of this study, some further research issues were raised. First, job conditions determine one’s recognition about what behaviours and relations will flourish and develop in an organization. Therefore, the same study could be applied for different situations and job conditions. Second, the underlying reasons causing these phenomena with respect to subcomponents of each factor can be the focus of further research. Also, the indirect relationships involved in the current or similar studies can be taken into account and the last point is that the findings of studies similar to the current one can be exploited for managerial and administrative purposes both in academic and business settings.4. ConclusionThe results showed that LOC was positively and significantly related to OC. Further, it was concluded that OC was positively and significantly related to KSI. It was also found that there was a great positive and significant relationship between OCB and KSI. The results revealed that LOC was positively and significantly related to OC, and OCB. Furthermore, it was concluded that OCB was positively and significantly related to KSI. The results also indicated that there was a significant difference in the scores for KSI in EFL instructors and KSI in non-EFL instructors. There was a significant difference in the scores for OC in EFL instructors and OC in non-EFL instructors. There was a significant difference in the scores for OCB in EFL instructors and OCB in non-EFL instructors. On the other hand, there was not a significant difference in the scores for LOC in EFL instructors and LOC in non-EFL instructors. Based on the results of the study, LOC was a significant positive predictor of OC and KSI. It was also found that OC was a positive predictor of KSI and OCB was a positive predictor of KSI. However, LOC was not a significant predictor of OCB. OC was not a significant predictor of OCB as well.
Research Article
Behrouz Ahmadzadeh Bayani
Abstract
1. IntroductionAlthough The Catcher in the Rye has already been translated into Persian by four translators including Ahmad Karimi Hakak (1966), Mohammad Najafi (1998), Zahra Zolghadr (2010), and Araz Barseghian (2014), who have taken different approaches to the art dialectic set forth by Walter Benjamin ...
Read More
1. IntroductionAlthough The Catcher in the Rye has already been translated into Persian by four translators including Ahmad Karimi Hakak (1966), Mohammad Najafi (1998), Zahra Zolghadr (2010), and Araz Barseghian (2014), who have taken different approaches to the art dialectic set forth by Walter Benjamin and Theodore Adorno. According to Benjamin (1923), a good literary translation goes beyond simple transfer of the message. The contradiction between the tone of narration and character has made its translation difficult as a puzzling artistic work. The translators have a complicated job to preserve the multiaspectuality of the main character, his internal sensations and the contradiction between his age and his consciousness in narration. Theoritians believe in the importance of keeping the contradiction between form and meaning as a potential artistic force to affect and upgrade Target Language culture, while saving the independence of its art dialectic. Theodore Adorno’s theory of Negative Dialectic (1966) and Walter Benjamin’s Reproductive Art Machine (1936) were applied to excavate and survey different strategies in literary translations of The Catcher in the Rye. 2. MethodologyThis essay applied two comparative approaches to literary translation. First, Benjamin’s (1936) and Adorno’s (1966) theories on art dialectic were compared with each other; secondly, different ideologies of three Farsi translators of The Catcher in the Rye were compared with each other. The researcher respectively analyzed and described different viewpoints of the two thinkers in order to find out some scales in preserving the artistic dialectic of a literary work through the process of translation. The researcher focused on three aspects of the three translations: tone, structure and translators’ interpretations. 3. DiscussionDifferent Persian translations of Salinger’s masterpiece were respectively analyzed according to Walter Benjamin’s Reproductive Art Machine and Theodore Adorno’s Negative Dialectic. Benjamin (1923) suggested interlinear interpretations in order to reproduce meaning and save the Source Language sense, while Adorno (2002) looked for the interpretation of meaning in artistic works through an objective way. In other words, Benjamin (1923) wanted to raise the readers’ consciousness by emphasizing the dynamic meaning of the text, but Adorno (1982) represents the critical aspect of an artistic text by emphasizing its independency from people’s mind. The analysis of narrative tone, structural cohesion, and various interpretations of the Persian translators are accompanied with some examples.Moreover, the ideology of The Catcher in the Rye was compared to the translators’ ideology about the social function of art. In fact, Holden’s negative attitude toward the school of rich families and their positivist educational system has implication to Adorno’s negative dialectic (1966) which criticizes the capitalist domain on cultural issues, specifically in 1950s. In this way, Najafi (1998) is successful to depict the protagonist’s critical approach to capitalist signs of prosperity such as: Cadilac, alcoholic drinks and opposite sex, while Barseghian (1984) uses the word “learning” for capitalist values which unexpectedly has a positive attitude and does not reveal Holden’s anti-capitalism. So, Najafi’s translation applies a delicate wording and tone which provides a more comprehensible picture of Salinger’s artistic characterization of Holden as an obstinate teenager with the dynamic shift to a catcher or a guard for children in a chaotic society. In this way, Hakak (1966), as the first Persian translator, applied a less informal language for Holden’s discordant character. Najafi (1998) was yet more successful in revealing the dialectic aspect of Holden’s character using an insulting language for the teenager. In fact, Hakak (1966) had a specific concern for people’s cultural sensitivities in the Iranian traditional society as he avoided taboos (Azardashti, 2013). Hakak (1966) puts emphasis on using a mostly literal format of translation which implied his structural accordance with social norms of Iran in the 1970s. Najafi (1998) also preserved the SL structure, but he paid more attention to the rebellious tone of the protagonist. He had a remarkable approach to save the dialectic of the novel regarding its anti-capitalist tendencies. Barseghian (2014) applied more fluent sentences than Hakak (1966), but he was more conservative in the translation of taboos which could cause censorship. Altogether, the styles of the three translators are different from each other because they have done their translations in different socio-political eras, and they have different viewpoints in making a comparison between Iranian and American societies. Hakak (1966) was not successful in keeping the protesting tone of Holden, as he finally depicted a depressed boy at the end of his translation, while Najafi’s (1998) Holden had an active protesting voice (Rostami, 2013).4. ConclusionIranian translators should pay great attention to the preservation of the art dialectic in their literary translations. Tone of narration, structural cohesion, and interpretations of the translators such as footnotes can be used to arrange form and content. In other words, translators should use various linguistic tools to reveal the contradictions between reality and imagination in a literary work. According to Benjamin (1923), a literary work should generate meaning in other cultures, while according to Adorno (2002), art and literary works are independent from the logic of industrialization.
Research Article
Nasrin Esmaeili; Mohammad reza Farsian; Hamid reza Shairi
Abstract
1. IntroductionSemio-semantics is the study of language that begins with a sign but focuses on the meaning often based on the relationship between two language plans (i.e. the forms of expression and content). Accordingly, neither sign nor meaning can be effective without each other. As the sign justifies ...
Read More
1. IntroductionSemio-semantics is the study of language that begins with a sign but focuses on the meaning often based on the relationship between two language plans (i.e. the forms of expression and content). Accordingly, neither sign nor meaning can be effective without each other. As the sign justifies the presence of meaning, meaning also makes the presence of the sign efficient, effective, and necessary, and the sign, by being in the process-system, produces meaning, a meaning that is not frozen or static because the process in which signs are located are dynamic and inexhaustible.One of the concepts in linguistics and in the semantic investigations is polysemy which refers to multiple meanings of a word. It is believed that there is a relationship between multiple meanings of a word. Linguistic signs are rarely monosemous. Except for scientific terms, many terms have multiple meanings which are determined according to the context they appear in. Polysemy is a concept introduced at the end of the previous century by Bréal (1897) to describe words that kept their old meaning besides a new meaning. To understand the correct meaning of a polysemy, context should be used. Context is a network of relationships that exist between form (grammar and lexis) and the outside world, and forms the referential meaning of the language. Besides context, paying attention to the adjacent units (co-text) may also help the recipient to understand the meaning better, especially in cases in which a word has multiple meanings or its meaning is not clear. 2. MethodologyIn the Holy Qur'an, the semantic topic is also of great importance because most of the Quran's words have several meanings, indicating the aesthetic richness of this sacred text. The presence of several meanings in the Qur'an leads to a variety of discursive dimensions, which means that this phenomenon changes the path of discourse and causes three types of discourse with functional, cognitive, and emotional-existential characteristics. Moreover, this phenomenon causes ambiguity for the reader and especially for the translator of the Quran. Each verse has been revealed due to a particular situation and a specific purpose. The Holy Qur'an is a narration devoted to a particular discourse system, based on which the sender drives the process of the discourse. The course of narration goes as well along with the goals of that system. In this study, after mentioning the dominant discourse of Qur'an, the two words "Zikr" (verse 9 of Surah Al-Jumu'a) and "Khayr" (verse 30 of Surah An-Nahl), which are two words of the Quran with multiple meanings, were analyzed semiotically according to the context and co-texts to understand the exact meanings of the words in the verses. Afterwards, the equivalents chosen by seven French translators including Masson, Savary, Chouraqui, Berque, Grosjean, Blachère, and Kasimirski were analysed, and then, a new translation was presented. In the end, the study tried to find an answer to the question how the Qur'an’s translator can transfer the verbal content to the audience in the same relative allegiance to the source text. 3. DiscussionIn this study, it was found that the seven French translators mentioned above did not succeed in translating the words "Zikr" and "Khayr" because they only sufficed to the form of the words and did not seek the their inner meaning. To understand the Qur'an and its vocabulary as a sacred text without any distortion, one must consider two factors of context and co-text simultaneously, because the examination of the text of the Qur'an and the determination of the Quran's vocabulary items are very difficult due to the abundance of vocabulary.4. ConclusionTherefore, it was better for the translators to understand the text of the verse by referring to the interpretative books first and, then, they could communicate the bunch of meanings in a word, using the adjacent words. The most appropriate way of translating the Qur'an is group translation where one translates the Qur'an, and the result of his efforts is evaluated by a group specialized in various sciences, including Arabic literature, Qur'anic sciences, linguistics, etc. The possible errors that result from the translator's monograph would be eliminated, thus allowing the transmission of the implicatures to the audience since less common mistakes usually occur in group work.
Research Article
Mohammad Javad Pourabed; Seyyed Naser Jaberi Ardakani; Najimeh kazemi
Abstract
1. IntroductionThe present research studies the translations of the negated Haal clause in four contemporary translations of the Holy Quran. In languages, the negated Haal clause has a lower frequency of usage compared to other varieties of Hall, though in the Quran it has a higher frequency. This study ...
Read More
1. IntroductionThe present research studies the translations of the negated Haal clause in four contemporary translations of the Holy Quran. In languages, the negated Haal clause has a lower frequency of usage compared to other varieties of Hall, though in the Quran it has a higher frequency. This study investigated the negated Haal clause in four translations provided by Elahi Ghomshei, Fooladvand, Ayati and Mousavi Garmaroudi. Books on translation techniques have not addressed this style as they should have, nor have they studied its details. Each of these books has presented two or three solutions for translating the Hall style, neglecting other possibilities. Each translator has also adopted a solution for translating the various forms of the negated Haal clause which is worthy of consideration, although, at times, in choosing the right equivalent for the negated Haal clause, confusion, inconsistency in style, or slippage can be seen in their works. This reveals the translators' failure in finding the right translation for the style of the negated Haal clause.Therefore, to become familiar with the translators' solutions for translating various forms of the negated Haal clause, and to address the extant deficiencies in the translations of this style, first, the theoretical foundations of various types of state in the Arabic grammar and the rules of adverb in Persian were noted; afterwards, examples for each type of the negated Haal clause were presented, discussed, and criticized, considering the Persian grammar and the context of the verses. In cases where translations were not deemed adequate, suggestions were made.2. MethodologyThis study adopts a comparative-analytical approach. Accordingly, the rules of the negated Haal clause and its various forms in Arabic were analyzed and compared with the rules of adverbs—Persian equivalents of Haal—their various forms, and translation techniques of the negated Haal clause in Persian. To this end, first, various forms of the negated Haal clause in Arabic, and their equivalents in Persian were analyzed and subsequently, in the main section of the paper, the styles of Hall in the studied translations were compared and analyzed.3. DiscussionDifference in terminology and grammatical structures were the basic points of difference and distinction among languages. Translation difficulties become more prominent when translators are faced with terms that do not have an equivalent or when they are faced with varied grammatical structures lacking exact or corresponding equivalents in the target language. The translation of the negated Haal clause from Arabic to Persian is one of the difficulties emanating from the varied grammatical structures in the two languages. The translation of the negated Haal clause will be congruent with the Persian language only if the translator does not fall into the abyss of grammatical calque, abstains from verbatim translation, and utilizes the capacities and capabilities of the Persian language to translate this distinctive grammatical structure. Studying and comparing grammatical structures of the negated Haal clause in Arabic and adverbs in Persian can reveal both the translators' incorrect approach and the appropriate styles congruent with Persian standards.After carefully reviewing the Persian grammar books, this study sought to investigate the ways translators rendered "the negated Haal clause" in the verses of the holy Quran. It was also an attempt to introduce a proper method for this structure so that it can correspond to its Persian equivalent structure and, at the same time, convey the Quaranic meanings in Persian.A comparative study of 21 verses, based on 13 varied styles of the negated Haal clause in the translations, indicated that an accurate translation of the negated Haal clause has been of less interest and, at times, in translations renowned for accuracy and correctness, literal translation and disconnection of denotative of Haal and the subject of the state can be seen, as if adhering to these styles has not been very important to translators. Lack of proper attention in translating the negated Haal clause has not only been a disregard for linguistic rules, but, in some instances, has thwarted the transfer of rhetorical and contextual values into the target text. 4. ConclusionIn verses with analogous structures of the negated Haal clause, translators have used various adverbs and conjunctions, translating equivalent structures inconsistently and, at times, with confusion.Books on Arabic translation techniques have sufficed to present two or three solutions for translating the style of the Haal, neglecting other capacities while appropriate options for translating the negated Haal clause exist.Adverbs and relative phrases properly used by the four translators in the translation of the negated Haal clause were “singular, compound, along with adverbs and phrases such as “hich”, “bi hich” and “bi ānke”. Moreover, some of the adopted terms did not express the state accurately; for instance, the phrase “whereas” is a phrase of interdependence and condition and barely denotes state. This is also true for conjunctions “but” and “however”. Words “and” and “that” which, in Persian, are relative conjunctions of state and convey the meaning of “while” are appropriate conjunctions for connecting main and subordinate clauses and are proper tools for translating the negated Haal clause. In Persian, adverbs such as “hich”, “bi ānke”, “na ... na”, “bi hich” along with compound adverbs comprised of a negative prefix and an adjective, such as “Na-bina [blind]” are proper tools for transferring the concept of the negated Haal clause from Arabic to Persian.
