Language and Translation Studies (LTS)

Abstract The present study attempted to investigate and compare Iranian and Iraqi English as a Foreign Language (EFL) university students' emotional states experienced in writing classes. To do this, 301 Iraqi and Iranian university students were asked to fill out the Writing Emotions Scale (WES) and the Emo-Sensory Intelligence Scale (ESQ). The results revealed that students’ writing scores had a significantly positive relationship with their positive emotions and a significantly negative relationship with their negative emotions. Moreover, significant differences were found between some of the emotions experienced by Iranian and Iraqi students in terms of human and non-human writing elements, i.e., boredom, enjoyment, hope, and relief. The findings also indicated that ESQ positively predicts both Iranian and Iraqi students’ writing scores mediated by positive and negative emotions. Finally, the results were discussed and implications were provided in the context of language education.

Abstract This study aimed to investigate the techniques adopted by Iranian translators in translating non-normative social content in children’s literature from English to Persian. The corpus of the study included three Persian translations of the novel Matilda by Roald Dahl (1988). First, the social non-normative content was categorized into two main categories: verbal and non-verbal (behavioral). The verbal category was divided into insults, threats and lies, while the non-verbal category was divided into aggressive behavior, child negligence, physical child abuse and revenge. Secondly, Molina and Albir’s functionalist model (2002) was employed to identify social expressions in the original text and explore their equivalents in the Persian translations. Results indicated that the translators primarily employed a literal translation approach. The frequent use of literal translation technique preserved the negative implications of the socially non-normative content.

Abstract The initiation of translation from European languages in Iran during the Qajar era was driven by the need to acquire modern sciences. This motive remains one of the primary drivers for translation, particularly from European languages. Therefore, examining the agency of translation in introducing various sciences to Iran seems essential. This study investigates the agency of translation in facilitating the academic introduction of psychology to Iran during the 1960s. It focuses on institutions, such as the Safialishah Publishing Institute and the Kaviyan journal, and individuals, including the Moshfegh Hamedani brothers and Ali-Akbar Kasmaei, who had agency in this process from 1920 to 1960. A detailed examination of the content and topic of the translated works, along with the activities of these key figures and their introductions, reveals the significant role that translation and translators played in laying the groundwork for the academic establishment of psychology in Iran.

Abstract This study investigated how the concept of gender as it relates to femininity was modified in movie adaptations of literary works through intersemiotic translation. Two movies, Pari (1995) and Mom’s Guest (2004), which were directed by Dariush Mehrjui, along with their respective original works were selected as the research corpus. Perdikaki's (2017) model was used to examine the key elements of storytelling, including plot, narrative techniques, characterization and setting, and the data were then analyzed using an integrative theoretical framework. Results indicated that by employing a de-feminizing technique and highlighting the influential traits of women, the director challenged societal stereotypes and portrayed female characters in a more empowered manner than in the original works. Also, Pari, an adaptation of a foreign work, has undergone more changes due to cultural considerations than Mom’s Guest which is an adaptation of an Iranian story.

Abstract The present descriptive-comparative case study used purposive sampling based on the framework of Tabibzadeh. Fifteen translations of the novel The Adventures of Huckleberry Finn were examined to determine the translators’ strategies in transferring the ideological load of the original text and the ups and downs of social-class conflicts between the characters through their use of language. The narrator of the story was an illiterate boy who spoke in non-standard English which could make the translation challenging for the translators. The analysis of the 15 translations revealed that when the translators used informal language and conversational syntax, the translation was more coherent. However, when non-standard colloquial words were employed, the text’s clarity and fluency were disrupted, potentially leading to a significant loss in the Persian language due to the introduction of unfamiliar terms

Abstract This study was conducted to develop the Persian version of the professional ethics code and validate the scale for university instructors, considering the perspectives of professors from various academic disciplines. First, the Persian translation of the code was prepared. Then, the written and oral feedback from professors at several universities was analyzed during the qualitative phase. Next, the Persian version of the code, encompassing four components—commitment to students, commitment to the profession, commitment to the organization and commitment to society—was presented in the form of 54 propositions. In the quantitative phase, a 7-category scale for measuring professional ethics was prepared based on the code and was given to 200 university professors. The content validity and one-dimensionality of the scale were assessed. Consequently, 6 items were removed and the number of categories was reduced to five. Finally, the scale was refined to 48 items, using a 5-point Likert format.