Language and Translation Studies (LTS)

Abstract This study is a scientometric analysis of research on translation history in Iran published between 1971 and 2021. To this end, 1212 relevant works were identified through databases and categorized into nine groups: works published in Iran (including monographs, book chapters, scientific journal articles, general journal articles, newspaper articles, and theses/dissertations) and works published abroad (including monographs, book chapters, and scientific journal articles). Bibliographic information of these works was then collected and analyzed using VOSviewer software. The analysis focused on five key components: language, date of publication, place of publication, top scientific journals, and top academic institutions. The findings indicate that most research on history of translation in Iran was published in Persian and English, with a relatively increasing trend over the fifty-year period. Furthermore, the majority of these works were published in cities, journals, and academic institutions that have a direct connection to the field of translation studies.

Abstract Despite their significance, periodicals have received scant scholarly attention in translation studies. This study aims to examine the status of translation, the language of translation, the content of translated texts, the backgrounds of the translators and societal reactions to translation in the three magazines of Danesh, Al-Kamal and Dabestan in Mashhad. The findings indicate that translation held significant importance in these magazines, aligning with their objectives. A considerable volume of their content comprised translated texts from French, Arabic and English. The translations covered a wide array of subjects, including social, cultural and scientific issues, as well as biographies, novels, and discussions on scientific and religious topics. The translators of these journals were often journalists, merchants and civil servants who engaged in translation of foreign publications and books non-professionally. Translation in Mashhad encountered several challenges, particularly when translations conflicted with Islamic and Iranian cultural values, which led to opposition from clergymen. This research, while examining the status and role of translation in periodicals, can pave the way for future studies in translation history.

Abstract Although EFL teachers have implemented listening strategy instruction like online metacognitive interventions, these efforts have proved ineffective in specific contexts. To address this, this mixed-methods study explored the impact of a hybrid cognitive-metacognitive intervention on Iranian intermediate EFL learners’ listening comprehension. A total of 122 learners from four intact classes participated, with 83 assigned to four groups: EG1 (WM-only), EG2 (MI-only), EG3 (both WM and MI), and a control group receiving conventional instruction. Results indicated that the hybrid intervention significantly enhanced learners’ listening comprehension abilities. Additionally, semi-structured interviews revealed that MI-only intervention notably reinforced comprehension, whereas WM-only intervention was particularly effective in reducing foreign language listening anxiety. These findings imply that combining cognitive and metacognitive strategies can effectively improve listening skills. EFL teachers are encouraged to adopt this hybrid approach with confidence. Future research should consider longer and more frequent WM training sessions to achieve even better outcomes.

Abstract This study explores the impact of code-switching on Iranian English as a Foreign Language (EFL) learners, focusing on its influence on their willingness to communicate (WTC) and fluency in the second language (L2). Code-switching, the practice of alternating between languages in conversation, is examined as a potential facilitator or barrier to effective communication. The research employs a mixed-methods approach, combining quantitative assessments of WTC and fluency and qualitative interviews to gain insights into learners’ experiences. The results showed that code-switching can enhance learners’ WTC and fluency. Moreover, the interview results showed that for L2 learners, besides using Persian unconsciously, the most frequent reason was to build confidence and comfort, and the least frequent was to develop metacognitive skills. This study contributes to the understanding of linguistic strategies employed by L2 learners and highlights the need for pedagogical approaches that balance code-switching with immersion in the target language.

Abstract This article, based on Michel Foucault’s epistemological framework, investigates the challenges of translating the fragmentary and aphoristic writing style in Pascal’s Pensées. It argues that translating classical philosophical texts is not merely a linguistic operation but a conceptual act that requires reconstructing the epistemic foundations embedded in the source discourse. Employing a qualitative and interpretive method, three fragments (nos. 218, 173, and 151) are analyzed in terms of lexical equivalence, interpretability, and conceptual transfer. The findings reveal that epistemological tensions-such as the conflict between science and theology, the critique of superstition, and the pedagogy of praise-pose structural obstacles to translation. To address these challenges, the study proposes strategies including conceptual annotation, re-creation of ironic tone, and historical contextualization. Ultimately, the translator is redefined as an epistemological actor who must navigate epistemic ruptures and discursive complexities to produce a responsible and critically informed translation.

Abstract This study investigates the ideological concepts in learning English and Arabic as foreign languages from the perspective of parents in Iran. Using semi-structured interviews with 50 parents of middle school students in Tehran, the study explores their attitudes toward these languages. Findings reveal that parents’ view English as essential for their children's future success. They see English as a bridge to the world and for better opportunities. In contrast, Arabic is valued primarily for religious and cultural reasons, particularly for reading the Quran, with limited practical relevance. Some parents expressed reluctance toward Arabic due to historical tensions with Arab countries. The study highlights how power, globalization, with English prioritized for global success and Arabic confined to religious purposes. These differences reflect the influence of cultural, political, and religious ideologies on language learning attitudes. The findings can guide educational policymakers in designing curricula that align with parental expectations.