فصلنامه مطالعات زبان و ترجمه
سال پنجاه و دوم شماره 3 (پاییز 1398)

Contemplation in the history of rhetoric in the Persian and English languages ​​introduces us to some rhetorical similarities and distinctions. In this paper, we try to find a comparative study of one of the main branches of rhetoric in the science of “expression”, that is, “metaphor” .To categorize of its varieties in Persian and English rhetoric, in order to achieve the aesthetic and aesthetic origins of these two languages is another aim of this article. The metaphor is one of the most imaginative tricks in the realm of arithmetic, which has many similarities in terms of distinction between Persian and English languages. Metaphors in Persian and English are similar in terms if features of differentiation. In the English rhetoric, the metaphorical metaphor is considered to be the reference to both the main sides of the simile, which are classified in Persian rhetoric, other than similes. Metaphor in Persian and English classifications can be found in examples of metaphor between these two languages. In addition, there is a kind of metaphor in the English rhetoric in which both main elements of the metaphor are eliminated, which is not exemplified in the Persian rhetoric.

Mateas and Sengers (1999) view narrative intelligence as an entity’s ability to narratively organize and explain experiences. Likewise, Graesser, Singer and Trabasso (1994) regard narrative intelligence as the ability to comprehend and make inferences about narratives that he is told. Other researchers state that narrative intelligence is the ability to produce affective responses such as empathy to narratives one hears (Mar et al., 2011). All cognitive processes in people’s lives depend upon narrative intelligence. According to Randall (1999), narrative intelligence is the ability to perceive and produce narrative structures. While the role of emotional and verbal intelligences has been the subject of many studies in the past decade, there has been a dearth of studies into narrative intelligence. As such, the present study aimed to investigate the extent to which EFL classes boost students’ narrative abilities in different educational contexts, namely, private language institutes and public schools. In addition, it is intended to see if there was a relationship between gender (male vs. female) and the narrative intelligence of students in the above mentioned educational contexts. The data were collected using the Narrative Intelligence Scale (NIS) and then fed into SPSS software. The results of the study revealed that EFL learners in private language institutes enjoyed a higher level of narrative intelligence compared to their counterparts in public schools. In addition, it was revealed there was a significant difference between gender and the narrative intelligence of students at the two educational contexts.

The present paper formulates the theoretical tenets of literary receptions through the prism of S. S. Prawers’s, the brilliant American comparatist, ideas. It also uses Gérard Genette’s ideas on paratexts. Then it applies these theoretical tenets to the literary reception of Edward FitzGerald’s Rubaiyat of Omar Khayyam in England and America during the nineteen and twentieth centuries. Reception-studies plays a major role in comparative literary studies. According to Prawer, these kinds of studies must be done by expert comparatists. The literary reception of an author does not happen in a vacuum. It is full of ups and downs, and is under the influence of literary, social and even political discourses. To do so, the comparatist must do the followings: first, he/she must collect all the materials and interpret them, and began by examining of the chronology of translations. Second, he/she must pay close attention to the literary tastes and literary discourses of the target country. Third, the comparatist should note to the other media like radio, cinema, TV, and so on which play a role in the diffusion of a work. Fourth, the function of factors like the quality of translation, book reviews, introductions by literati, literary circles and institutions, publishers, literary parallels and parodies, pirated editions and editions must be examined by the comparatist. It must be noted that, these elements does not work to all works.

The story “Jonathan Livingston Seagull” by Richard Bach and the story “the Little Prince” by Antoine de Saint-Exupéry which have been written in the form of two pilots, and are reports of allegorical journeys for self-knowledge and perfection. Campbell believes that on a journey to the unconscious the heroes must first leave their land for an unknown land, and face with unknown forces and passes experiences and then return to their homeland with the help of this journey to make a transformation. Pearson, who is a contributor to Joseph Campbell's single-mythological theory, believes that during three stages of the journey, the hero must develop twelve Jungian archetype: innocent, orphan, warrior, patron, cursor, destroyer, creator, old man, ruler, farce, lover and the witch in his own psyche to reach the stage of self-knowledge and rebirth. A review of two stories from this perspective, suggests that both stories have raised these twelve patterns in their deepest structure in the form of symbols that lead the hero toward individuality. However, the sequence of the emergence of some Jungian archetypes in two stories is not observed by Pearson’s theory.

Albert Camus, the French writer and philosopher who won the Nobel Prize for Literature in 1957, is one of the writers who had a great influence on Iranian intellectuals and writers. Camus is considered as an absurdist writer who always paid attention to certain notions such as death, suicide and revolt in his works. Sadegh Hedayat is an Iranian writer whose works feature the notion of death. Because some critics consider him as Camus's disciple in absurdism, the comparative study of the notion of death, which is one of the principle notions in the works of these two writers, seems important and interesting. Considering the significant importance of these two writers, each one was the subject of literary and philosophical studies in both national and international research. This study, using a comparative approach, attempts to examine the notion of death, in thoughts of Camus and Hedayat. It also seeks an answer for this question: Does the notion of death have the same place in the thoughts of these two writers?

Translating verbal humor in audiovisual texts poses a serious challenge to translators, so this study investigated the nature of challenges which affect the translation of humor. For this purpose, the translators’ perception of humorous expressions from fourteen episodes of an animated comedy entitled “The Boss Baby” were identified and the selected expressions were compared to their dubbings conducted by Nahal and Gem Junior channels and the translation strategies were analyzed, then the impact of the reception environment and the reasons for using each strategy were investigated. The frequency and percentage of strategies applied were calculated and the findings revealed that while literal translation was the most frequently used strategy in Gem Junior channel, substitution and omission were the dominant strategies used in the other one. Nahal channel naturally rendered the dialogues in a way which is familiar to the Iranian children’s culture; therefore, it’s translation was target-oriented. On the other hand, Gem Junior channel's translation opted for a method which was between domestication and foreignization. Finally, the results showed that the tra

Comparative literature examines the confluence of thoughts and ideas in different nations and its cultural, social complex relationships and even historical in the past and present in terms of influence on artistic fields, literary schools, intellectual currents, themes, individuals, stories, etc. Comparative literature proves that it is impossible to evolve and flourish the national literature without consideration of the international literatures, cultures and ideas. The present article, through a descriptive, analytic and comparative method, compares the three oeuvres of François Mauriac and Ale-Ahmad based on the school of realism approach. The results of this research indicate that: All three oeuvres by these two authors, who have used their pen to reveal the faults and disorders or turmoil of their community, describing a dark environment that characters collapsing physically and mentally. The actions of the characters, which are based on a particular person or combination of the author’s experience in their life, are at the certain time and place, and most of them can represent a group of people.