فصلنامه مطالعات زبان و ترجمه
سال پنجاه و سوم شماره 3 (پاییز 1399)

Effective communication can be considered as a social process reflected in lexical chains. In fact, speaking can be considered as a communicative mediator which hinges on the speaker’s linguistic competence, but if the aim of a given dialogue is to have a more effective communication, one should move beyond the speaker’s subliminal intentions. The present study, therefore, tries to examine the influence of “postlocution” as a level beyond communicative competence, and attempts to introduce “brainling” based on brain structures. This model considers language as a tool for behavioral changes and developments, and offers the four concepts of cogling (cognition in language), emoling (emotions in language), cultuling (culture in language), and sensoling (senses in language). The proposed model can be used to portray a different and more comprehensive picture of brain’s macro functions, which is useful for a better and more effective communication. From this perspective, in addition to paying attention to self-oriented language, a dialogue should take other-oriented language into consideration, and individuals should attend to both communicative competence and linguo-therapeutic competence (language for a better life).

Hidden curriculum plays a special role in the educational process, which even implies the explicit objectives of the curriculum. In this regard, the present study aimed at investigating EFL teachers’ viewpoints on the unintended learning (hidden curriculum) at English language institutes. The sample of the study included 164 EFL teachers who had taught at the intermediate and advanced levels at English language institutes in 19 cities of Iran, such as Tehran, Mashhad, Kerman, and Esfahan in 2017-2018 selected based on the simple random sampling method. A researcher-made questionnaire with 40 items was developed based on a five-point Likert scale with three main subconstructs: the social atmosphere, the organizational structure, and the interaction between teachers and learners. The reliability of the questionnaire was calculated using Cronbach’s alpha coefficient (0.87), the content validity of the questionnaire was determined by the experts in the field of curriculum studies, and the construct validity of the instrument was evaluated using the Rasch model. According to the findings of the research, from EFL teachers’ viewpoints the social atmosphere, the organizational structure of English language teaching institutes, and the interactions between teacher and learners in the classroom environment can significantly and largely result in unintended learning in learners. In addition, from EFL teachers’ perspective the greatest unintended learning for learners comes from the interactions between teacher and learners, the organizational structure of institutes, and the social atmosphere, respectively.

Nathalie Sarraute is one of the pioneers of the new novel in France. In all of Sarraute's works, there is a kind of linguistic disorder and confusion, rooted in indescribable feelings. This feeling is the equivalent of a phenomenon called tropism. Sarraute borrowed the term from biology and defined it as indefinable movements, which slide very rapidly to the limits of our consciousness. They are at the origin of our gestures, of our words, and of the feelings we manifest, we believe to experience. For Sarraute, language, besides the outer part—the apparent part of the message— has an inner part that has not yet reached the stage of message production. This interior part corresponds to the uncertain movements to which Sarraute refers in the definition of tropism. The verbal disturbances in Sarraute’s text are due to the existence of the same outlaw and uncontrollable inner language, which is much more powerful than conventional and external language. In fact, surrendering to outer and conventional language guides the desire to be social and communicable to others, but the problem of the characters exists in their inability to transfer feelings perfectly in the form of normal and external language. Their inner language is so powerful that it affects the outer language and disturbs it. In this article, we examine briefly a number of communication problems caused by the tension of the inner language in the words of the characters.

Any translated content, especially audiovisual translation, is often manipulated by the dominant ideology of the target society. The present study adopts a descriptive quantitative method to examine the ideological aspects of these manipulations in the dubbed movies broadcasted from the Islamic Republic of Iran Broadcasting (IRIB) in three decades after the Islamic Revolution in Iran. In this study, the text-internal and text-external manipulations were examined in nine historical and adventure movies in the periods of 1997-2005, 2005-2013, and 2013-2018. It was also attempted to identify the reasons behind these manipulations in terms of the governments’ policies and dominant values. Since audiovisual translation involves nonverbal elements such as image, sound, and music distinguishing it from written texts, the researchers attempted to adapt Dukāte’s model of manipulation according to the specific features of audiovisual translation. To this end, each manipulation classification was divided into two subcategories of verbally-induced and nonverbally-induced manipulations. After a comprehensive analysis of the movies along with their dubbed versions, five manipulation strategies, including addition, deletion, substitution, attenuation, and accentuation were identified. The results showed that in the period of 2005-2013, the volume of the manipulations in the conservative government outweighs that of the reformist government. The dominant strategy used in the conservative government was substitution and deletion while it was attenuation in the reformist government. Furthermore, nonverbally-induced manipulations were significantly more than verbally-induced ones in the dubbed movies.

From among the necessary competencies for translators is an awareness of the source and target languages. For this purpose, some courses, including The Structure of Persian Language and Persian Writing are included in the Iranian B.A. program of English Translation. In the current study, the researchers investigated the effect of these two courses on the quality and textual features, including accuracy and complexity, of Persian translations from English. The sampling was purposive and the type of research was ex-post facto. Four groups were selected: one group (N=19) had passed The Structure of Persian Language, one group (N=15) had passed Persian Writing, one group (N=41) had passed both, and one group (N=20) had passed none of the courses. After the administration of a placement test, a text was given to the four groups of participants to translate. The quality of translation and measures of accuracy and complexity were examined in the Persian translation texts to see if there were any significant differences among the four groups. The results indicated that the quality of translation was not significantly different among the four groups. In accuracy measures, the group which had passed none of the above courses showed a significantly lower performance on correct verb forms as compared to the three other groups, but there were no significant differences between the four groups in terms of the other measures. Based on the results, it seems that these two courses are taught with the aim of increasing the linguistic knowledge of the students and not increasing their strategic sub-competence and, in general, had no significant effect on the translation of the participants.

Every individual’s identity has personal and social dimensions and the process of identity formation in the constant interaction with environment worth studying. The migration phenomenon also results in the change in migrant’s identity, since he/she experiences a variety of environments and trends and tries to form his/her own identity, based on the target country’s culture. The socio-cultural gap between the source and target countries plays a decisive role in identity crisis. Nothomb has focused consciously on the emergence of this crisis in her works. Her novel, Fear and Trembling (1999), narrating the story of a Belgian girl, who travels to Japan for a while, in search of work. The differences and conflicts between the eastern and western values; inflicts Amélie with identity conflicts and duality. In this research, we explore and analyze the identity crisis in Amélie, the novel’s protagonist, based on Karen Horney's Theory. Horney explores the individuals’ internal conflict, through different factors and classifies them into three categories of needs: compliance, aggression, and detachment. But, what is the relationship between Amélie’s moral characteristics and social behaviors with her identity crisis and how has the writer presented this crisis in her relationship with the other characters in the novel?

Paul Ricoeur’s The Living Metaphor is a fundamental book on metaphors. Ricoeur believes that metaphors occur, especially in the unique character of poetic language. Therefore, the main question of the present article is how, from Ricoeur's point of view, metaphors create meaning in poetic discourse. The hypothesis of this article is that in order to answer this question, the three categories of comparison, iconicity of meaning, and poetic imagery as substitution theory and the two categories of polysemy and reference as the interaction theory must be defined. Accordingly, the main purpose of this study is the exposition of the two theories of substitution and interaction based on the Misfortune by Alfred de Vigny. The exposition of these two theories shows that meaning in poetic language is iconic. Iconicity of meaning in poetic language is the result of neutralization of reality and provoking imagination, indicating that imagination suspends reality. Here the metaphor unites with the icon; in other words, the metaphor separates the words from their straightforward meaning in everyday use, and then expands the use of words by opening up the imaginary aspect of meaning so that the expression of poetic reality becomes possible. In this poem, the words’ reference is suspended because of the presence of all the possible implicit meanings. The metaphor, by comparing different ideas, not only reveals the hidden semantic relations between them, but also creates new relationships. The driving force behind this creation of meaning is replication. This unifying process is based on a sudden intuition that manipulates the previous configuration of language and creates a new structure.