نشریه هنر زبان
سال ششم شماره 3 (امرداد 1400)

Majnoon (insane) is one of the words used in the Holy Quran and one of the words that the infidels of Quraysh have attributed to the Prophet of Islam (PBUH). The study of most Qur'anic commentaries shows that this word has been used in most Quranic commentaries in the meaning of “haunted”, “crazy” and also someone whose intellect has disappeared. Reflections on pre-Islamic Arabic culture and literature, Iranian culture and literature, and other nations show that the word has a different meaning from the perspective of Quranic interpretations and is equivalent to concepts such as “poet” and “priest”. This article tries to explain the true meaning of this word, its connection with the two words priest and poet, as well as the reasons of the accused, by examining some prominent Shiite and Sunni interpretations and also paying attention to the cultural and literary contexts of pre-Islamic Arabia, literature and culture of Iran and the world. Being the Prophet of Islam (PBUH) address this attribute.

In this article, we have analyzed the subject of love from the 12th chapter of Goldast-e Golshan-e Maa’ni and the 3rd chapter of Saadi’s Bustan, as well as comparing these two works. Poems and writings about love, like love itself, have a long history and poets and writers in Iran and around the world have spoken about it. Saadi is also one of those whose sonnets are the subject of love. He has raised the word of love to the heights of the heavens and in the work of making love he is not afraid of the blame and effort of others and does not listen to the advice of the advisors. His love is pure and is not limited to human beauty. The lover, with all his negative traits, is so beautiful that a poet like Saadi remains in his description. Love in Goldaste Golshaneh Ma'ani has also collected poems by many poets and introductions, including Saadi, Hafez, Saeb, Amir Khosrow, Hassan Dehlavi, Jami, Hamedani, Lahori, Vahshi, Faghani, etc. Goldaste Golshan Maani has been written in expressing the unfaithfulness of the beloved and the fidelity of the lover, and also about the negligence, deceit, envy, promise, acquaintance and covenant between both of them.

As a field of study, translation deals with rendering one language into another considering their linguistic features and cultural characteristics. ‘Fansubbing’ and ‘Professional Dubbing’ have drawn the researchers’ attentions and they have begun to investigate these versions of translation. This essay aims at exploring the differences between taboo renditions in professionally-produced and fanproduced subtitles of the selected comedies, Deadpool and The Interview. They are categorized based on Hashemian, Hosseini, and Mirzaei’s (2019) model. It classifies the strategies of translating taboo words into four main groups: ‘Taboo to Taboo’, ‘Taboo to Non-taboo’, ‘Euphemism’, and ‘Deletion’. In ‘Professional Dubbing’ version of these comedies, ‘Taboo to Non-taboo’ with the frequency of 46.7% was the topmost applied strategy in the rendition of the taboo words. In Fansubbing version, the strategy of ‘Taboo to Taboo’ was the most common one with 48.7% frequency. Analysis of Chi-square results considering p <0.05 indicates a meaningful difference between fansubbing and professional dubbing versions of these two movies.

The semantic nature of proverbial expressions forms a big challenge for linguists who are interested in the analysis of the functions of proverbs among languages, bearing in mind the cultural differences which exist between them and the role that these differences play in the semantic interpretation of these expressions. This study aims at highlighting the semantic meaning and the pragmatic function of animal names in Arabic and English proverbs besides showing the importance of the similarities and the differences between Arabic and English proverbs. Although there are many different animal proverbs in Arabic and English, some animals share universal cognition, while others have different cognition in Arabic and English. So the same conceptual metaphor occurs in animal proverbs both in Arabic and English.

This study sought to investigate the relationship among English as a foreign language (EFL) learners’ ratings of willingness to communicate (WTC) in English and their task-based speech production and self-monitoring behavior. To accomplish this objective, methodological triangulation was adopted using a questionnaire, stimulated recall data, and quantitative measures of complexity, accuracy, and fluency (CAF) to answer two questions: (1) how learners’ ratings of their WTC related to the CAF of their oral output, and (2) how learners’ ratings of their WTC related to the frequency and type of their self-corrections in terms of A-, D-, and E-repairs. Fifty Iranian intermediate EFL learners participated in the study. WTC scale was used to measure the participants’ perception of their desire to initiate communication in English. In addition, to collect samples of their L2 speech, they were asked to perform a narrative task. Following their task performance, participants were asked to retrospectively comment on the type of error correction they engaged in while performing the task. The results showed the positive correlation coefficients among learners’ perceptions of their WTC and measures of fluency, A- and D-repairs to be statistically significant. The WTC also negatively correlated with accuracy and E-repairs. In the end, the theoretical as well as practical implications of the results for instructed L2 acquisition were discussed.

Cooperative learning is a relatively recent teaching strategy in the field of foreign language teaching. It is applicable and can be implemented with different measures. The present study, hence, attempts to examine the effect of cooperative learning represented in the learning together model on EFL students’ opportunities for acquiring the writing skill. The research methodology used in this study is experimental. It is carried out through an experiment in which a pre-test and a post-test are used. The participants in this study are two groups of third year students at the teachers’ training school of Constantine. The groups have been randomly assigned; one served as the experimental group and the other served as the control group. The findings demonstrate that EFL students are able to develop their writing skills through the integration of cooperative learning strategy. The results also demonstrate that the experimental group performs better than the control group in the post-test assignment. Accordingly, the results of this study may serve as a foundation for further research on the effect of cooperative learning on the other language skills – speaking, listening and writing.