فصلنامه مطالعات زبان و ترجمه
سال پنجاه و ششم شماره 2 (تابستان 1402)

Audiovisual translation has received considerable attention from translation scholars in recent years. However, subtitling and specifically non-professional subtitling, due to the dominance of dubbing in Iranian national and state media, has received less attention in Iranian academia. This study examines the attitudes of non-professional subtitlers towards ethical principles in subtitling English language films into Persian. The statistical population included all non-professional subtitlers active on the Internet, among whom 15 individuals were selected through purposive sampling. A semi-structured interview was conducted as the main research tool, and its items were online-based and available to the interviewees by email or in person. Findings showed that the ethical principles were limited to faithfulness to the original audiovisual translation (AVT) material and avoiding any manipulation, resulting in the transfer of many Western cultural and linguistic taboos in subtitling. Moreover, novice translators placed more emphasis on complete faithfulness to the original text regardless of any cultural and linguistic filters.

This study aims at improving the literary translation skills of German language and literature students in Iran by presenting effective solutions. The first part of this article elaborates on the concept of ‘everyday culture’ and the considerable implications it has for literature in translator education. The second part shows how different methods can be used to improve translation quality and reflect the cultural context of literary texts. The contribution of the theoretical section acts as a research hypothesis for the translation of Persian literary texts into German. To test the research hypothesis, an experiment with control and experimental groups was conducted. After the experiment, translations were analyzed. The results of this research are important for improving Iranian students’ knowledge while translating Persian literary texts into German.

The present study, adopting a mixed-methods design, mainly aims at determining the possible predictors of EFL students’ academic achievement in teachers’ emotions and stroke, and exploring the students’ perspective of the role of teachers’ emotions and stroke in their academic achievement. In so doing, a number of 232 BA English-major students were selected to participate in this study based on convenient sampling and six students were participated in the qualitative phase based on data saturation. The obtained results from Pearson Correlation Coefficient showed that there was a statistically significant association between teachers’ emotions, stroke and academic achievement. Furthermore, the results of Multiple Regression revealed that the best predictor of academic achievement was teachers’ emotions. Finally, after determining the inter-rater agreement and inter-rater reliability of the data, the results emerged from the students’ responses offered 11 common codes. At the end, some practical implications are offered for EFL students and teachers.

Some minor changes in the process of translation can lead to large deviations, especially in religious texts. Therefore, the present paper tries to address this issue through a descriptive and comparative study of translations of the Qur’an into English (Shakir and Arbery) and Persian (Elahi Ghomshei and Ansarian). To this end, van Leuven-Zwart’s descriptive and comparative model was used, which is in accordance with the descriptive translation studies paradigm. According to van Leuven-Zwart, integral translation is a type of translation, where the translator is not allowed to add or delete anything beyond the sentence level. Two forms of shifts can happen: at the micro level (clauses and phrases) and at the macro level (characterization and point of view). Presenting a rather complicated model, she attempts to reveal how the micro level can lead to the macro level. Findings show that the two Persian translations are more integral than the two English versions. This is perhaps because Iranian translators have more competency over the Qur’an or religious concepts in Persian and Arabic are quite similar; therefore, the strategy of borrowing can be used for many Qur’anic terms.

Given the influential role of the emotional relationship between teachers and students in language learners’ achievements, this study investigated the cultuling of teacher concern in the context of language institutes. The purpose of analyzing this educational cultuling was to identify the levels of teacher concern and the related cultural components reflected in the discourse of English language teachers. To this end, through conducting 108 semi-structured interviews with teachers (82 women and 26 men; from 21 to 40 years old), 352 sentences embracing this cultuling were extracted to the point of saturation. Then, based on the emotioncy model, the data were classified into four levels: apathy, sympathy, empathy, and metapathy. They were then analyzed using the conceptual model of cultuling analysis. Results showed that empathy had a higher frequency than other levels of teacher concern in this educational context. Moreover, teachers expressed their concerns at different levels, with goals, such as changing behavior, providing learning conditions, creating motivation, maintaining privacy, not accepting responsibility, and expressing dissatisfaction. Based on cultural models, data analysis showed the cultural patterns of collectivism and holistic, respect-oriented, overstating, high-context, high-trust, long-term orientation, and benevolence in this educational context. By identifying the dominant culture in this educational context, the results of this study help to move toward euculturation and witness the realization of educational goals with greater quality and ease.

The main point is how translation as a system plays a role in the emergence and transformation of the Persian pre-Constitutional literary poly-system. As a tool, translation makes a change not only in the social and political sectors of the community but also in the development of the cultural and literary systems of society. In the pre-Constitutional era, the prevalence of translation led to the emergence of new patterns that have not previously been prevalent in the community. Meanwhile, Even-Zohar’s poly-system theory can offer illuminating insights into the literary and cultural poly-system prevalent in the pre-Constitutional era. Overall, the translation system brings with it some new literary genres into the repertoire of the Persian literary and cultural poly-system. Therefore, the translation system, along with other systems, plays an important role in producing newly-born genres in the pre-modern Iranian literary poly-system.

The realm of foreign language acquisition emphasizes the affective dimension of learning rather than only cognitive. This affective turn has focused on how EFL students’ emotions affect learning a new language and culture, as well as identity development. This survey article examines the kinds of emotions students experience, the causes of emotions and their potential effects on learning, based on the emotioncy model. Ten students majoring in English participated in cognitive interviews and they were asked to elaborate on the tensions they might have encountered or are currently encountering. Based on the interview results, emotioncy management is one of the instructors’ abilities that plays a significant role in the process of foreign identity development. Further, in order to facilitate successful learning, emotioncy should be materialized to the practical level to be an apropos signifier in meeting students’ emotional needs.