West German University Press
universitaetsverlag.com/en/ijltr.php; universitypress.eu/en/journals.phpInternational Journal of Language and Translation Research2750-05941120210101Advertisement Slogans in English-Persian Translations: In Search of Appropriate Persuasive Features111613290710.22034/978389966713_001ENShima GhobadiDepartment of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran0000-0002-2854-1875Nastaran ZahedianDepartment of English, Shahreza Branch, Islamic Azad University, Shahreza, IranJournal Article20200702English advertisement slogans are rarely translated into Persian though they are almost everywhere around us. In the present study, due to the importance of the persuasive language and the rhetorical figures in advertisement slogans, couples of English-Persian advertisement slogans were analyzed to illustrate the persuasive characteristics used in them. The findings revealed that to sell the foreign products well in Iran’s markets, translators of related slogans should be aware of the persuasive language of advertisements and find the most appropriate translation strategy through analyzing them. It was also revealed in the analysis of the selected slogans and comparison of their translated versions that the Persian style of advertisements is in some ways different from their counterparts in English, yet they do share a number of features. Based on the findings, it can be concluded that the translation of advertisement slogans should be regarded as a form of featured translation demanding translators’ sensitivity.1https://www.ijltr.org/article_132907_c4bcdb8afb34f2a97b5c31e9e585ae07.pdfWest German University Press
universitaetsverlag.com/en/ijltr.php; universitypress.eu/en/journals.phpInternational Journal of Language and Translation Research2750-05941120210101Pedagogical Quality of English Achievement Tests: An Untold Story of Iranian High School Students’ Oral Scoresi172913317210.22034/978389966713_002ENHossein Heidari TabriziEnglish Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran0000-0002-9360-1555Journal Article20210111The test scores on students’ report cards is the only benchmark against which their English achievement are assessed for evaluative purposes in Iranian high schools. According to the rules and regulations, the average score of a student is required to be reported by English teachers, based on her/his performance on both oral and written tests. The present study aimed to discover if Iranian high school female students’ English scores on their report cards represent the real sum of their oral and written test scores. To do so, the average scores of 30 female students in Grade 11 at two Iranian girls’ senior high schools in Isfahan were compared with those of a researcher-made validated oral and written test. The results showed that the scores of the students on the newly-developed test were higher than those recorded on their report cards. The results of a paired t test revealed a statistically significant difference between the means of these two sets of scores, rejecting the common false presupposition about students’ low performance in oral skills. Teachers typically skipped the oral test and rated their students’ oral ability, just on the basis of their own intuition or students’ performance on the written test. It seems that the exclusion of the oral test leads to this difference in the scores. Thus, Iranian high school students’ English scores appearing on their report card are not a sound reflection of their performance on the oral and written tests.ihttps://www.ijltr.org/article_133172_f07d8046209ab2c604e17217200792e0.pdfWest German University Press
universitaetsverlag.com/en/ijltr.php; universitypress.eu/en/journals.phpInternational Journal of Language and Translation Research2750-05941120210101Naturalness in Translation: A Case Study of the Figurative Elements in the Persian Rendering of To Kill a Mockingbirdi315513325110.22034/978389966713_003ENElahe MashhadiEnglish Department, Shahreza Branch, Islamic Azad University, Shahreza, IranJournal Article20210108The present research examines different translation strategies employed to render into Persian idioms and metaphors in the novel, <em>To Kill a Mockingbird </em>(1960). Actually, the aim of the research is to scrutinize the choices made by the translator when dealing with such elements, through comparing the source and target tropes in search of the most frequently-used strategies. To investigate possible strategies used to render idioms, Baker’s four-stage model (1992) was used, while for metaphors, the model proposed by Morneau (1993) was applied. As for estimating the naturalness of the translation, Venuti's (1992) concepts of <em>domestication</em> and f<em>oreignization</em> were utilized. The collected data comprised 209 idioms and 39 metaphors. Analysis of the data revealed that the most frequently-used strategies for rendering idioms and metaphors were <em>paraphrase</em> and <em>word-for-word</em> translation, respectively. Furthermore, it was found that <em>domestication</em> was more dominant than <em>foreignization</em> in the Persian translation. The findings of the present study can be helpful for all those involved in the practice of translating literary works as well as novice translators, translation teachers and translation students.<br /><strong> </strong>ihttps://www.ijltr.org/article_133251_0849fe4b54ef68d2462834abcdd4b815.pdfWest German University Press
universitaetsverlag.com/en/ijltr.php; universitypress.eu/en/journals.phpInternational Journal of Language and Translation Research2750-05941120210101A Cross-cultural Study of Animal Symbolism in the Persian Renderings of Children's Literaturei577913345610.22034/978389966713_004ENZahra HaghshenasEnglish Department, University of Isfahan, Isfahan, IranJournal Article20210113<strong><span style="text-decoration: underline;">Abstract</span></strong><br /> <br />Animals are among culture-bound items which make the translation practice a difficult task for translators and needspecific considerations on the part of the translators. In fact, animals in each culture carry some symbolic meanings with themselves which are specific to that culture and are different from those carried in other cultures. Accordingly, the present study aimed at investigating the Literature. It also sought to find the effectiveness of using such strategies regarding the target audiences.To achieve these goals, eleven animal terms, with different symbolic meanings in western and Persian culture, were investigated in twelve western children’s books and their Persian translations. Then, based on Venuti's (1995) categorization of translation strategies, they were categorized into two main domestication and foreignization translation groups to see which group keeps more preferred strategy among Persian translators of children's literature. The effectiveness of using such strategies was measured by interviewing thirty Persian first grade students to elicit their strategies adopted by Persian translators to render the symbolic meaning of animals in children's knowledge about the symbol of animals and comparing them with the used strategies. The results showed that most of the Persian translators tend to foreignize these cultural terms. However, the results of the interview revealed that children recognize the native symbolic meanings of animals more than their foreign ones. It was concluded that the strategies used by Persian translators is not an appropriate one for translating cultural symbolic terms for Persian children.ihttps://www.ijltr.org/article_133456_59474c451e1ac6aaa454937830d8849e.pdfWest German University Press
universitaetsverlag.com/en/ijltr.php; universitypress.eu/en/journals.phpInternational Journal of Language and Translation Research2750-05941120210101Ideology and Audience in the Translation of ‘Geneva Joint Plan of Action’: Focus on BBC, VOA, and Press TVii819613403210.22034/978389966713_005ENFarzan HasaniEnglish Department, Islamic Azad University, Shahreza Branch, Shahreza, IranMohammad Reza TalebinejadEnglish Department, University of Isfahan, Isfahan, IranJournal Article20210223< p>This study aimed to investigate how and to what extent news agencies namely BBC, VOA and Press TV may manipulate a political or any given source text ideologically, as to suit their affiliations, how they present the news items and how that affects the audience. To this end, the researcher selected news items mainly in the form of audiovisual material broadcast by the mentioned news agencies regarding the interim agreement of Geneva. Drawing mainly on Van Dijk’s (2004) CDA Socio-Cognitive Framework, the news items which were mostly in form of audio-visual material were transcribed and then analyzed to find out what proportions of the information extracted from these news items were ideologically manipulated compared to the source text and in what order. It was revealed that Lexicalization, Evidentiality and Implication were the most prominent strategies used in BBC, Lexicalization, Number Game and Authority were the most used strategies in VOA and Lexicalization, Categorization and Negative Other-Presentation were the strategies mostly used in Press TV.ihttps://www.ijltr.org/article_134032_1fca20a50a247e3226fbb5f3c4683650.pdfWest German University Press
universitaetsverlag.com/en/ijltr.php; universitypress.eu/en/journals.phpInternational Journal of Language and Translation Research2750-05941120210101Perceptions of Language Learners towards the Use of Traditional vs. Digital Mind-Mapping Techniques in English Writing Classesi9711513414510.22034/978389966713_006ENAzizeh ChalakDepartment of English, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran0000-0002-6701-8366Vahideh RastgooDepartment of English, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, IranJournal Article20210125The application of various creative teaching methods including mind-mapping has attracted English teachers. Instructors have always shown interest in establishing contexts that motivate and encourage learners to be more enthusiastic in their learning process. Mind-mapping is among the teaching and learning techniques evolved in this regard. The study aimed at comparing the perceptions of language learners toward the use of traditional and digital mind-mapping techniques in English writing classes. This descriptive study was conducted on 30 language learners of Shokouh Institute, Tabas, Iran. They were 14-17 years old with an intermediate level of English proficiency. The participants had already received both traditional and digital trainings and mastered the two techniques. The data on the participants’ perceptions were collected using questionnaires and interviews. The data analysis showed that the participants had positive perceptions toward mind-mapping, particularly digital technique. Based on the findings of the research, mind-mapping technique has helped the students organize their texts. Mind-mapping could also help English students to develop their writing skills in terms of organizing ideas. Consequently, mind-mapping would especially be suitable to assist students plan their English writing, since the technique stimulates them to obtain and establish a deeper understanding of the writing topics.ihttps://www.ijltr.org/article_134145_bb986cf178846aff3c6bacd23e9c1684.pdf