امین نعیمی

جنسیت یکی از مسائل بحث برانگیز اجتماعی است که از لحاظ نقش همواره تفاوت شگرفی میان مردم جوامع ایجاد کرده است. جنسیت همواره موضوع مطالعات بوده است که از آن میان می توان به مطالعات ترجمه اشاره کرد که عمدتاً به بازنمایی تأثیر افکار در فرایند و ترجمه ی آثار پرداخته است. پژوهش حاضر سعی دارد تا نقش جنسیت در ترجمه های فارسی کتاب هزار خورشید تابان بر اساس مدل ودینگتون، روش C را بررسی کند. در پژوهش حاضر، دو ترجمه ی فارسی از کتاب هزار خورشید تابان بررسی شد، یکی از ترجمه هاتوسط دو مترجم زن، خانم ها گنجی و سلیمان زاده و دیگری توسط یک مترجم مرد، آقای غبرائی انجام شده است که بر اساس مدل ودینگتون، روش Cبررسی می شود. بعد از بررسی ها، نتایج تحقیق نشان داد که اگر چه مترجم مرد در ترجمه ی خود مواردی را حذف کرده بود، نتایج آزمون خی دو نشان داد که تفاوت معناداری بین مترجمین زن و مرد در صحت ترجمه و کیفیت ترجمه وجود ندارد. هم چنین نتایج این تحقیق نشان داد که مترجمین زن از دقت بیشتری نسبت به مترجم مرد برخوردار بوده اند. امید است که نتایج تحقیق نه تنها برای معلمان و دانش آموختگان ترجمه مفید باشد بلکه برای مترجمین و موسسات آموزشی نیز مفید می باشد. علاوه بر موارد بالا، مترجمانی که کتاب ها را ترجمه می کنند با خواندن این پژوهش می توانند از خطاهای مرتبط به صحت و کیفیت ترجمه دوری نمایند.  

Languages are widening every day and new words and structures are born when they are needed. The objective of this study is to survey the strategies that are used in the translation of neologisms in Harry Potter and the Half-Blood Prince and to see if there is a significant difference between the strategies used by Persian translators in the novel Harry Potter and the Half-Blood Prince and to find the most and the least strategies adopted by the Persian translators. To address the objectives of the present study, the researcher selected two Persian translations of the novel. To identify the neologisms used in the texts, the source text along with its translations was cross-analyzed sentence-by-sentence. Afterwards, on the basis of Newmark's definitions and classifications of neologisms, the neologisms were identified. The strategies which were used in the translation of various types of neologisms were also investigated. Data analysis involved quantitative analysis. It was concluded that the most frequent strategy used by translator Vida Eslamieh was through-translation and the least frequent strategy was modulation. In Shahnaz Majidi's translation, the most frequent strategy was through-translation. The least frequent strategies were modulation and descriptive terms. According to the results of the chi-square test, there was no significant difference among the strategies used by two Persian translators in translation of neologisms. The results of this study can be useful for translators and students to become aware of the strategies used in English to Persian translations of the neologisms.

This study investigates the effect of four types of oral corrective feedback, namely, explicit elicitation, implicit elicitation, explicit recast and implicit recast on the most commonly mispronounced phonological features among Iranian EFL learners through immediate uptake and retention. Five classes were randomly categorized into four experimental groups and one control group, each with 18 intermediate-level male learners. The treatment was conducted in the form of a retelling task in nine sessions. During the feedback sessions, the learners’ uptake was recorded. The learners’ retention was also perused in one immediate and one delayed post-test. The results revealed that those learners who received explicit recast obtained the highest score in terms of correct uptake, and that the groups performed differently across different time periods. The learners’ scores enhanced over time; however, the increase then leveled off and even dropped in the delayed post-test in all the experimental groups except for the group which received explicit elicitation, apparently leading to more retention of the target phonological features. The study offers insights to teachers regarding the effect of recast and elicitation in their explicit and implicit form on L2 pronunciation.

Rhymes are beautiful instruments which play crucial aesthetic roles in Persian poetry. This study aimed to investigate the different forms of translation of rhymes in Hafiz’s poetry based on Lefevere’s model. As such, the 1st, 97th, and 149th ghazals of Hafiz’s Divan were selected to be studied. The ghazals were translated by Alexander Rogers, Gertrude Lodeinbell, Maryam Foradi, and Alexander von Humboldt-Lehrstuhl. Each translation was carefully analyzed by the researcher how the rhymes were translated into English. The data were tabulated and coded. According to the results obtained in this research, 65% of Maryam Foradi’s translation was in the form of free translation, while, and all of Alexander Rogers’s and Alexander von Humboldt-Lehrstuhl’s translations were combinations of literal and phonemic translations. The study can be beneficial to poetry translators and translation students in giving them insights on how rhymes can be rendered into another language.

  The present study aimed to investigate if learning English as an L2 has an effect on word recall and lexical activation among Iranian EFL learners. For this purpose, a sample of 45 male and female EFL learners was selected and they were classified into two experimental and one control group, 15 each. Word recall and oral time-limited tests were conducted within the three groups; they had to listen to 16 non-cognate Farsi words, each by 2 seconds, remember and recall them to resay. For lexical activation, an experiment was carried out by asking them to memorize and retell words shown to them through a computer screen. Outcomes of the word recall test revealed that the mean score of participants with low exposure to English was higher than lower and upper intermediate. Results exhibited that the participants in the first group surpassed those in the experimental group in word recall test. In the lexical activation test, the control group who were participants with low exposure to English performed better than the participants in the other two groups. Results revealed no meaningful difference among the mean scores of the three categories in lexical activation test, though. The results of the present study have some implications for language teachers, material developers and students. In fact, language teachers can provide a link between learners’ vocabulary knowledge of two languages, and this way help their students to activate their L2 vocabulary knowledge more easily and with less cognitive load.