‘Translation of the Persian Lexical Collocational Patterns into English from a Comparative Phraseological View’ by Zeinab Danyari & Forouzan Dehbashi Sharif

Abstract

This article aimed to shed light upon the nature of the differences in collocational patterning of Persian and English languages and sought to find which Persian collocational patterns, from phraseological point of view, would be used when the translators are nonnative Persian speakers and what kind of structural shifts might have the dominancy in English translation of Persian collocational patterns while translating the Persian collocations into English. For this purpose, eleven Persian texts were chosen from different genres and periods of time. The texts were analyzed qualitatively and quantitatively. 550 collocations were extracted from Persian texts and then, their English correspondences were extracted from the English translations of the selected Persian texts. Persian collocations and their English correspondence were compared and analyzed based on their structural patterns and all the possible shifts were gathered up. Based on the findings of this research, Persian language contains at least forty collocational patterns. The researcher also found that noun + adjective pattern had the highest frequency among the Persian collocational patterns, while adjective + noun and noun + noun were highly frequent in English texts. Moreover, the results of this research showed there was a significant difference between the Persian lexical collocational patterns and their restrictions with their English correspondence in the translated texts.

Index Terms: Collocational Patterning, Collocational Restrictions, Lexical Collocations, Phraseology

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‘The Relationship between Iranian EFL Learners’ Language Proficiency and Pragmatic Competence’ by Bahman Hamidi & Mohammadreza Khodareza

Abstract

Many scholars put emphasis on the mutual effect of pragmatic competence and language proficiency in conducting a healthy communication such as Hoffman-Hicks (1999) that claimed linguistic proficiency is a prerequisite to pragmatic competence though it does not guarantee pragmatic competence. Also Thomas (1983) supported that a lower-level grammar leads to the misinterpretation of speech acts among L2 learners. This study aimed to find out the relationship between pragmatic competence of Iranian EFL learners and their language proficiency. To this purpose, sixty-five participants attended the study including 25 males and 40 females who had been homogenized through Oxford Placement Test. To measure learners’ pragmatic competence, Roever’s (2005) questionnaire was used. The Spearman Rank-Order correlation test was run to calculate the relationship between pragmatic competence and language proficiency. The result of the study showed that language proficiency plays a significant role in Iranian EFL learners’ pragmatic competence.

Key words: Iranian EFL learners, language proficiency, pragmatic competence.

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