Translation quality assessment with its focus on the formulation of a comprehensive model for translation evaluation has gained a growing interest in the field of translation studies. However, little attention has been paid to the use of linguistic theories in the evaluative judgment of a translation. The aim of this study was to apply a particular kind of linguistic analysis based on systemic functional linguistics (SFL) as a framework for the translation quality assessment of a novel. Meanwhile, it aimed to identify the kinds of overt errors and the used translation strategies in English to Persian. To this end, thirty pages of The Sound and The Fury by Faulkner (1329) and its translation by Bahman Sholevar (2003) were selected and the mismatches across the three metafunctions of ideational, interpersonal, and thematic meanings were identified based on SFL. The comparison of the source text (ST) and the target text (TT) revealed that the ideational meaning had the greatest number of errors as produced by the translator. Moreover, omission constituted the largest kind of overt translation error. Thus, the translator mostly used reduction strategies and text expansion strategies in translating the ST. The results showed that SFL can successfully be applied to evaluate the correct translation of the three metafunctions of language. This study has important implications for syllabus designers of translation studies, translation teachers, and literary translators. پرونده مقاله

Idioms are an intrinsic characteristic of every natural language and they are frequently used in spoken and written language; however, there has been insufficient research exploring the best strategies for teaching idioms to EFL learners. The aim of this study was to investigate the effect of cooperative and non-cooperative receptive and productive based activities on Iranian EFL learners’ idiom learning. To this purpose, 166 Iranian intermediate EFL learners were randomly assigned to the five groups: cooperative receptive group (CR), non-cooperative receptive group (NCR), cooperative productive group (CP), non-cooperative productive group (NCP), and a control group. Results from the receptive and productive vocabulary tests showed that all four experimental groups outperformed the control group in both immediate and delayed posttest. However, the CP and NCP instructions were more effective than the CR and NCR ones in in bringing about enhanced idiom learning. Furthermore, CR under the cooperative condition led to better learning compared to its non-cooperative type; however, the CP proved effective irrespective of the cooperative condition. Given the challenging nature of L2 idiom learning and its significance in developing language learners’ knowledge of English, the implications of this study were presented and discussed for teachers, students and syllabus designers. پرونده مقاله