Journal of Translation and Language Studies

Translating TV Series Titles: A Case Study of Iranian Film Monthly Magazine

Sepehr Golmakani, Masoud Amirinejad, Muhammad Reza Rastegar Moghaddam — Tue, 17 Oct 2023 00:00:00 +0000

TV series titles have always played an influential role in their marketing as the primary factor that draws potential viewers' attention. Translation of titles is a challenging task that is fulfilled by employing specific translation methods. This study aims to analyze the translation of 50 American TV series titles into Persian by the Film Monthly Magazine. The practical analysis in the thesis is based on Molina and Albir's (2002) model of translation techniques. After reviewing the selected titles from popular American TV series, it was revealed that the most common technique used by Film is the literal translation, adopted in the case of 18 titles and 36% of data. Borrowing with ten titles and 20% of the data holds the second rank. Modulation took the third rank with six titles and 12% of the data. Transposition was used for five titles and 10% of the total data. Next, discursive creation, generalization, established equivalent, and reduction were used equally for two titles comprising 4% of the total data. The least common translation process used by the translators to render the titles was amplification, with only one title translated in this way, which made up 2% of the cases. According to the samples, a combined technique of literal translation and borrowing was used in this research, where two titles were translated. These obtained results will be advantageous to translators, film and TV series distributors, film magazine authors, and closed-captioners.

The Translational Treatment of Social Culture and Social Organization items in Orwell’s 1984

Ahmed Mansour — Tue, 17 Oct 2023 00:00:00 +0000

The translation of culture-specific items (CSIs) in literary texts is problematic and challenging. They hold a critical position in the process of translation as they are bound to their source culture and language. Translators tend to render these items using specific translation techniques. These techniques influence and in turn are influenced by the two translation strategies: foreignization and domestication. These CSIs could be divided according to Newmark (1988) into five categories. However, the present study aims to reveal, discuss, and compare the techniques used along with the strategies followed in treating two categories namely social culture and social organization in George Orwell’s ‘1984’ from English into two Arabic translations. The Novel is translated by two translators Anwar Achami (2006) and Alharith Nabhan (2014). To achieve trustworthiness, Toury’s (1995) descriptive translation methodology and Creswell’s (2012) mixed methods research is adopted to describe, analyse, and interpret how, when, and why Pederson’s (2005) translation techniques are used and to take out clear data about the Venutian’s (1995) domestication and foreignization. The study follows the explanatory design. First, the quantitative data is collected manually and uploaded into an Excel sheet format for analysis. It is followed by qualitative data collection and analyses. 162 coupled pairs were identified. The results show that the translators use different translation techniques to produce different translations. Besides, there are various factors influencing translators’ choices and orientations.

Exploring Learning Strategies and Characteristics of Good Language Learners Among EFL Graduate Students in Morocco: A Case Study

Sarah Houssami, Driss Benattabou — Tue, 17 Oct 2023 00:00:00 +0000

The article presents the findings of a case study that examines the learning strategies and characteristics of successful language learners among EFL graduate students. The study investigates the language learning approaches employed by these students and explores the extent to which they possess the traits that define effective language learners. The research involved a sample (N=118) of graduate students from the Master’s and Doctorate programs in Morocco. The data were collected using a questionnaire that was adapted from the original version developed by Oxford (1990) that focused on different types of learning strategies. The results reveal high levels of engagement in memory, metacognitive, cognitive, compensatory, and affective strategies, indicating the proficiency and commitment of the participants as language learners. While the use of social strategies received a moderate rating, the study underscores the importance of individual learning and personal strategies for these students. The findings support the notion that graduate students possess the characteristics of good language learners, including self-motivation, positive attitudes, metacognitive awareness, and resourcefulness. The implications of these findings suggest the integration of diverse learning strategies into language teaching, learner training programs, and further exploration of social strategies. The study contributes to our understanding of successful language learning among graduate students and provides insights into the effective strategies and traits that contribute to their learning process.

A Theoretical Exploration of Teacher Credibility and Immediacy as Influential Factors in Learning and Teaching

Neda Kianinezhad — Tue, 17 Oct 2023 00:00:00 +0000

This review study aims to fill a research gap by examining the role of two critical teacher interpersonal behaviors, immediacy and credibility, based on existing evidence. By analyzing the available literature, this study will offer valuable insights for educators, policymakers, and researchers in the field of language education. The empirical and theoretical evidence presented in this review study unequivocally demonstrates the importance of teacher credibility and immediacy in shaping EFL learners' perceptions of classroom justice. These factors significantly impact learners' understanding and evaluation of distributive, interactional, and procedural justice, profoundly influencing their overall satisfaction and engagement in the educational process. Furthermore, the study highlights that teacher credibility is a strong predictor of learners' perceived cognitive, affective, and behavioral learning in the classroom, while teacher immediacy predicts students' perception of interactional justice. Lastly, the review examines the impact of both nonverbal and verbal teacher credibility on learning outcomes.