Applications of Language Studies

Abstract Rendering Shakespeare’s sonnets into Persian is notably difficult because their complex language, rich metaphors, and rigid iambic pentameter often conflict with the unique rhythmic patterns and stylistic norms of Persian poetry. This study examines how three Persian translators (Behnam Moghadam, Taghi Tafazoli, and Omid Tabibzadeh) addressed these complexities. A corpus of 77 sonnets, translated across different decades in the 20th century, was analyzed to determine the frequency and application of Lefevere’s (1975) seven strategies for poetry translation. Results revealed that literal translation was the most prevalent strategy, with two translators favoring word-for-word accuracy to preserve semantic fidelity, while one prioritized metrical adaptation to align with Persian poetic forms. These findings highlight varied approaches to balancing textual fidelity with cultural and poetic norms, shedding light on the translators’ negotiation of linguistic and aesthetic constraints. The study contributes to translation studies by offering insights into effective strategies for translating complex literary works and fostering cross-cultural literary understanding, with practical implications for translators and scholars of comparative literature.

Abstract Cognate objects are verbal nouns that are morphologically related to their preceding verb by being derived from it. For all their widespread use in Arabic, such constructions are almost non-existent in Persian, and their use in the language is considered a deviation from the normal syntax of Persian. Given this, translating them into a language with no exact equivalents is likely to pose challenges for translators. This language-related problem has been probed in this investigation through a descriptive-analytical research methodology. To see how translators of the Quran set about rendering them into Persian and what compensational syntactic devices they might resort to, a content analytic approach was applied to an aggregate of 53 instances of Cognate Object Constructions (COCs) with their translations by five Persian translators of the holy book freely available on the website ParsQuran. It was found that the translators had mostly resorted to the deletion procedure rather than literal rendition, probably to help render them more naturally in the target language. The deleted cases of COC had been supplemented by a range of minor procedures, including transposition through using prepositional phrases and adverbs, the use of metaphors, amplification via absolute adverbs/adjectives and synonymy, and explicitation.

Abstract Translating book titles requires fidelity to the source text and cultural adaptation. Franklin Publishing House (FPH), active in Iran between 1954 and 1976, played a key role in shaping translation norms. This study investigates the translation strategies applied to book titles published by FPH during this period, using a microhistorical approach. A corpus of 790 translated titles from diverse genres was compiled through archival research in the Princeton University Library, the Library of Congress, the National Library of Iran, and other Iranian repositories. Titles were classified by genre and analyzed according to Yin’s (2009) framework, which distinguishes source-oriented strategies (literal translation, transliteration, and explication) from target-oriented strategies (adaptation, new title). Frequencies and percentages were calculated for each category. Literal translation was the most frequent strategy, while explication was the least common. Genre-specific patterns revealed a predominance of literal translation across most categories, particularly in historical and pure science titles. FPH’s predominant use of literal translation reflects its commitment to preserving source-text identity, a practice that aligned with its Cold War cultural diplomacy objectives and influenced translation norms within Iran’s publishing industry.

Abstract This research looked at how using AI in education affects long-lasting learning results and maintaining English language abilities and vocabulary for Iranian intermediate EFL learners. The study used a quasi-experimental design. 60 students from a school in Tehran were split into two groups. The experimental group used AI tools like adaptive platforms, personalized feedback, and simulations. The control group learned with traditional teaching methods. Both groups took pre-tests, went through 12 weekly learning modules over four months, completed post-tests and then had a retention test six months later to see how well they understood English grammar, picked up new vocabulary, and developed language skills. The results showed that the AI group had a much higher average score and better consistency in keeping the language learned. The regression analysis also showed that using AI was a strong reason for improvement in performance. Feedback from focus groups revealed that students were more involved because of the personalized learning and instant feedback. About 78% of the participants in the AI group said they felt more motivated. These findings suggest that AI-assisted education is effective for achieving long-term academic success, especially through tailored content and interactive problem-solving tasks that help retain English skills over time. The study recommends that schools embrace AI in their curricula to increase the long-lasting retention of language skills and critical thinking in intermediate pupils.

Abstract Voice recognition and text-mining tools have democratized corpus construction, allowing educators to create responsive materials based on authentic discourse trends. In global healthcare contexts, where English functions as a lingua franca, cultivating discourse competence is essential for safe and effective communication. This study employed corpus linguistics methods to analyze authentic medical English sourced from YouTube videos. A specialized corpus was compiled and analyzed using Otter.ai and Sketch Engine to examine linguistic patterns, collocations, and discourse structures in real-world medical communication. Findings revealed that medical professionals frequently employ modal verbs (e.g., can, should, must), passive constructions, and high-frequency collocations (e.g., blood pressure, heart rate and patient care) that serve distinct pragmatic functions. Moreover, interactional phrases such as let me explain and can you see and discourse markers such as so and now are pervasive, reflecting the interpersonal and procedural nature of clinical discourse. Cross-cultural comparison further indicated notable variation in communication style, with Western contexts showing greater empathy and shared decision-making, and South Asian contexts favoring directive, authoritative tones. These patterns provide insight into the pragmatic and intercultural dimensions of medical English and highlight the potential of YouTube-based corpora as authentic resources for English for Medical Purposes (EMP) instruction.

Abstract The present research study examined the distribution of metadiscourse markers, i.e., boosters and hedges, in the introduction section of Journal Citation Reports (JCR) medical research articles. To this end, 30 research articles published in the field of medicine between 2018 and 2024 were chosen on the basis of purposive sampling. Then, the introduction sections of the selected articles were taken into consideration with respect to hedges and boosters. They were analyzed in accordance with Hyland’s (1998) hedge and booster taxonomy. The results of the data analysis revealed that the most frequently utilized kinds of hedges in the corpus consisted of adjectival, adverbial, and nominal modal phrases, modal auxiliary verbs, approximators of degree, quantity, time and frequency, modal lexical verbs, if clauses, introductory phrases, and complex hedges, respectively. In addition, the results of the chi-square test indicated no significant difference between the frequency of hedges and boosters in the introduction section of medical articles.

Abstract This study investigates the impact of listening to English songs on the acquisition of phrasal verbs among Iranian intermediate EFL learners. A sample of 100 learners initially took the Oxford Placement Test to assess language proficiency. Based on the homogeneity test results, 80 learners, whose scores were within one standard deviation of the mean, were selected for the study. These participants were divided randomly and equally into an experimental group and a control group, each consisting of 40 female learners. The experimental group was taught phrasal verbs using English songs as examples in eight instructional sessions, which incorporated interactive speaking activities and feedback. Conversely, the control group received the same instruction and activities without the use of songs; instead, written examples and teacher narration were provided. All sessions were conducted via Telegram, with identical content for both groups, except for the presence of songs in the experimental group. An independent samples t-test was performed to analyze the differences between the two groups in pretest and posttest performance. Results showed that listening to songs significantly enhanced the learning of phrasal verbs in the experimental group. The study concludes with theoretical and pedagogical implications for EFL teaching.

Abstract This study examines the themes of hybrid identities and postcolonial displacement in Jhumpa Lahiri’s Interpreter of Maladies. Studying Mrs. Sen's as a primary case study, supplemented by intertextual references to A Real Durwan, The Treatment of Bibi Haldar and When Mr Pirzada Came to Dine. the research explores how Lahiri’s narratives articulate the complexities of cultural negotiation, belonging, and unhomeliness. The aim is to analyze how Lahiri’s characters embody Homi K. Bhabha’s theories of hybridity and the Third Space, which refers to the liminal site where cultural meaning and identity are negotiated, highlighting their struggles and adaptations in transcultural contexts. The methodology involves a close textual analysis of selected stories. The discussion reveals how characters navigate their in-between identities, oscillating between assimilation and cultural retention, and how Lahiri’s hybrid storytelling refers to both the narrative technique and thematic hybridity, which challenges monolithic cultural representations. The findings underscore the dual nature of liminality as both a source of conflict and a catalyst for hybrid identity formation. The conclusion emphasizes that Lahiri’s contribution to postcolonial discourse is foregrounding everyday negotiations of identity through fluid, diasporic experiences. Ultimately, the study highlights the resilience of Lahiri’s characters in negotiating displacement, offering a nuanced understanding of identity in a globalized world.

Abstract This paper examines the traditional and materialist conceptions of subjectivity, as portrayed in Shakespeare’s Richard II. The traditional view theorizes a human subject with a unified, coherent, and unchanging core, independent of its historical and social contexts, and characterized by self-determination. In contrast, materialist thought, as articulated by thinkers like Dollimore, rejects the notion of a fixed, essential self and emphasizes the constructed and contingent nature of identity. This perspective views identity as shaped by social, political, and ideological forces, and as inherently fluid and other-determined. The paper applies this theoretical framework to the character of Richard, who embodies the traditional view of a divinely ordained, autonomous king. Richard's inability to recognize the constructed nature of his identity leads to his political downfall and personal disintegration. Conversely, Bolingbroke, who succeeds Richard, demonstrates a keen awareness of the contingent and relational aspects of identity and emphasizes the importance of social and political legitimation. The examination of Richard II highlights the shift from a medieval, essentialist understanding of identity to a Renaissance, materialist one, underscoring the political and ideological implications of these differing conceptions of the self.

Abstract Pragmatic competence, being a crucial aspect of communicative competence, is among the key competencies necessary for successful communication. The present study was an attempt to investigate the effect of EFL learners’ grammatical competence (knowledge of linguistic features such as grammar and vocabulary) and proficiency level on their pragmatic competence. The participants were 165 Iranian intermediate and upper intermediate EFL learners. They were freshman and junior students (considered as intermediate and upper intermediate learners) in eight intact classes (four freshman and four junior classes) at some universities in Qom, Iran. Initially, the participants took a general proficiency test (TOEFL Test, 2002) to homogenize the participants at each proficiency level and indicate that the junior students were truly more linguistically proficient than freshman students. Subsequently, they were given a discourse completion test, involving 12 multiple-choice questions assessing learners’ recognition of appropriate speech acts and pragmatic markers. The results were analyzed using some SPSS statistical techniques, which revealed that there was a moderately significant correlation between grammatical and pragmatic competences, and language proficiency has a significant effect on the pragmatic competence of the learners, as the junior students outperformed the freshman students.

Abstract The concept of peer correction in foreign language teaching has been a dominant concern in recent years due to the increased consideration of learner-centered curricula. The researchers have concluded that active engagement happens when learners have to think and correct each other. The purpose of this study was to investigate the effect of peer correction on the pronunciation improvement of Iranian EFL learners in oral productions. To do this, two research questions were raised, and 60 participants were carefully chosen from among English language learning students at a private language school. By assigning a PET test, they were divided into two groups. In the peer correction group (experimental group), the participants corrected each other's pronunciation errors, and for the control group, learners’ errors were corrected by the teacher. This process continued for 20 sessions. A pre-test and a post-test were administered. The results showed that there is a significant difference in the pronunciation of the peer correction group compared to the other group, and the peer correction group outperformed the teacher correction group. It can be concluded that there is a direct relationship between using the peer corrective feedback method of correcting pronunciation and learners' pronunciation improvement in EFL classes.

Abstract This study investigates an integrated model linking Iranian English as a Foreign Language (EFL) teachers’ epistemological belief, metacognitive awareness, critical thinking abilities, and their professional development. Using a structural equation modeling (SEM) approach, the research tests a hypothesized model in which epistemological beliefs and metacognitive awareness predict critical thinking, which in turn mediates their relationships with professional development. Data were collected from 150 Iranian EFL teachers using some validated instruments. After assessing the measurement model, SEM was employed to test the direct and indirect pathways. The results supported the hypothesized model, revealing that critical thinking skills significantly mediated the relationship between epistemological beliefs and professional development. Furthermore, metacognitive awareness demonstrated both a direct effect on professional development and an indirect effect through critical thinking. The findings underscore the importance of fostering metacognitive and critical thinking skills in EFL teachers to enhance their professional growth. This study contributes to the literature by elucidating the cognitive mechanisms underlying teacher development, offering practical implications for designing teacher education and professional development programs in Iran and similar contexts.