ابراهیم داوودی شریف آباد

English for Academic Purposes (EAP) is derived from the umbrella term ESP, which means to meet learners’ and employers’ needs. It has gained a noticeable role as a language of knowledge dissemination, which has developed into an ongoing need for the improvement of language proficiency among non-English major university students. This has highlighted the significance of EAP courses, which are dominant in the context of Iranian universities. Although there is a reasonable body of contemporary research in the realm of ESP/EAP instruction nationwide, much of the literature in the Iranian EAP setting has been concentrated mainly on quantitative survey-based or experimental studies examining the syllabus and teaching contents with little or no attention to the teaching methodology. Moreover, there is scant research on the body of current EAP literature demonstrating a holistic picture of the running courses in terms of syllabus and methodology in EAP. The present paper aims at shedding light on the existing status of EAP courses for Iranian Islamic students in the tertiary educational system of Islamic universities of Iran through a comprehensive review of some major studies conducted in the related realm. Furthermore, it examines some of the major challenges and criticisms levelled at EAP instruction and EAP courses for Islamic students in Iranian higher education, with a focus on two major dimensions: syllabus and teaching methodology. The paper concludes by giving some practical and pedagogical implications for EAP practitioners, emphasizing the role of teaching methodology, aiming to raise the practitioners’ awareness in promoting the efficiency of EAP courses.

The present study investigated the translation shifts and most frequent types of translation shifts according to Catford’s model in the translation of Sayings 1-30 in the Nahj al-balagha from Arabic into English. The researcher selected the first thirty sayings of the Nahj al-balagha for the analysis. Throughout the analysis, each shift strategy was traced and manually counted to determine the most frequent type of translation shift. The findings revealed that unit shifts were the most frequent type of shift (59.70%), followed by structure shifts (23.30%), then level shifts (10.70%), intra-system shift (4.50%), and finally class shifts (1.50%). Both translators used unit shift and structure shift with the highest frequencies in their translations. The results also indicated that, unlike Sayyid Ali Reza, Sayyid Muhammad Askari Ja’fari went beyond the surface structure and translated words into phrases and explained them in some cases, thus providing an understandable translation. Sayyid Muhammad Askari Ja’fari used unit shifts more frequently than Sayyid Ali Reza. Sayyid Muhammad Askari Ja’fari most of the time used unit shift to convey the message to the target language reader in a comprehensible way. The translator who used unit shift was successful in conveying the message of the source language text to the reader of the target language. Using unit shift made the target language's readers understand the material better.