فیلتر های جستجو:
فیلتری انتخاب نشده است.
نمایش ۱٬۳۰۱ تا ۱٬۳۲۰ مورد از کل ۹٬۴۷۶ مورد.
منبع:
Iinternational Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۶, Summer ۲۰۲۱
135 - 144
حوزه های تخصصی:
The purpose of this study was to investigate the role of multifactorial socio-educational variables of the family in the structural model of predicting the academic achievement of EFL learners and the mediating roles of parents' involvement and perceived autonomy support. The population of the study comprised all the high school EFL students in Urmia, from which 492 students (262 males and 230 females) were selected as the participants through Cochran's formula and stratified random sampling method. The study was conducted with a correlational design, using structural equation modeling method, and the assessment tools were standard questionnaires. The results of data analysis showed that perceived parental autonomy support, parental socio-economic status, and parents' involvement in education are significantly related to language learners’ academic achievement. Based on this finding, it is claimed that to improve the academic achievement of language learners, these three variables should be taken into consideration and strengthened as facilitating mediators.
Written Corrective Feedback Beliefs and Practices in Thai as a Foreign Language Context: A Perspective from Experienced Teachers(مقاله علمی وزارت علوم)
حوزه های تخصصی:
Most studies on Written Corrective Feedback (WCF) have focused either on ESL or EFL teachers’ beliefs and practices. However, it is still not known how teachers who teach second or foreign languages other than English will provide information on the learners’ written language production. To bridge the gap in the literature, this current study reports on an interview study investigating nine university lecturers’ beliefs and their actual practices about WCF on an assignment done by the third-year exchange student of Thai as a foreign language (TFL). Quantitative and qualitative data were collected through feedback tasks and semi-structured interviews. The findings indicated that there was alignment between teachers’ beliefs of their WCF practice and their actual practice in terms of types of WCF and feedback techniques. However, the amount of feedback provided and the teachers’ time constraint, not the level of students’ ability as they thought, appeared to be the reasons for these misalignments of TFL teachers’ beliefs and practices
An Overview of Digital Games Research and Practice for Learning: A Need to have (L)MOOC for DGBL(L)(مقاله علمی وزارت علوم)
حوزه های تخصصی:
Developing, exploring and standardizing digital game based learning for EFL and English for Specific Purposes (ESP), requires a thorough understanding of learning context, gaming elements, ludical manners, as well as features of virtual reality in a real-life and career like setting. Unlike some traditional scientific approaches that focuses only on individual systems separately as a dipped in fashion approach, digital game requires a platform for understanding game genres, games’ use and various kind of games in order to define game design characteristics, theories of learning in digital era and to expand the characteristics and patterns of CALL application combined with linguametric perspective for digital games. It is a means and umbrella term for combined framework for multidimetional advancements, research and practices from major areas of inquiry, namely applied linguistics, psychometrics, and edumetrics of inter, supra disciplinary perspectives and emotional intelligence which gives importance to this discussion and a need to implement, develop, blend and use positive features of various digital game types in a user friendly and massively online course platform worldwide.
The Effect of Dictogloss vs. Debating on L2 Writing Proficiency: A Mixed-Methods Study(مقاله علمی وزارت علوم)
منبع:
Teaching Language Skills (JTLS), Volume ۴۰, Issue ۴, fall ۲۰۲۱
121 - 160
حوزه های تخصصی:
The use of task-based collaborative output activities in enhancing EFL students’ writing proficiency has been underrated in the Iranian context. To foster students’ writing ability, the present study, employing a mixed-methods design, aimed to evaluate the effect of innovative tools, dictogloss and debating, on the writing development of English-major university students in terms of complexity, accuracy, and fluency (CAF). The study involved two experimental extracurricular classes and consisted of 11 sessions during the regular academic term. Having analyzed the writing tasks produced by the students’ performance on pre-test and post-test, the researcher found that the students of both groups significantly enhanced their writing performance, representing an increase in a number of indices of CAF measures following the intervention. More specifically, the results of a paired-samples t-test confirmed that the students in the dictogloss group showed significant improvement in six indices of CAF measure, and the students in the debate group displayed significant improvement in seven indices of CAF measures. Moreover, the results of ANCOVA confirmed that the debate group improved more than the dictogloss group in terms of CAF measures. The results of the interviews with the students regarding the role of task-based collaborative output activities in their written performance yielded several commonalities, which were coded into 11 codes for dictogloss and 16 codes for debating, taking inter-coder reliability and agreement into account. In the end, the study offers some practical implications for L2 learners and teachers.
درباره ساخت و کارکرد ساخت های آینده ساز در جوشقانی(مقاله علمی وزارت علوم)
حوزه های تخصصی:
در حالی که بیشتر زبان های ایرانی ساخت خاصی برای بیان آینده ندارند، جوشقانی که یکی از زبان های مرکزی ایران در شمال اصفهان است، سه ساخت آینده ساز دارد: آینده نزدیک برای اشاره به زمان آینده نزدیک و قطعیت در انجام کار، آینده دور برای بیان زمان آینده دور و قطعیت نداشتن در انجام کار، همچنین برای بیان وجهیت خواستاری و نامحقق، و آینده امری. این مقاله در کنار توصیف ساخت و کاربرد این ساخت ها، با نگاهی به روند تحول تاریخی، چگونگی شکل گیری این ساخت ها را بررسی می کند. همچنین، با بررسی کارکردهایی که این ساخت ها دارند، چگونگی شکل گیری کاربردهای جدید را برای ساخت های آینده ساز در جوشقانی بررسی می کند. بررسی کاربرد ساخت های آینده ساز در جوشقانی نشان می دهد کاربردهای جدیدی که این ساخت ها یافته اند، در چارچوب ارتباط زمان آینده با وجهیت های خواستاری، نامحقق و امری قابل تحلیل است و برای آینده نزدیک ویژگی نمود فعل در کنار زمان، عامل شکل گیری آینده نزدیک بوده است.
One Step Closer to the Theorization of Berman’s Retranslation Hypothesis: Analysis of Farsi (Re)translations of The Little Prince
منبع:
Journal of Foreign Language Teaching and Translation Studies, Vol. ۶, No. ۱, Winter ۲۰۲۱
75 - 96
حوزه های تخصصی:
The widespread phenomenon of ‘retranslation’ that has become prevalent in the world refers to subsequent translations of a text or part of a text, carried out after the initial translation that introduced this text to the ‘same’ target language. Translation Studies scholars have strived to formulate hypotheses for re-translation. In 1990, Berman put forward the Retranslation Hypothesis in which he hypothesized that the earlier re-translations of a work depart from the source language and are more in line with the target language and culture over time. This hypothesis, in some cases, has been confirmed or partially confirmed, and in some others, disapproved. Thus, to confirm or reject the Retranslation Hypothesis more significantly, and push it forward to theorization, it must be (re)examined in different languages. Therefore, this study aimed to revisit the hypothesis by examining the Persian re-translations of the novel The Little Prince. The results of the study were largely in line with the hypothesis and proved that earlier translations follow more closely the norms of target language and culture, and later ones are closer to the source text and culture. The study ultimately serves as another piece of the puzzle for the Retranslation Hypothesis to approach a theory.
Impact of Synchronous Approach on the Development of Iranian EFL Learners’ Vocabulary Knowledge: Students’ and Teachers’ Attitude in Focus
منبع:
Iinternational Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۶, Summer ۲۰۲۱
91 - 103
حوزه های تخصصی:
The main purpose of this study was to find out the effects of synchronous (online) approaches on Iranian EFL learners’ vocabulary development and attitude. To this end, a population of 75 homogeneous students studying in Iranmehr English Language Institute, cooperated as participants. As for the collection of the needed data, a blended learning questionnaire was employed, The collected data were analyzed through one-way ANOVA and independent-samples t-test. The results displayed that there was a significant difference between synchronous and conventional methods of learning vocabulary in reading context. They also revealed that synchronous approach provided the learners with a chance to get the teachers’ feedback immediately, and take part in learning and self-monitoring process of their progress actively. The results also indicated that students and teachers view synchronous approaches as more effective than the conventional approach, and thus can assist language teachers to make a more creative learning atmosphere and ease the learning processes in terms of vocabulary retention and use.
Interrelationship among Social, Teaching, and Cognitive Presences through Students’ Online Learning Experience
منبع:
Iinternational Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۶, Summer ۲۰۲۱
163 - 172
حوزه های تخصصی:
Changes caused by the COVID-19 pandemic have tremendously affected different aspects of education and have shifted the traditional face-to-face approaches to online learning. As a non-innovative mode of learning, online teaching and learning have created a new cultural ambiance since teachers and students have to change shortly. The present study draws upon the Community of Inquiry (CoI) framework combining teaching, social, and cognitive presences to explore students’ online learning experiences. It aims to assess the interrelationship among presences of CoI and find out which presence is a major factor influencing cognitive presence. A total of 207 university students participated in this study. Data was collected using the Community of Inquiry Survey Instrument and quantitatively analyzed through Multiple Linear Regression (MLR) and descriptive statistics.The obtained results indicated that teaching, social, and cognitive presences are correlated, and social presence has a significant impact on students’ learning process. This has a wider implication for online teachers to create more activities and motivate the students to communicate and participate openly in social interaction.
Impact of Computer Concept-Mapping Instruction on Iranian EFL Learners’ Writing Performance: Complexity and accuracy in focus
منبع:
Iinternational Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۵, Spring ۲۰۲۱ (۲)
131 - 139
حوزه های تخصصی:
This inquiry investigates the impact of Computer Concept-Mapping on Iranian EFL learners’ writing complexity and accuracy. To this end, a total of 30 intermediate EFL learners aged 14 to 16 years were non-randomly selected, homogenized in terms of general proficiency, and classified into two treatment and control groups. Also, a pretest and a posttest on the participants’ writing performance were administered at the beginning and the end of the study.. Further, the ESL Composition Profile developed by Jacobs et al. (1981) was used as a criterion for evaluating the participants’ writing accuracy and complexity. The treatment group received computer-based concept mapping instruction, while the control group was instructed through conventional writing techniques. Then, the data obtained from the two groups’ pre- and posttests were comparatively analyzed through appropriate statistical tools. Parametric paired-samples and independent-samples t-tests as well as Pearson Correlation were also used to assess the inter-rater reliability indices of the participants’ writing tests. The results of data analysis indicated that computer concept-mapping instruction entails significantly better writing performance. This finding has implications for teachers and EFL programmers to use the latest methods and tools of instruction
خویشاوندی زبان ها و خاستگاه زبان لاتین در شاخه زبان ایتالی از خانواده زبان های هند و اروپایی
منبع:
رخسار زبان سال پنجم تابستان ۱۴۰۰ شماره ۱۷
49-64
حوزه های تخصصی:
بررسی مقابله ای ارزیابی واکنش به تحسین و تمجید و راهبردهای سپاسگزاری در کتاب های سطح پیش متوسط کانون زبان ایران و تاچ استون 3(مقاله علمی وزارت علوم)
حوزه های تخصصی:
در حال حاضر، مقوله کنش های گفتاری به یکی از موضوعات موردبحث در حوزه منظورشناسی تبدیل شده است. با این حال، شمار پژوهش هایی که به مقایسه نحوه آموزش کنش های گفتاری در کتاب های آموزشی بین المللی و کتاب های داخلی چاپ شده در ایران پرداخته باشند، بسیار معدود است. بنابراین، هدف پژوهش حاضر بررسی دو کنش گفتاری مهم، یعنی سپاسگزاری و واکنش به تحسین و تمجید، در بخش مکالمه کتاب های سطح پیش متوسط کانون زبان ایران و کتاب تاچ استون 3، است. 12 دیالوگ از کتاب تاچ استون 3 و 27 دیالوگ از کتاب های سطح پیش متوسط کانون زبان ایران مورد تحلیل و بررسی قرار گرفته و مصادیق هر کدام از کنش های گفتاری موردنظر شناسایی و استخراج شده اند. نتایج نشان داده اند که میان بسامدهای ابراز سپاسگزاری در کتاب های سطح پیش متوسط کانون زبان ایران و کتاب تاچ استون 3، تفاوت معناداری وجود دارد؛ اما میان بسامد واکنش های کلامی به تحسین و تمجید در این دو کتاب، تفاوت معناداری شناسایی نشده است. علاوه بر این، نتایج به دست آمده حاکی از آنند که مقدار میانه آماری برای واکنش کلامی به تحسین و تمجید در کتاب تاچ استون 3 بالاتر بوده است؛ و درمقابل، مقدار میانه آماری برای کنش گفتاری سپاسگزاری در کتاب سطح پیش متوسط کانون زبان ایران بالاتر ارزیابی شده است. این یافته ها و نتایج، ارزش های آموزشی مهم و کاربردی ای برای معلم های آموزش زبان انگلیسی (به منزله زبان خارجی) و توسعه دهندگان مواد آموزشی دارند.
A Reflection on How EFL Teachers in Iran Feel About Their Education: A Modular Model (KARDS) Perspective
منبع:
international Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۷, Autumn ۲۰۲۱
185 - 194
حوزه های تخصصی:
This research reports on how EFL teachers feel about their education based on knowing, analyzing, recognizing, doing, and seeing (KARDS) modular model. The researcher employed convenient sampling to choose 15 teachers. Due to the closure of schools in the pandemic era and the online nature of courses, English teachers are only available online or in meetings at the university. A KARDS questionnaire was used to record the teachers’ views. The questionnaire was researcher-made and it was either handed in the meetings or sent via e-mail or other routes. The data gathered showed that though the English teachers had the knowledge necessary about their jobs, most of them lacked the necessary insight required in terms of the 5 modules of education in L2 teaching. The data seem to imply that ELT education programs in Iran are mostly oriented towards teacher training, rather than teacher education.
بررسی و دسته بندی صفت های مفعولی با رویکرد سرنمون رده شناختی(مقاله علمی وزارت علوم)
منبع:
زبان پژوهی سال سیزدهم پاییز ۱۴۰۰ شماره ۴۰
33 - 63
حوزه های تخصصی:
در پژوهش حاضر، برای تعریف و دسته بندی دقیق انواع صفت های مفعولی مشتق و مشتق مرکب، آن ها را در چارچوب نظری سرنمون رده شناختی که رویکردی همگانی به مقولات زبانی است، مورد بررسی قرار دادیم. در نظریه موردِ اشاره، صفات سرنمون و بی نشان صفت هایی هستند که به طبقه معنایی «ویژگی» تعلق دارند و کنش گزاره ای توصیف را انجام می دهند. این دسته صفات، بر پایه نشانه گذاری ساختاری باید از لحاظ صورت ساده باشند و بدون افزودن وند یا حضور در ساخت پیچیده بیایند و صفت هایی که با یک وند اضافه یا ساخت پیچیده به کار روند، نشان دار می شوند. صفات مفعولی که در این پژوهش مورد بررسی قرار دادیم، به دلیل متعلق بودن به طبقات معنایی غیر از طبقه معنایی «ویژگی» نشان دار هستند و از جنبه ساختاری نیز به انواع صفت های مفعولی مشتق و مشتق مرکب گروه بندی می شوند. انواع صفت های مفعولی، رفتارهای مختلفی از جهت داشتن کارکرد صفتی، اسمی و یا هر دو از خود نشان می دهند. پس از گرد آوری انواع صفت مفعولی و بررسی کاربرد آن ها در پیکره بی جن خان و جستجوگر گوگل، غیر سرنمون بودن صفت های مفعولی را بر اساس دو معیار نشان داری رده شناختی یعنی معیار نشانه گذاری ساختاری و بالقوگی رفتاری، نشان داده و وضعیت و جایگاه آن ها را روی نقشه معنایی مشخص می کنیم. افزون بر این، روی نقشه معنایی، نمودارهای بالقوگی رفتاری انواع صفات مفعولی مشتق و مشتق مرکب به طور جداگانه ترسیم و انواع دسته های صفات مفعولی در این نمودارها جای گذاری شدند.
A Corpus-driven Scoping Systematic Review of Four Decades of Teacher Professional Development Research: Exploring Research Foci, Content Areas, Designs Methods and Trends(مقاله علمی وزارت علوم)
حوزه های تخصصی:
This study represents the findings of a systematic review (SR) of literature in the teacher professional development (TPD) domain to outline the research patterns through content examination of 199 research articles (RAs) in the area of TPD over the previous 40 years (1982 -2021). RAs were investigated and their research content areas, utilized research methods, data collection procedures, and findings were analyzed and coded. The broad investigation of the RAs showed a wide variety of themes that corresponded to 22 research areas. TPD program effects, TPD & technology, and TPD & Sociolinguistics were the most searched content areas. It was also found that the qualitative method with 52.26% of occurrences appeared to be the dominant research method used in RAs. Exploring data collection procedures, it was uncovered that interview, questionnaire and observation were the main data collection strategies utilized within the TPD RAs. Analyzing the findings, changes in teacher practices, attitudes and knowledge, learner achievements, and determining priorities for TPD programs were the most reported findings in TPD RAs. This corpus-driven SR underpins the notion that TPD makes a difference in altering teachers’ practices and attitudes and improves learner abilities if specific characteristics are taken into account in the planning and administration of TPD programs.
بازقاب بندیِ روایت چندوجهی: مطالعه موردی دوبله بینازبانی پویانمایی های پخش شده از صدا و سیمای جمهوری اسلامی ایران(مقاله علمی وزارت علوم)
منبع:
مطالعات زبان و ترجمه سال پنجاه و چهارم زمستان ۱۴۰۰ شماره ۴
63 - 100
حوزه های تخصصی:
مقاله حاضر با اتّکا به مدل بازروایت در ترجمه دیداری‑شنیداری قمی و فرحزاد (الف 2020) به بررسی انواع بازقاب بندی در دوبله بینازبانی پویانمایی های پخش شده از صداوسیمای جمهوری اسلامی ایران می پردازد. ازآنجایی که روایت های دیداری‑شنیداری ماهیّت چندوجهی دارند، علاوه بر محل های کلامی، محل های غیرکلامی هم در فرایند بازروایت دستخوش تغییر می شوند که این امر زمینه بیشتری را جهت بازقاب بندی در اختیار مترجم و مؤسسه ترجمه قرار می دهد. بدین منظور از بررسی روایت چندوجهی قمی و فرحزاد (الف 2020) برای تحلیل و مقایسه پویانمایی های اصلی و دوبله شده در سطح خرد محل های کلامی و غیرکلامی بهره گرفته شده است. نتایج پژوهش حاکی از آن است که پانزده نوع مختلف بازقاب بندی در ساخت واقعیت در دوبله پویانمایی ها شرکت می کنند که به سه دسته بازقاب بندی از طریق تصرف گزینشی، بازقاب بندی از طریق برچسب زدن و بازقاب بندی از طریق جابجایی جایگاه شخصیت ها تقسیم می شوند. علاوه براین، بازقاب بندی زمانی/مکانی انواع دیگر بازقاب بندی را تحت الشعاع قرار می دهد. بر اساس این مطالعه، صداوسیمای جمهوری اسلامی ایران نقشی فعّال در ساخت واقعیت در زبان مقصد ایفا می کند و از ترجمه به عنوان ابزاری برای اشاعه و یا سرکوب روایت های خاص در پویانمایی های مقصد بهره می گیرد.
An Investigation into English Language Teaching Textbooks Used at Medical Sciences Universities: Implications for Educational Justice
حوزه های تخصصی:
General English (GE) is a course offered in all education programs by the Iranian medical education system. However, no curriculum has been developed for the course and teachers develop their syllabus, which largely relies on textbooks. This study aimed to investigate what textbooks used for teaching GE at the Iranian medical sciences universities and what language skills are covered in the textbooks. To this end, six medical universities were targeted and the textbooks used by them were collected and analyzed. The results showed that the textbooks used in the universities differed in terms of number (one or many) and type (medical, non-medical, and a combination of them). Certain textbooks were used commonly in most universities. The textbooks also covered the language skills differentially with vocabulary and reading being the most popular and listening and pronunciation being the least popular ones. The study concludes that there is no harmony in the GE textbooks in the universities, which results from the lack of a unified national curriculum. The study argues that differences in the textbooks can adversely affect the quality of education and educational justice and has implications for organizing English language teaching at medical universities.
L1-Based Elicitation as a Valid Measure of L2 Classroom Performance Assessment: Multi-Method Mono-Trait Model of Validation(مقاله علمی وزارت علوم)
حوزه های تخصصی:
Classroom performance assessment has gained prominence parallel to the multiplicity of the purposes ahead of assessment. Of many, the major controversy, which was the motive behind this study, is the incorporation of L1-based elicitation as a valid measure of second language (L2) performance assessment. To shed empirical lights on this issue, this explanatory sequential mixed-methods research employed 87 Iranian intermediate EFL learners, whose L2 classroom performance was assessed through L1-based elicitation techniques. In order to validate this mechanism, multi-method mono-trait model (namely, Pearson correlation, structural equations, exploratory and confirmatory factor analysis, composite reliability and convergent validity) suggested by Henning and Mesick’s Unitary Concept of validity were applied. The results from these multiple sources of evidence yield support to their common consensus that L1-based elicitation techniques are valid measures of L2 performance assessment. The findings then offer legacy to the educational implications of L1-based mechanisms both in L2 instruction and assessment.
بررسی مقابله ای رویکردهای آموزشی کارل راجرز و واسیلی داویدوف در کلاسهای درس زبان روسی(مقاله علمی وزارت علوم)
حوزه های تخصصی:
هدف از نگارش این مقاله، شناخت اشتراکات دیدگاه های واسیلی واسیلیویچ داویدوف (Vasily Vasilievich Davidov), وکارل راجرز(Carl Rogers) در مورد روشهای آموزش و توانایی تدریس به عنوان بحث کلیدی روز در آموزش مدرن است. منابع رشد شخصیت در آموزش توسعه دهنده و جایگاه مدرس در تدریس توسعه دهنده مورد بحث و بررسی قرار می گیرد. از طرفی مفهوم «ارتباط با موقعیت» در آراء داویدوف به عنوان پیش شرط های فلسفه جدید آموزش مورد واکاوی خواهد بود. در این پژوهش بر آن هستیم تا فرضیه تقویت تعامل مدرس و دانشجو و تاثیرآن در بهبود اعتماد به نفس و بهره وری بیشتر در کلاسهای درس زبان را بیازماییم. با اتکا بر آراء راجرز و داویدوف جهت بررسی فرضیه های پیش گفته پرسشنامه ای تنظیم گردید، و 147 نفر از دانشجویان زبان روسی در پاسخگویی بدان مشارکت داشتند. از انجام این پژوهش به دنبال پاسخی برای این مساله هستیم که کدام رویکرد های آموزشی فوق می تواند تاثیر گذارتر باشد ؟ آیا همه دانشجویان با یک روش تدریس موافق هستند؟ و نتیجه پاسخها موید استقبال دانشجویان از روشهایی است که هم افزایی تعاملی و تقویت خود باوری، خودکارآمدی و به تبع آن بهره وری حداکثری دانشجویان از روند آموزشی را در پی دارد.
Exploring Rhetoric of Motives in Ali Smith’s Political Novel Autumn
منبع:
Journal of Foreign Language Teaching and Translation Studies, Vol. ۶, No. ۲, Spring ۲۰۲۰۱
71 - 86
حوزه های تخصصی:
In his political novel, Autumn , Ali Smith has implicitly integrated family life with political matrices of British-European relations. In this study, Autumn was investigated in light of Kenneth Burke's notions of identification, substance, symbolism, and imagination known as rhetoric of motives. Identification refers to identifying with characters having some components or substances in common. Rhetoric of motives refers to the application of terms with persuasive function that move people into action. The themes of Ali Smith's Autumn are in congruity with Kenneth Burke’s theoretical ideas represented as theme of love to explain illogical coupling of a young woman and an old man that recalls England and Europe/EU interconnection and mismatching relations. This study explored how the rhetoric and dialect of Smith that have symbolic meanings and functions is motivating through identification with characters. Burke believes that through rhetoric of motives and grammar of motives it is possible to create protagonists that people can easily identify with to persuade them into action based on their intended political views. Through rhetoric of motives by the seasonal novel via identification, symbolism, and imagination, Smith indirectly portrays the political event of Brexit (British Exit) and its consequences in British society.
Gender-Specific Charactonyms in Persian Translation of John Bunyan’s The Pilgrim's Progress
منبع:
Journal of Foreign Language Teaching and Translation Studies, Vol. ۶, No. ۴, ۲۰۲۱-۲۰۲۲
23 - 38
حوزه های تخصصی:
The present research aimed to investigate gender-specific charactonyms and their meanings in Persian Translations of John Bunyan’s (1678) The Pilgrim's Progress. It also aimed to reveal translation strategies applied by both translators in their translations, Siyahat-i Masihi (‘سیاحت مسیحی’) by J. L. Potter in 1926 and Seir-o Solouk-i Za’ir (‘سیر و سلوک زائر’) by Golnaz Hamedi in 2002. To do so, SL gender-specific charactonyms and TL equivalents were compared together at Evelyn Hatch’s (1992) macro-level analysis. According to Hatch (1992), characters, as one of the elements of a story, play a significant role and affect the macrostructure of the story. Then, Alexander Kalashnikov’s (2011) two types of charactonyms were used to analyze the translations. The results show that Potter preferred to preserve the titles of gender (masculine and feminine) in his translation. In contrast, Hamedi more tended to distance the gender of the charactonyms having deeper meanings. This led to affect the novel due to the omission of the characteristics and additional information behind the charactonyms.