درخت حوزه‌های تخصصی

The ability to read fluently is a critical skill for language learners in foreign language contexts. Learning to read Arabic texts for Persian language learners is not an exception. The importance of this reading is more recognized when these learners are faced with religious texts including the holy Quran. Iranian readers of the Quran have many difficulties in uttering and pronouncing Arabic words and letters which blocks their fluency. Traditional approaches toward reading fluency such as teacher model have not been very successful. Therefore, the current research has investigated the effect of dynamic assessment on promoting learning fluency of Iranian learners of Arabic. Deeply rooted in mediated interaction and learning in zone of proximal development (ZPD), dynamic intervention is a new instructional strategy toward language learning. The current research has adopted an inventory of mediational strategies (Aljaafreh and Lantolf, 1994) of interventionist dynamic assessment to intervene learning hotspots and promote fluency of intermediate Quranic learners of teacher training centers in Qum. To this aim 20 students were selected through convenience sampling and their scores were compared in a quasi-experimental design. These students were assigned to two experimental groups where one of them underwent dynamic intervention while the other was recruited in a traditional teacher modeling course. Their scores in the post-test were analyzed through t-test. The findings showed that dynamic intervention promoted reading fluency of Iranian Quranic readers more than traditional approaches. Dynamic intervention can be replaced with traditional instructional methods by Iranian Quranic teachers and promote reading fluency significantly.

In the interpretation, translation and esoteric interpretation of the Holy Qur’an, we are faced with free translation and non-adherence to some subtleties. Among the rhetorical matters, omission, connection, division, simile, metaphor and irony, etc. have been used extensively. Therefore, the translator must be completely careful and fluent in this matter. Another issue before us is the diversity and differences in the translation and interpretation of the Holy Qur’an. Two cultures, two tastes, and two different times influence translation approaches, and these can affect both the tastes of the creators and the recipients. Therefore, in this research, these controversial points have been pointed out. This research intends to use the descriptive-analytical method with the aim of explaining the translation approach with the focus on two Qur’anic translators and thinkers, namely Mousavi Garmaroudi and Abu al-Futūḥ Rāzī. The purpose of this study is to prove the hypothesis that in the translations and interpretations of the Qur’an by Garmaroudi, the language is close to the language of the people, smooth and fluent. But the translation of Abu al-Futūḥ Rāzī is the first translation and interpretation presented in the Dari language and he first brings the translation of a part of the verses, then he interprets them.