Translation Studies

The present paper seeks to address and examine Edward FitzGerald’s globally-known poem afterlife, The Rubáiyát. Translation can serve as a force for literary renewal and innovation. For many years translation was regarded as a marginal area within comparative studies, now it is acknowledged that translation has played a vital role in literary history and great periods of literary innovation tend to be preceded by periods of intense translation activity. The significance of FitzGerald’s Rubáiyát lies in how the poem was read when it appeared and in the precise historical moment when it was published. The impact of FitzGerald’s Rubáiyát was such that on the one hand it served as a model for a new generation of poets struggling to make the skepticism and pessimism a proper subject for poetry, while on the other hand it established a benchmark for future translators because it set the parameters in the minds of English-language readers of what Persian poetry could do. The present chapter tries to show that FitzGerald’s Rubáiyát had a role in forming pre-modern English poetry, notably Housman’s poetry, in terms of form and content. Housman’s A Shropshire Lad and FitzGerald’s Rubáiyát have undeniable similarities.

Translation studies essentially deals with a socio-communicatively driven and contextualized enterprise. Viewed hence, it seems that no discipline tends to provide the possibility of studying the interrelations between interlocutors to generate meaning within the interactive social context as precisely as sociolinguistics (Federici, 2018). A sociolinguistic approach to translation seems to be increasingly gaining ground, at the crossroads of Translation and Interpreting Studies (TIS) and sociology within the sociological turn (Wolf, 2010). Accordingly, the present study took a sociolinguistic approach to shed some light on The Great Gatsby (1925) and its Persian translation by Emami (2000). In so doing, an extended version of Hatim and Mason’s (1997) sociolinguistic model was employed to examine the texts in question. The source text (ST) and its target text (TT) version were investigated at both textual and extra-textual levels in light of the model’s respective sub-components. The results of this comparative study, analyzed individually for each register variable, revealed that the translator dealt rather superficially with both use-related categories of register variation like tenor and user-related aspects like idiolect. By contrast, the predominant features of literary expression were mostly retained in the translation.

This study aimed to explore the perception of translation educators about the need of teaching translation theories to undergraduate students of translation studies. BA Translation courses at Iranian Universities are generally practice–based. So, they lack meaningful teaching of translation theories and concepts. To this end, the researcher selected 62 translation teachers from seven universities of Iran based on their major and the study’s purpose. This study followed a quantitative design. The participants filled out an online questionnaire sent to them by email. The researcher designed the questionnaire based on the related literature review. The reliability of items was checked with Cronbach's Alpha. The result was 0.849, which shows the high consistency of questionnaire items. The face and content validity of the questionnaire was checked by two experts in the field. The questionnaire contained two main parts. One part included ten items on the implications of translation theories. The other part was designed for any general comments the professionals would like to add about each item. The findings indicated that most translator trainers have a generally positive attitude toward teaching translation theories. This study can be of great use for translators, those who work in the field, those who teach it, and those who study it.