Translating literary works is a difficult task, especially when it comes to cultural elements. It gets more difficult when words have ambiguities and multiple layers of meaning. The present study sought to examine the adequacy of witticism in the English renderings of Sa'di's clever remarks in Golistan (The Rose Garden). To this purpose, the researchers selected three English translations of Golistan by different translators; namely, Rehatsek (1964), Gladwin (1806), and Ross (1890). A sample of 20 anecdotes containing wittical elements were randomly taken from Golistan and compared with their English translations. The collected data were then analyzed based on Delabastita's (1993) hierarchy of pun translation strategy model. The obtained results revealed that the three translations were at best similar in terms of the applied strategies, i.e. in all the translations, the most frequently used strategies were: Pun/Non-Pun translation strategy, Non-Pun/Pun strategy, and Pun/Related Rhetorical Translation strategy, respectively. Moreover, it was indicated that all the three translations used the strategies to the same extent, though slight differences were found among them in terms of the overall use of the strategies. Since adequacy in Delabastita’ framework (1993) is hierarchically defined, it can be concluded that higher level strategies lead to more adequate translations. Generally, it was observed that the three translations were the same in terms of semantic and humorous adequacy; i.e. they transferred the source text effect in translating wittical elements of the Golistan. The findings of the study would have implications for translation students as well as translators of literary works. پرونده مقاله

This research paper examines the perspectives of Iranian male and female EFL instructors towards pragmatics instruction, with a focus on exploring the differences based on gender and teaching experience. Drawing from a comprehensive thesis, the paper investigates the instructors' views on the strengths and weaknesses of current resources for pragmatics instruction, the challenges they face in teaching pragmatics, and their suggestions for enhancing pragmatics education. Moreover, the study explores how Iranian male and female EFL instructors' perceptions of explicit instruction in promoting learners' pragmatic competence vary based on their gender and teaching experience. To achieve all these aims, the study employed an exploratory sequential design, including pre-test and post-test measures, interviews, and survey questionnaires to collect and analyze both qualitative and quantitative data. The participants were 100 Iranian English language instructors who taught at the university level. They were selected through convenient sampling and divided into two groups: the treatment and control groups. The treatment group received a training program on pragmatics instruction, while the control group did not receive any specific training. The findings suggest that while both male and female instructors recognize the importance of pragmatics instruction, they face distinct challenges and have differing perspectives on the effectiveness of explicit teaching approaches. The study also highlights the need for tailored professional development opportunities to address the specific concerns and requirements of EFL instructors with varying levels of teaching experience. These findings offer valuable implications for second language teaching and learning in the Iranian context. پرونده مقاله