LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 13:5 May 2013
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Tense Variations in the Process of Translation of Sadeq Hedayat’s
“The Blind Owl”
From English into Persian

Nader Hajizadeh, M.A. Student in EFL
Islamic Azad University of Saveh, Science and Research Branch

M. Maghsoudi, Ph.D. in TEFL
Assistant Professor of Farhangian University, Arak

Abstract

This study is an attempt to compare the present perfect and past perfect tenses in the Persian and English versions of a famous novel by Sadeq Hedayat. After a detailed review of both “Boofe Koor” and its English translation, “The Blind Owl”, translated by D.P. Costello, 217 verbs in past perfect and 60 others in present perfect tenses were listed. The comparison of these verbs and their equivalents in the English translation of the book revealed that 68% of the past perfect verbs in the Persian version were translated in the same way in English, 18% were translated into simple past, 6.5% into past continuous and 7.5% into passive voice. It was also revealed that 43.5% of the present perfect verbs in the Persian version were translated in the same way in English, 35% into simple past, and 21.5% into past perfect. The study showed that both past perfect and present perfect tenses are translated either in the same way or into other tenses in the receptor language.

Key words: Translation, Present perfect tense, Past perfect tense

1. INTRODUCTION

As a matter of fact, teachers can be claimed to be an essential part of education, as Finocchiaro and Bonomo (2006) referred to the role of teachers as vital to learning skills and habits (Moshayedi, 2009). They might be involved in different steps which students want to take. As an EFL teacher, one of the obsessions, particularly in lower levels, can be how to deal with the students' first language.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Nader Hajizadeh, M.A. Student in EFL
Islamic Azad University of Saveh, Science and Research Branch
Iran

M. Maghsoudi, Ph.D. in TEFL
Assistant Professor of Farhangian University, Arak
Iran
maghsudim@yahoo.com
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