Translation is a difficult and complex task. Some elements such as linguistic and socio-cultural differences in two languages make it difficult to choose an appropriate equivalent; the equivalent which has the same effect in the target language. In the present study, one of the richest sources of the humor and satire is investigated. Humor is completely obvious in "The Adventures of Huckleberry Finn" by Mark Twain. He tried to laugh at social and cultural problems of his time by this novel. Two translations of this book by Hushang Pirnazar and Najaf Daryabandari are investigated. The author tries to investigate on transference of humor from the source language to the target language by a syntactic strategy of Chesterman. By investigating the text, it will be found out that which translator is more successful in recreation of humor by using the strategies. Research question:Were translators able to recreate the same humoristic features of the source text in the target text by using the presented strategies? Which translator was more successful in transference of humor?Research hypothesis: Both translators could recreate the humoristic feature by using the presented strategies.

Improving writing instruction has been the focus of educational researchers during the last three decades.Instructions in writing strategies i.e. planning, drafting, revising have showed a dramatic effect on the students' quality of writing. Moreover, the use of reading and reading strategies like summarization in writing classes has generated a great deal of debate. Employing the overlap of reading and writing strategies as a framework, the present study was conducted to investigate the possible relationship between explicit teaching of summarizing strategies and writing achievement. The study used a Quasi-experimental design. Two groups of intermediate efl students were assigned to experimental and control group. According to Nelson Proficiency test results, both groups were nearly at the same proficiency level. The experimental group, in addition to writing instruction, was taught summarizing strategies explicitly through CALLA. The control group only received the writing instruction in traditional way. The result of writing pre and posttest showed the positive effect of summarizing instruction on students' writing ability. Comparing the mean score of experimental group on writing posttest (M= 14.6) with the mean score of control group on writing post-test (M= 12.8) revealed that groups have significant difference (P= .000 < .05) and the experimental group outperformed the control group in writing posttest. Therefore, it was concluded that explicit summarizing strategy instruction could be used effectively for Iranian language teaching and learning specially for improvement of their writing proficiency and improving the strategy use.

Listening comprehension plays an important role in the process of language learning as it is one of the four major skills in language acquisition. This study was conducted to investigate the effectiveness of listening strategy instruction on improving listening comprehension of Iranian EFL learners. To achieve this goal, forty students studying at Birjand University were participated in the current study. All of thestudents were within the age range of 18 to 22. Then, they were non-randomly divided into two groups, as a control and an experimental group. Theexperimental was taught based on a guide lesson plan regarding listening strategies while the control group did not receive any treatment. The listening section of TOEFL was utilized to measure the listening performance of the participants before and after the treatment. The results of Independent Samples Test indicated thatinstructing listening strategies had no significant impact onlistening comprehension of Iranian pre-intermediate EFL learners.