No abstract

Struggling with basic restrictions in mental operations, information ‎processing, and social and communicative skills, mentally-‎challenged children learn with delay. Numerous methods have been ‎proposed to enhance learning among the mentally challenged. One is ‎emo-sensory education which highlights the interplay of senses and ‎emotions and raises teachers’ awareness of practical sense and ‎emotion utilization in class. This study analyzed emo-sensory text on ‎Persian literature, basic sciences, and theology books of mentally-‎challenged fourth-graders in terms of senses and emotions. These ‎books were compared to those utilized for normal fourth graders. ‎The emo-sensory text analysis revealed no significant differences ‎between these two sets of books regarding applying emo-sensory ‎words. Material developers merely paid attention to the visual sense, ‎while mentally-challenged and normal children are considerably ‎different. Various senses have to be integrated into the textbooks to ‎enhance learning and communicative skills, which seems to have ‎been overlooked. As a result, authors should include more emo-‎sensory stimuli to boost information processing and benefit the ‎mentally challenged.

No abstract

Defamiliarization is a literary device which has been coined by Shkolvsky and its aim is to move readers to see familiar things in an unfamiliar way. Shkolvsky argues that defamiliarization creates a 'vision' of the object instead of serving as a means for knowing it, and it is exactly what Forough Farrokhzad (1935-1967), the Iranian modern poet, applies in her poems and what the authors of this study intend to demonstrate. Farrokhzad defamiliarizes her poetry by making familiar things seem new, by unearthing oppressive elements of familiar situations and relationships, and by subverting traditional approaches with familiar and domestic things. The current study proposes and investigates three categories of defamiliarization which are stylistic, syntactic and semantic. Some examples are also given to shed light on these classifications. The current study aims to demonstrate the ways that Forough Farrokhzad has applied to take advantage of three aforementioned methods of defamiliarization.

To most of the theorists, the aesthetic function of language is the most difficult function when translating it into another culture. In translation of poetry as a special type of aesthetic function of language, the translator deals with two parts; the form and the function. The emphasis put on each of these reveals the strategy that the translator has adopted. One problematic aspect of poetry is caused by the subtleties of language which are demonstrated differently in different cultures. In creation of these subtleties, definitely, linguistic tools are involved. Collocations are among these tools which allow the poets to use their wit. To translate collocations, translator should be aware of its features to recognize them in the poem and also its types in order to decide what approach to take