The origin and utilization of culture-bound elements are naturally and essentially attached and and restricted to the culture of the society in which they are used. The more a text is rooted in its culture, the more it is difficult to be translated into other languages. Translation of audiovisual material for children, on the other hand, has not still been addressed sufficiently. This book offers trainee translators an investigation of techniques for translating culture-bound elements with a focus on names and idiomatic expressions in dubbing of Walt Disney animation movies.

How does one know when a translation is appropriate or not? Due to priority of answer to this question, one of the most addressed research topics in translation studies is translation Quality assessment which is a final judgement on quality of a translation based on a framework.in the present book an attempt was made to apply the Housian TQA model to identify the more proper persian translation of the novel"city of Glass."

Attention to vocabulary and finding appropriate strategy to learn new vocabularies has always been challenging for learners or even teachers. Researchers' consideration to vocabulary has been growing since mid. 1980s. In this regard, various researchers and teachers stated one or some instructions are more helpful for learners. This study is an attempt to investigate the effect of Isolated, Integrated, and Synonym Generation vocabulary instruction on writing skill among Intermediate EFL learners. For this purpose, 77 male and female learners were chosen through administering a piloted Preliminary English Test. They were then divided into three experimental groups and each of the groups was taught vocabulary through one of the mentioned instructions. At the end of the study, all participants were given a writing test. One-way ANOVA on the posttest demonstrating that the learners in the Integrated and Synonym Generation groups benefited significantly in terms of improving their writing ability.

Over the last few years, there are lots of researchers who have done a research on different methods of assessing a translated text, but in the case of House's TQA model and in the field of literary texts, few works have been done. This book, therefore, provides for the readers a common yardstick/model to evaluate the quality of translation by translators and raters. It is also of help in the improvement and creating a TQA model for the assessment of the translation of literary and non-literary texts from English to Persian, Especially the theatrical translated texts in order to be performed on the stage.

The present book aim to highlight one important issue before any high school teacher's eyes: it is necessary to understand the purpose of testing in high schools. What is the role of high school tests? Should they be considered as real tests? Or can they be perhaps best regarded as a ceremony, a cathartic ritual to be undergone alone with other examinations of this type before holiday? We hope that book may lead teachers to focus more on testing procedures as a complementary step in language learning and teaching. This will help them to see that everyone has areas of strength and areas of challenge, and that it is worthwhile to use every opportunity, even the testing sessions, for improving the learners achievements in language proficiency.

The role of writing in social interactions is becoming more and more evident in modern communities. The increasing use of personal computers and the rapid growth of the Internet have emphasized the importance of writing skill among the four skills. As a result, the ability to speak and write a second language is becoming widely recognized as an important skill for educational, business, and personal reasons. The use of performance assessment as a measure of writing language skills in English as a second or foreign language has become a common practice all over the world. This book provides an assessment model that can help teachers to observe and evaluate student writers' performances during the writing process. We hope that applying such a model for writing assessment can provide teaching practitioners with a better diagnostic tool for the evaluation of learners who are more likely to perform differently in different stages of the writing process.