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Automatic text classification, which is defined as the process of automatically classifying texts into predefined categories, has many applications in our everyday life and it has recently gained much attention due to the in-creased number of text documents available in electronic form. Classifying News articles is one of the applications of text classification. Automatic classification is a subset of machine learning techniques in which a classifier is built by learning from some pre-classified documents. Naïve Bayes and k-Nearest Neighbor are among the most common algorithms of machine learning for text classification. In this paper, we suggest a way to improve the performance of a text classifier using Mutual information and Chi-square feature selection algorithms. We have observed that MI feature selection method can improve the accuracy of Naïve Bayes classifier up to 10%. Experimental results show that the proposed model achieves an average accuracy of 80% and an average F1-measure of 80%.

The study aimed at investigating the impact of online versus hardcopy dictionaries‟ application on translation quality of senior M.A. students of translation based on Bleu model introduced by Papineni et al. (2002). To this end, using Oxford Proficiency test 50 (out of 70) female senior M.A. students of translation were selected and they were assigned to two groups: Online and hardcopy, using systematic sampling. Next, an English text was selected as the reference text. This reference text was given to three translators: 1) A male English translation expert with a Ph.D. degree in Computational Linguistics (Ref. 1); 2) A female English translation expert with an M.A. degree working at an English Translation Center and with more than 5 years of experience (Ref. 2), and 3) A male Ph.D. candidate in English translation (Ref. 3). These three versions were used as reference Persian standard translations to be entered into Bleu. Later, the English text was given to the hardcopy and online groups. Then, the translations of the participants were compared with the three reference Persian translations using Bleu. The time taken by each student to translate the text into Persian was also recorded. The results indicated that there was no statistically significant difference between the translations of the hardcopy and online groups from fluency/precision points of view. Comparison of the speed of translation in the two groups indicated that the online group was meaningfully faster. The possible beneficiaries of the findings of this research can be university professors, policy makers, and students in the realm of translation.

Neologisms are newly coined lexical units or existing lexical units that acquire a new sense. The primary objective of this study was to determine the strategies used by translators in translation of neologism in fishery-engineering based on Kurki’s (2012) model. To conduct the study first, the book “Carp and Pond Fish Culture” by Horvarth, Tamas and Seagrave (2002), along with three of its Persian translations, were selected as the data. Then, 133 neologisms were extracted from the English book. Later, the strategies used by each translator to render the English neologisms into Persian were determined with the help of a co-rater. The list produced was used as the main data source. The data were then input into SPSS (Version 21) for further analysis. The results showed that each translator had used the six strategy types differently; the most frequent strategy was ‘Borrowing’ while the least frequent strategy was ‘Transposition’. There were not any statistically significant differences among the translators in the application of each single strategy used for translation of neologisms, and there were statistically significant differences among the three degrees of inter translator consistency (ITC) in the data of the study (the most frequent degree was 3 which meant that 97 items out of 133 cases were translated by the three translators using the same strategy). The findings of this study were in line with the findings of Sedighi and YazdaniMoghadam (2012). The findings in this study could be used by translators, translation researchers, students of translation, writers, syllabus designers, policy makers, etc.

The purpose of this study was to explore the function of English restrictive and non-restrictive relative clauses in discourse cohesion and also intended to examine the possible differences between comprehension and production of restrictive relative clauses and non-restrictive relative clauses and their sub-types. Centering Theory was adopted as a framework to evaluate the coherence of discourse. To this end, 200 Iranian EFL language learners (112 females and 88 males) majoring in English as a foreign language, selected based on convenience sampling from Marvdasht and Shiraz Islamic Azad universities. They did two researcher-made tests, namely a 20-item reading comprehension test and a writing test. The reading comprehension test required the participants to read sentences containing a main and subordinate relative clause and choose the correct choice from 3 proposed answers. Likewise, to analyze their writing and productions in terms of relative clauses, the participants were asked to read 20 sentences consisting of a main clause followed by a blank in which they needed to create a sentence using a relative clause. algorithm was utilized to analyze the data. The results suggested that the participants understood and produced restrictive relative clauses better than non-restrictive relative clauses. Moreover, Identifying restrictive relative clauses and Continuative non-restrictive relative clauses were understood and produced better than Classifying restrictive relative clauses, Subjectivity, and Relevance non-restrictive relative clauses, respectively. The results of this study carry crucial pedagogical implications for teachers, language learners, and syllabus designers.

In literature, a number of factors have been reported as affecting citations to articles. This paper is intended to find out if the number of citations made to an article was associated with title length and number of punctuation marks in titles. The article also attempts to determine the most/least frequently used punctuation marks in article titles, and to study titling features in top-30 articles in the dataset examined. To extract the data, ISI Web of Science was searched using the fields, source 'SO = Scientometrics' and publishing year 'PY = 2009-2011'. In all, 650 article titles constituted the sample data of the study. To determine title length in words and in characters (with no spaces), the 'word count' option -- 'statistics' -- in Microsoft Word was used. The types and number of punctuation marks were extracted using the 'find and replace' option in Microsoft Word. Data analysis revealed that the two variables title length and citations to articles were not correlated; the number of punctuation marks could not be used as a variable to predict an article's citation rate with certainty; 'colon', 'hyphen' and 'coma' were most frequent while 'semi-colon', 'dash' and 'single quotation marks' were least frequent punctuation marks; out of the 30 top titles, 23 included at least one punctuation mark; from the top-10 titles, 9 titles encompassed a punctuation mark and the article receiving the highest amount of citations along with 5 more articles had a question mark in their titles. The average title length in characters with no spaces was 73 in the top-30 titles. [ABSTRACT FROM AUTHOR]

It is widely acknowledged that collocations are one of the most important concerns in EFL classes and materials. The significance of second language learners possessing some knowledge of collocations is now widely recognized. Also, collocations play significant role in second language learning, especially at the intermediate and advanced levels. The present study intended to investigate Ike influence of knowledge of collocation on writing ability of advanced EFL learners. Eighty Iranian advanced students participated in this study and their writings ability was analyzed to determine the collocations they produced. The participants' productive collocational knowledge was measured by free-writing tests: three topics were given to them to choose one of topics and write a composition. Their receptive collocational knowledge was measured by a multiple-choice test. Results of the study indicated that knowledge of collocation have not positive effect on production of collocation in free writing by EFL learners but it has positive effect on comprehension of collocation by EFL learners and there is a significant relationship between the receptive knowledge and productive knowledge of collocations. [ABSTRACT FROM AUTHOR]