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This paper is an attempt to develop a new mechanism for semasiologically identifying conceptual metaphors in a particular discourse (SCAICM). Based on Lakoff and Johnson’s (1980) conceptual metaphor theory (CMT)’ and aided with corpus tools, the proposed method complements previously suggested mechanisms by Jaekel (1995, 1997, 2002), Steen (1999, 2007, 2010), Deignan (1999, 2008) and Stefanowitsch (2006). This mechanism attempts to suggest solutions to methodological problems associated with the previous mechanisms, such as the starting point, overlooking instances of potential metaphors, neglecting stretches of words, and covering larger corpora. The proposed method is assumed to account for all and every instance of potential conceptual metaphor in corpora under investigation and it combines qualitative with quantitative analysis interchangeably. The method is implemented to ongoing PhD research addressing conceptual metaphors in selected English translations of the Noble Qur’an (ETNQs).

This paper will thoroughly examine the notion of collocation and will analyse translations of English collocations into Arabic while detailing other related points. It will also incorporate a detailed explanation of the various types of collocations in English. A collocation is defined as a combination of two or more words that usually occur together in different language contexts. Although there have been many published literatures on collocation, there is limited examination of collocation in Iraq, and the specific problems faced by Iraqi EFL students translating English collocations into Arabic. This study examines the effect of mother tongue interference on the translation of English collocations into Arabic among Iraqi EFL students. The results reveal that 67% of the participants failed to achieve the pass mark, and only 33% achieved an acceptable level of understanding and translation. A detailed explanation of the results will be presented, as well as a conclusion and recommendation of this study.

This paper compares several types of verbs in English and Persian in terms of direction. The direction of verbs seems to be potentially problematic for the Iranian EFL learners. English verbs can be formed by affixation and compounding. Even proper names and names of animals and products can be used as simple verbs. Persian is poor in this respect, and most verbs are formed via a limited number of affixes or by the productive process of verb collocation. English verbs seem more flexible in switching to intransitive or transitive modes, while Persian requires morphological transformation. The use of prepositions with objects can pose problems for the Iranian EFL learners. In one language, the focus of the sentence is on the subject while in the other, emphasis is directed to the object. Adverbs and prepositional phrases can be inherently stored in the English verb, while Persian has to openly express them.

Ezafe, as an indispensable phoneme of the Persian language, does not exist visually, but its presence is extremely effective. It is an enclitic usually realized by /-e / or /-ye/ and mostly suffixed to nouns. The presence of the Ezafe is a must when a noun is modified. Ezafe can show different relations like possession and addition. It assumes such roles as definite and indefinite articles, the verb “be”, and stands for certain English prepositions. The presence of the Ezafe in Persian can lead to fluency and correct comprehension. No transitive verbs followed by objects can do without the Ezafe enclitic. This paper classifies different phonological and syntactic uses of the Ezafe, discussing its application against the English syntactic positions of words. The paper exhibits the probability of committing mistakes by the Iranian English learners when the Ezafe enclitic is included in or excluded from their foreign language communication.