The present study aimed to examine the translator's solutions to the translation of conversational implicatures from English into Persian. To do so, 120 conversational implicatures were extracted from the novel the Lord of the Rings (Tolkien, 1954) and classified based on Grice's (1975) categorization of Maxims, including quality, quantity, relevance, and manner. Mur Duenas's (2003) taxonomy of translation strategies was used as a valid framework to find out the translation strategies the translator employed to transfer the 120 conversational implicatures. Furthermore, the most /least frequent translation strategies applied by the translator were investigated. At the end, the effectiveness of the source text (ST)-and target text (TT)-oriented strategies in transferring the same meaning of implicatures to the target text was determined. As the results indicate, the translator employed five out of six of Mur Duenas's translation strategies, namely TL cultural cognate, SL cultural and linguistic borrowing, replacement of the SL cultural reference by explanation, TL cultural reference suppression, and TL cultural reference literal translation, of which SL cultural and linguistic borrowing and replacement of the SL cultural reference by explanation were the most/least frequently-used strategies. Moreover, the translator preferred to employ the ST-oriented strategies rather than the TT-oriented ones that referred to the employment of the ST-oriented strategy for the whole text. Based on Grice's theory, the researcher concluded that the ST-oriented strategies were more effective than the TT-oriented ones and helped the translator to produce comprehensible translations and convey the meaning of implicatures to the target readers 

This study aimed at investigating the comparative effect of using self-assessment vs. peer-assessment on young EFL learners’ performance on selective and productive reading tasks. To do so, 56 young learners from among 70 students in four intact classes were selected based on their performance on the A1 Movers Test. Then, the participants were randomly divided into two groups, self-assessment and peer-assessment. The reading section of a second A1 Movers Test was adapted into a reading test containing 20 selective and 20 productive items, and it was used as the pretest and posttest. This adapted test was piloted and its psychometric characteristics were checked. In the self-assessment group, the learners assessed their own performance after each reading task while in the peer-assessment group, the participants checked their friends’ performance in pairs. The data were analyzed through repeated-measures two-way ANOVA and MANOVA. The findings indicated that self-assessment and peer-assessment are effective in improving young EFL learners’ performance on both selective and productive reading tasks. Further, neither assessment method outdid the other in improving students’ performance on either task. These findings have practical implications for EFL teachers and materials developers to use both assessment methods to encourage learners to have better performance on reading tasks.