Gender-Specific Charactonyms in Persian Translation of John Bunyan’s The Pilgrim’s Progress

The present study intended to design some materials based on the guidelines of González Davies (2004) for ‘legal texts and correspondence translation’ course of graduate students majoring in translation studies. To this end, first a checklist on the basis of Gentry and Gable’s (2001) model was designed to find out the participants’ perceptions of the tasks. Next, the researchers designed related tasks based on Gonzales Davies’ (2004) guidelines inspired by Kiraly’s (2000) constructivist approach. In the third phase, the participants were given the designed tasks published in a book during1012 sessions. Finally, the researchers held a semistructured interview with the participants to find out their perceptions towards classroom activities as well as their translation ability. The results indicate that the participants had positive perceptions regarding the designed tasks. The findings have implications for translation classroom courses.