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Volume 14, Issue 6 (January & February 2023)
Abstract

This study aims to examine the effects of employing a mere Task-Based Approach (TB) and a Translation-Assisted Task-Based Approach (TATB) in promoting EFL learners’ news-story writing skill. The subjects who participated in this study were 82 Iranian BA sophomores majoring in translation at Islamic Azad University, Hamedan Branch. To this aim, the participants were homogeneously assigned to two groups, i.e. control group (TB) and the experimental group (TATB). Both groups passed through the different phases of Willis’ TBL framework and the translation task was given only to the experimental or the TATB group. In other words, both groups were exposed to a 6-week TB intervention with only the experimental group benefiting from the translation practice at the end of the third phase. To obtain the related data, the researchers administered an evaluation exam on news-story writing at the pre- and post-task evaluation phases, prepared by the researchers and put to the test of expert judgment. The results showed that TATB group outperformed the mere TB group which indicates that applying translation-assisted task-based approach in teaching news-story writing could significantly improve both the experimental group’s overall performance on news-story writing and some of its different aspects such as the use of Wh/H data, word choice, context, consistency, structure, and simple language.   

1. Introduction
The present study is in pursuit of investigating the question of whether a translation-assisted approach to task-based language teaching can boost the development of English news writing skills in comparison with the application of a mere task-based language teaching approach that is lacking the translational side. As such, aiming to investigate the influence of incorporating translation into a task-based approach to teaching news-story writing, the present study has compared two groups of subjects, i.e. an experimental group, Translation-Assisted Task-Based Approach (TATB) and a control group, Task-Based Approach (TB), both receiving pre- and post-task evaluations and a six-week interventional treatment in between. Accordingly, this study works under the premise that an amalgamation of a task-based approach to teaching English news writing with translation practice can reinforce news-story writing and its sub-skills. In so doing, it has been assumed that, on the one hand, the task engagement, via authentically involving the learners with the due material, can help institutionalize the technical knowledge or the know-how related to the skill or its related sub-skills; and on the other hand, it is hypothesized that the translational practice can promote the learners’ intake of the covered material through raising the learners’ awareness or consciousness of the teaching activity at hand as well as elevating their ability in favor of a more efficient development of the skill at hand, i.e. news-story writing.
 
1.2. Research Question(s)
The present study has planned to examine both experimental (TATB) and control (TB) groups’ performance on news-story writing by addressing the following research questions:
RQ1: How significant is the difference between the OVERALL performance of the translation-assisted task-based group and that of the mere task-based group before and after the treatment?
RQ2: How significant is the difference between the performance of the translation-assisted task-based group and that of the mere task-based group regarding each of the nine SUBSKILLS under study before and after the treatment?

2. Literature Review
In line with the growing interest in the social constructivist approach to second/foreign language learning, task-based language teaching (TBLT) emerged as a reaction against the shortcomings of the conventional approach. Extensive research advocates the advantages of TBLT over conventional ones (Long, 1985; Prabhu, 1987; Nunan, 1989, 2004; Willis, 1996; Skehan, 1998a; Lee, 2000; Bygate, 2001; Willis & Willis, 2001; Carless, 2003; Ellis, 2003, 2009; Frost, 2006; Bowen, 2018; to name a few). In this regard, Bowen (2018) states:
The main advantages of TBL are that language is used for a genuine purpose meaning that real communication should take place and that at the stage where the learners are preparing their report for the whole class, they are forced to consider form in general rather than concentrating on a single form (as in the PPP model). (Bowen, 2018, p. 2)
In trying to give a hint at what a task is, Ellis (2018) writes, “the ‘task’ is a work plan and should be specified solely in terms of its design features” (p. 179). Accordingly, he also notes that as a ‘workplan’, a ‘task’ typically involves the following: (1) some input (i.e., information that learners are required to process and use); and (2) some instructions relating to what outcome the learners are supposed to achieve (Ellis, 2018, p. 23). This is while Prabhu (1987) has seen the learners as occupied with “understanding, extending (through reasoning) or conveying meaning”, which indicates a task as a meaning-centered activity (p. 27). In the same vein, Nunan (1989) has confirmed that a task makes the learners center primarily on meaning rather than form. With a view to the centrality of meaning in the act of translating texts of different languages, Duff (1994) underlines the role of ‘translation’ by stating that “translation helps us to understand better the influence of the one language on the other, and to correct errors of habit that creep in unnoticed” (p.6). Pedagogically speaking, one can also pinpoint the idea proposed by Izumi (1995) where he points to the fact that the role of translation in second language learning is noticeably minimized or even overlooked with no clear reason. This is while Danechev’s (1983), as cited in Randaccio (2012), speaks in favor of incorporating translation in language teaching classes by highlighting the benefits it will offer. In the same vein, one can refer to Sheen (1993) where he points to translation as a rich pedagogical tool for promoting the learners’ accuracy and precision of understanding. Looking through the lens of ‘bilingual teaching’, Hammerly (1994), too, maintains that bilingual education is more productive in second language learning classrooms. Having these in mind, the present study has attempted to comparatively examine the effects of employing a TATB versus a mere TB in an attempt to promote EFL learners’ news-story writing skill.

3. Methodology
According to the objectives of the study and the stated research questions, the researchers employed a quantitative method to investigate the performance of several sophomore students as participating subjects. The subjects who participated in this study were 82 Iranian BA sophomores majoring in translation at Islamic Azad University, Hamedan Branch. To this end, the Oxford Quick Placement Test (OQPT) has been administered to gain an estimation of the participants’ language ability. Both groups passed through the different phases of Willis’ TBL framework, i.e. pre-task, main task, post-task stages, while the translation task was given only to the TATB group as the experimental group. Both groups went through the pre and post-test evaluation exams and the evaluation exam itself was developed on the basis of an English-written news-story passage provided online. The evaluation exam that was put to the test of expert judgment to ensure its intra- and inter-rater reliability, was employed to measure the subjects’ ability on the news-story writing before and after the treatment. The exam contained two parts, a headline section to be written (64 characters at most) and a news-story section (100 words at most); the exam sections and their size were determined based on Thomson Reuters Handbook of Journalism (2020). Between the evaluation phases, both groups were exposed to a 6-week TBLT intervention with only the experimental group being provided with the translation task at the end of the third phase. In the ‘pre-task’ stage, the participants in both groups were provided with an introduction to the topic and the task at hand. Then, the participants in both groups were engaged in the ‘main-task’ stage which includes ‘task planning’. However, the ‘post-task’ stage, which involved ‘focus on form’, or simply put the practice on language, was organized in such a way that the task implementation for the experimental group in all treatment sessions could be joined with the translation practice. As such, the participants, having completed the task, were to translate a text on a related topic. To provide for a learner-centered setting, the teacher only observed and provided consultations, if necessary, to ensure the learners’ active involvement. It was hypothesized that the subjects in the experimental group, i.e. translation-assisted task-based treatment, would benefit from a learning situation where the skill of news-story writing and its essential sub-skills can be gained via a two-way exchange between writing and translation. This is while the mere-task-based group as the control group did not receive the translational practice of any sort. Upon the completion of the experiment and the pre- and post-test evaluation, two raters scored the test takers’ news-story writing products belonging to the two evaluation stages using a scoring rubric. The scoring rubric itself was designed based on a combination of two sets of criteria, one set of criteria was extracted from the Thomson Reuters Handbook of Journalism (2020), i.e. spelling and punctuation, context, consistency, structure, simple language, length, and headline, and the other including two more objective measures as an add-on, i.e. use of Wh/H data provided and vocabulary given. The quantitative data belonging to both groups were then analyzed using the proper statistical tools, i.e. descriptive and inferential statistical tests provided by SPSS, to be able to compare the experimental and control groups’ performance at pre- and post-test evaluation phases.

4. Results
As previously stated, the OQPT has been administered to gain an estimation of the participants’ language ability. The results showed the sophomores’ mean score and standard deviation to be 39.78 and 6.46, respectively; as such, the participating subjects whose scores were between 33.32 (M-1SD) and 46.24 (M+1SD) were chosen as the homogeneous sample (82 out of the total number of 107), who were then assigned to translation-assisted task-based group (N = 39) and mere task-based group (N = 43) within the university classroom enrolment requirements. Taking into account the results of the due assumptions, both parametric (one-way ANCOVA) and non-parametric tests (Mann-Whitney) were run to make sure about the validity of the findings and the results went hand in hand. As such, the independent variable (i.e. treatment) consisted of two categorical independent predictors for two groups, i.e. TATB and mere TB. Observations were independent; that is, there was no relationship between the observations in each group or between groups. Comparing the effects of the methods of TATB teaching and mere TB teaching on the subjects’ overall ability of news-story writing and its nine subcomponents at pre- and post-task evaluation stages, the following results were obtained (Table 1):
Table 1
Descriptive Statistics
No Skill Test Group M SD N
1 WH Words Pretest TATB 1.30 .18 33
TB 1.20 .35 33
Posttest TATB 1.34 .17 33
TB 1.23 .17 33
2 Given Words Pretest TATB 1.19 .30 34
TB .84 .46 36
Posttest TATB 1.11 .36 34
TB .72 .50 36
3 Spelling and Punctuation Pretest TATB .47 .51 35
TB .61 .57 36
Posttest TATB .67 .62 35
TB .77 .54 36
4 Context Pretest TATB 1.42 .70 35
TB .87 .65 29
Posttest TATB 2.01 .74 35
TB 1.08 .38 29
5 Consistency Pretest TATB .88 .57 35
TB .74 .59 32
Posttest TATB 1.70 .74 35
TB .39 .32 32
6 Structure, Language,
Context and Color
Pretest TATB .76 .48 35
TB .59 .49 34
Posttest TATB 1.46 .72 35
TB .47 .39 34
7 Simple Language Pretest TATB .67 .38 35
TB .43 .37 31
Posttest TATB 1.01 .35 35
TB .44 .30 31
8 Length Pretest TATB .23 .10 35
TB .25 .11 36
Posttest TATB .25 .04 35
TB .25 .11 36
9 Headline Pretest TATB .18 .16 35
TB .25 .19 36
Posttest TATB .31 .17 35
TB .25 .17 36
10 Overall Performance Pretest TATB 7.25 2.34 34
TB 5.72 2.50 31
Posttest TATB 10.02 2.62 34
TB 5.54 1.49 31
It was found that there was a significant difference between the two groups, i.e. TATB and TB, in terms of news-story writing post-test and most of its sub-skills including (1) Wh/H data, (2) Given Words, (4) Context, (5) textual Consistency, (6) texual Structure, and (7) Simple Language. More importantly, the overall performance score in TBTA group was statistically significantly higher than the mere TB group (F = 57.20, P = .00; U = 68, P = .00). However, the results indicated that TBTA group and the mere TB group did not significantly differ in terms of (3) Spelling and Punctuation, (8) Length, and (9) Headline scores (Table 2).

Table 2
One-way ANCOVA and Mann-Whitney
No Skills Sum of
Squares
df Mean
Square
F Sig. Mann-
Whitney U
Sig.
1 WH Words .22 1 .22 7.43 .00 371.50 .01
2 Given Words 1.32 1 1.32 7.15 .00 335.50 .00
3 Spelling & Punctuation .11 1 .11 .33 .56 558.50 .40
4 Context 7.26 1 7.26 23.27 .00 142.00 .00
5 Consistency 26.65 1 26.65 85.19 .00 44.50 .00
6 Structure 14.54 1 14.54 46.02 .00 127.50 .00
7 Simple Language 4.27 1 4.27 39.98 .00 129.00 .00
8 Length .00 1 .00 .05 .81 629.00 .98
9 Headline .12 1 .12 4.24 .04 508.50 .12
10 Overall Performance 229.15 1 229.15 57.20 .00 68.50 .00

The graphic representation (Figure 1), as it can be seen, more expressively depicts the significance of the difference between the TATB group’s performance on news-story writing in terms of the overall score and its sub-scores as compared with those of the mere TB group after the treatment.
Figure 1
 News-Story Writing Posttest Between TATB & TB (Overall Peformance &Sub-skills)
 
5. Discussion
The occurrence of such marked improvements in the performance of the TATB group on the news-story writing skill and the majority of its sub-skills gives objective evidence in favor of fostering the inclusion of translation practice in the language writing plans specifically when teaching writing for specific purposes is in perspective. It should be noted that the participants taking part in this study have been chosen via convenience sampling that is they “possess certain key characteristics that are related to the purpose of the investigation” (Dörnyei 2010, p. 99), which might impose its own limitations in regard to the generalizability of the results; however, the mere fact that the conclusive results have been obtained via experimenting with university subjects in an authentic learning situation is itself a positive experimental fact that cannot be ignored in pedagogical terms, where the preferability of a learning environment with communicative purposes duly matters. The main findings of the present study are in line with the positive view towards incorporating a practice of ‘translating’ via the native tongue in a language learning environment as expressed in the related literature (see Ferreira, 1999); this in itself supports the findings of other studies which have been carried out with the same objevtive in mind, that is the positive role of ‘translation’ in language teaching/learning (Navidinia et al., 2019; Lee et al., 2015; Koletnik Korosec, 2013; Lee, 2013; Chang, 2011; Cianflone, 2009; Vaezi & Mirzaei, 2007; etc.).

6. Conclusion
Though the use of a translation-pro approach to language teaching and learning has been notoriously criticized in some language teaching and learning scenarios, the employment of TATB approach showed that the practice of translation when aligned with a related writing task could enhance the news-story writing ability of the Iranian EFL learners as compared with those learners who were taught via the task-based approach only. The results of this study showed that TATB had significantly outperformed the mere TB, which indicates that applying a TATB approach in teaching news-story writing could improve both the experimental group’s overall performance on news-story writing and some of its different aspects such as the use of Wh/H data, word choice, context, consistency, structure, and simple language. As such, the rational justification for the translation-pro improvement can be sought in the students’ active engagement in the task of writing while translating a text that is related to the aimed-for product. This in itself confirms the advantage of using the native language in a foreign language learning situation


Volume 16, Issue 2 (May & June 2025)
Abstract

This article is an in-depth analysis to investigate the what- and how-patterns of semiotic manipulations in the two Persian translations of Oscar Wilde’s playscript “Salomé”, by Abdollah Kowsari (2006) and Abolhassan Tahami (2019). In this research, the dual research question has focused on examining the nature of semiotic manipulations present in the two aforementioned Persian translations. As such, this study particularly aims to identify the probable patterns of manipulation in translating certain proper names and key lexical signs that are of crucially semiological and onomatological import in a literary text. Establishing a supra-textual connection between the literary text and its original context, such semiological and onomatological items need to be retained in the translated text as well. To address the research question, the research methodology has focused on a pro-translation reading of the original text, i.e. the English-version text of “Salomé” playscript, what has been followed by an after-the-event reading of two Persian translations of the same work under a compare-contrast procedure. The analysis of the critical cases sampled from the two translations under study supports the main finding that both translators have domesticized, neutralized, or in cases excluded the certain proper names and key lexical items, i.e. signs and symbols, from the translated text. This approach has resulted in the de-foreignization of the original text during the translation process. Another significant research finding of the study underlines the point that the manipulations done in the semiological and onomatological structure of such a work of drama have led to a breakage between the text of the Persian translation and the original culturallingual context.

1. Introduction
The present study critically examines two Persian translations of the well-known play “Salomé,” written by Oscar Wilde (1854-1900), the renowned Irish author, playwright, and poet. The play “Salomé,” that is related to a biblical event, was first published in English in 1894 by Elkin Mathews & John Lane publishing in London. Due to its carefully-crafted and unique content, “Salomé” has been the subject of analysis and scrutiny by numerous literary and theatrical critics around the world. Having embodied a host of calculated linguacultural and semiological elements leading to a close association being formed between the text and its historico-geographical context, “Salomé” has gained a veritably hierarchic structure as well as a varied syntactic texture. This being said, it seemed fairly sensible to carry out a piece of critical research on two Persian translations of “Salomé”, i.e. Abdollah Kowsari (2006, Hermes Publishing) and Abolhassan Tahami (2019, Negah Publishing), what at the very outset has engaged the researcher of this study to get down to a seriously meticulous reading of both the original and the translations at hand.
A glance at the literary translations and subsequently a critical review of the translatological articles is suggestive of the fact that the appraisal of translation practice and translation evaluation by the literary readers and critics is more or less based on a one-sided reading of the translation text, what is mostly carried out by measuring the rate and quality of the domesticizing approach employed in an attempt to normalize as far as possible the linguacultural means and assets of the literary work in translation (see Even-Zohar (1978/1990/2012); Reiss & Rhodes (2014)). Having this in mind, the present study has tried to have a critical ST-oriented reading of the original text as well as the two Persian translations in order to locate culturallingual motifs, i.e. the semiological and onomatological elements. The present research has two phases. In the initial phase which was marked itself via the simultaneous act of translation to be performed by the researcher, the study went through explore the text of the play in an attempt to examine and extract the whole array of the symbolic words, specific names, and key lexicological signs existing in the original. In the ultimate phase, the study aimed to examine the question if the required associations which existed between the semiological and onomatological elements in the original and its original context via the presence of the semiological and onomatological elements, were also existent between each translation of the play and the assumed context thereof, hence reaching an estimation of the adequacy of the translations under study. In other words, the present study has aimed to analyze and evaluate the approach(s) adopted by both translators in their confrontation with and translation of certain lexical signs and naming-items as the key lexico-semiological elements in the original, what is supposed to retain the close text-context associations in the translated texts as well.
Research Question(s) and Research Hypotheses
The research question being addressed in this article has two sides: Firstly, the study has explored the translation texts to determine if the symbolic words, proper names, and certain key lexical signs all considered as semiotic and nomological elements in the text have been adequately rendered in translation; secondly, the study has tried to answer if the existing relationship in terms of the above-mentioned items serving as linking elements between the original text, i.e. “Salomé”, and its historico-geographical cum socio-cultural context has been preserved in the Persian translations as well. As such, the present research has put forward a two-sided hypotheses, firstly, that the translated texts under study have retained the semiotic and onomastic textual items in terms of translational equivalence; and secondly, that the connection between the translated texts in Persian and the overarching framework of the original context has been maintained in terms of adequately rendering the semiotic and onomastic textual items via employing the adequate equivalents, just as it is the case for the English play "Salomé" and its original context.


2. Theoretical Foundations
By looking at the extra-textual connection existing between the text of a fictional or dramatic work and the original context related to it, and in light of the tripartite unities, i.e. unity of action, unity of place, and unity of time, that lead to the formation of an ‘artistic whole’ within a literary work, one can particularly speak of the existence of “sign-words” in a particular textual narrative. Such “sign-words” are the marked words or key naming or lingua-cultural items that possess a referential and contextual value and appear as symbolic signs serving to identify and locate the original context that is connected with a literary text. In highlighting the multilayered and profound functions of proper names, Bagby and Sigalov (1987), focusing on the viewpoint of Nikonov (1974), provide a triadic functional framework around a proper name as a signifying unit or entity.
Following Nikonov, we discriminate three types of significance inhering in the proper name: first, its etymological meaning, that is, the real meaning of its root; second, the name’s signifying meaning, more exactly, the real function of the proper name qua label; third, its social meaning, or the symbolics of a name which has acquired some determinable historical meaning within the given culture (p. 474)
From an onomastic point of view, Winner and Winner (1976, p. 150) have placed due emphasis on the well-thought-out employment of the names in the texture of fictional works and written that names sometimes “demonstrate a technique peculiar to myth, that is […] where the names are semantically active.” From a discursive point of view, the property of “activeness” or enunciator-ship can be given to a name or term where it stands before the audience as a “sign” or “object”. As such, the subject occupies the position of an identifying agent in his/her interaction with that linguistic object, i.e. name or term. In this regard, the notion of “praxis énonciative” (roughly translated into ‘discursive act’) is pointed out by Shairi (2009) to explain the semiotic nature of an “object” as a discursive actor, as proposed by Greimas (1987). According to Greimas (1987), an ‘object’ is to be referred to as a “discursive agent,” one that “by showcasing the power of its presence, stands in the way of the viewer (subject)” (Greimas, 1987, p. 27). This being said, one is to view a literary text, be it fiction or drama, as including a string of semiotic and nomological motifs in the form of words or names, what establishes a cultural-semiological connection with the text’s backdrop, i.e. the original context. The point is that a literary translation must as well retain the connection with the overarching framework of the original context as such; thus, any attempt to extrapolate, transform, and domesticize such semiotic and nomological items leads to a disruption in the texture of translational work; what has itself arisen from and linked to a foreign text and therefore must enjoy the same cultural-semiological connection with the original context that is related to it.

3. Literature Review
The background of translation-oriented research in Persian, whether in the form of academic thesis or in the form of critical research published in scholarly journals is scantly evidenced, albeit as far as the present research has found access to. However, such research projects, if any, have examined the issue of translation criticism merely through a lens other than that of translatology or semiology, barely employing a duly systematic and fairly methodical approach to tackle with the research topic. Such research lines being theoretically and methodically incongruous with the theoretical scenario of this study have been abstained from being included in the present extended abstract. 

4. Methodology
In regard to the purpose of the present study and in pursuit of arriving at an adequate answer to the research questions posed above, methodology employed in the present research has been one based upon comparing and contrasting the texts of both Persian translations under study with that of the original work. Prior to beginning the text-exploration phase, it is to be stated that to maintain fairness and to avoid partiality in the process of translational criticism, the author of this article has rendered his own translation of “Salomé” in an attempt to gain first-hand knowledge of the semiological elements as they have been worked in the original text, hence not letting go of justness in critical judgement. In regard to the critical research questions addressed above, the sampling method has not been random and the data have been obtained in a purposive way by going through the source text and weighing the Persian translations against the original text. Spotting the translational flaws as such may duly explain the nature of major failings recognized in the translated texts. Collecting the research data via critical sampling has been carried out in a few phases: Firstly, the pro-translational reading of the English text and locating the textual items possessing an onomatological or semiological weight; secondly, the autonomous reading of each translation and at the same time referring to the original playscript to arrive at the points of critical incongruence; thirdly, the translato-semiological reviewing of the samples drawn with an eye to the research questions posed; fourthly, adopting a selection of the most telling examples out of the sampling collection so that a qualitative research of this kind can readily absorb; fifthly, evaluating  and analyzing the selected samples while giving special attention to the whatness and howness of the manipulations in translating the onomatological and semiological elements at work; what has eventually led to a state of inevitable distortion and detachment between the translated text and the original text on the one hand and its culturallingual context on the other. It is to be added that only those sampling-items that have most suggestively provided an explanatory answer to the research questions as such have been included in the ultimate article. Besides, although the translato-semiological analysis for each sampling-item could have accompanied by a proposed translation, this idea has been abandoned to avoid any speculative surmise on the part of the readers indicative of the authorial partiality.
5. Results
In this research, the focus has been on how certain semiotic and onomastic themes, namely symbolic vocabulary, proper names, and key lexical signs, are maintained in two Persian translations of the play "Salomé." Following that line, the study has examined how the connection between the translated texts under study and the overarching framework of the original context has been preserved from a translational semiological perspective. The findings of the present research, as evidenced by the examined samples, indicate that the original context in both translations has undergone a series of inappropriate semiotic alterations and manipulations. Both translations, by approaching the alienation of the literary context, exhibit a range of inappropriate manipulations in favor of domesticization of the original and translationally disqualify the work’s semiotic import to the detriment of the continuity between the translated text and its broader contextual framework. An evaluative study of the two Persian translations - by Abdollah Kowsari (2006) and Abolhassan Tahami (2019) - of Oscar Wilde's "Salomé" shows a disconnection between the semiotics of the translated text and the original context in terms of their linguistic, cultural, and historical ties. The approach to domestication and normativity is evident in both translations: Firstly, in the process of domesticizing the proper names as such and alienating their socio-cultural cultural significance, the onomatological items which serve as storytelling keywords which relate to the work’s chronological narrative; and secondly, in the manipulation of the work’s semiotics and de-semiotization of original cultural capital, the textual signs that evoke a revival of the original historico-geographical context in the translation as well.    
 

Volume 16, Issue 4 (6-2016)
Abstract

In this paper, post-buckling behavior of laminated plates is investigated using mesh-free method. One of the most common powerful numerical methods in recent decades is mesh-free collocation method. Due to wildly oscillating solutions at the endpoints and occurrence of Runge phenomenon in the case of uniform distribution of points, the domain of the problem is discretized with Legendre-gauss-lobatto nodes. In this paper, the classical laminated plate theory is used and different out-of-plane boundary conditions with anti-symmetric cross-ply and angle-ply laminates are investigated. Equations system is introduced by discretizing von-Karman’s compatibility equations and boundary conditions with finite Legendre basis functions that are substituted into the displacement fields. Because of large deformations and nonlinear terms in the strain-displacement relations, the nonlinear system of equations is solved by using Newton-Raphson technique. Since number of equations is always more than the number of unknown parameters, the least square technique is used to solve the system of equations. Some results are obtained and compared with those available in the literature.

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