A Survey on the Attitudes of Students Majoring in English Language towards the Teaching Methods in Translation Courses
الموضوعات : نشریه زبان و ترجمه
Mohammad Iman Askari
1
(Ph.D. Candidate, Department of English Language Teaching, North Tehran Branch, Islamic Azad University, Tehran, Iran)
Jahanbakhsh Nikoopour
2
(Assistant Professor, Department of English Language Teaching, North Tehran Branch, Islamic Azad University, Tehran, Iran)
Roxana Aminzadeh
3
(Assistant Professor, Department of English Language Teaching, North Tehran Branch, Islamic Azad University, Tehran, Iran.)
الکلمات المفتاحية: Methods of teaching translation, Translation courses, English-major students,
ملخص المقالة :
As a subset of descriptive studies, the current research focused on learners’ perception of the common teaching methods in translation courses. Accordingly, a multi-item Likert-scale questionnaire with 29 items was developed based on the proposed strategies applied in the three traditional, complex and modern methods of teaching for collecting the research data. Cronbach’s alpha was administered for estimating the reliability of the items. Besides, experts’ judgment and factor analysis were used for the coverage and relevance of content and construct validity. After administering the questionnaire among 100 homogenized participants, the answers were processed into numbers and applied in the final data analysis and reported. In conclusion, although all the methods were common in the educational context, the modern methods resolved the challenges which existed in previous methods and put emphasis on the necessity to provide a combined approach towards the existing principles of teaching translation. The results of the study would be helpful for students and instructors in teaching and translation studies via providing an interdisciplinary perspective in teaching translation and languages based on students’ attitudes towards the teaching methods in translation courses.
Alekseeva, I. (2000). Professional training for translators: A textbook on interpretation and written translation for teachers and translators. Petersburg: Sankt.
Alekseeva, L. (2010). Methodology for teaching written specialized text translation. Vestnik: Perm University Press.
Beeby Lonsdale, A. (1996). Teaching Translation from Spanish to English: Worlds beyond Words. Canada: Ottawa Press.
Beeby, A., Rodríguez-Inés, P., & Sánchez-Gijón, P. (Eds.) (2009). Corpus Use and Translating: Corpus Use for Learning to Translate and Learning. Amsterdam-Filadelfia: John Benjamins.
Catford, J. C. (1965). A linguistic theory of translation: An essay in applied linguistics. London: Oxford University Press.
Corpas Pastor, G. (2008). Investigar con corpus en traducción: los retos de un nuevo paradigma. Frankfurt am Main: Peter Lang.
Cronin, M. (2012). Translation in the Digital Age. London: Routledge.
Davies, M. G. (2004). Multiple voices in the translation classroom: Activities, tasks and projects. Amsterdam: John Benjamins Publishing Company.
Denscombe, M. (1998). The Good Research Guide: For Small-scale Social Research Projects. Buckingham: Open University Press.
Dudley-Evans, A., & St. John, M.J. (1998). Developments in English for specific purposes. Cambridge: Cambridge University Press.
Garant, M. (2010). Current trends in translation teaching and learning. Helsinki: University of Helsinki Press.
Gallego Hernándes, D. (2012) Traducción económica y corpus: del concepto a la concordancia. Aplicación al francés y al español. Alicante: Servicio de Publicaciones de la Universidad de Alicante.
Gerding-Salas, C. (2000). Teaching Translation: Problems and solutions. Translation Journal, 4(3), 328-334.
Holms, J. S. (1988). The name and nature of translation studies. In Venuti, L. (Ed.). The translation studies reader (pp. 172-185). London & New York: Routledge.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press Inc.
Munday, J. (2001). Introducing translation studies: Theories and applications. London: Routledge.
Nord, C. (2005). Text analysis in translation: Theory, methodology, and didactic application of a model for translation-oriented text analysis. Amsterdam/New York: Rodopi.
O'Donoghue, T., & Punch, K. (2003). Qualitative educational research in action: Doing and reflecting. London: Routledge.
Robinson, D. (2012). Becoming a translator: An introduction to the theory and practice of translation. NY: Routledge.
Selinker. L., & Douglas, D. (1985). Wrestling with ‘context’ in interlanguage theory. Applied Linguistics, 6(2), 190-204.
Smith, M.L. (1991). Meanings of test preparation. American Educational Research Journal, 28(3), 521-542.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In Gass, S., & Madden, C. (Eds.). Input in second language acquisition (pp. 140-149). New York: Newbury House.
Tiropanis, T., Davis, H., Millard, D., Weal, M., White, S., & Wills, G. (2009). Linked data as a foundation for the deployment of semantic applications in higher education. In SWEL'09 (Ed.). Ontologies and social semantic Web for intelligent educational systems: AIED'09 Conference (pp. 14-23). Brighton, UK: University of Brighton.
Toury, G. (1995). Descriptive translation studies and beyond. Amsterdam & Philadelphia: John Benjamins.
Vermes, A. (2010). Translation in foreign language teaching: A brief overview of pros and cons. Eger Journal of English Studies, 10(1), 83-93.
Vinay, J. P., & Darbelnet, J. (1995). A comparative stylistics of French and English: A methodology for translation. Amsterdam: John Benjamins Publishing.
Waddignton, C. (1999). Should translations be assessed holistically or through error analysis? Hermes Journal of Linguistics, 26(1), 15-37.
