Pedagogical Remedies to Improve Translation Teaching at Iranian Universities

Subject Areas : All areas of language and translation

Narcisse Memarzia ¹ , Rahman Sahragard ^{2 *} , Seyyed Ayatollah Razmjoo ³ , Shahram Afraz ⁴

1 - PhD Candidate, Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
2 - Professor. Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran
3 - Professor. Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran
4 - Assistant Professor, Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran

Received: 2020-06-24 Accepted : 2020-06-24 Published : 2020-04-01

Keywords: collaborative learning, Teaching translation, Constructivist approach, Pedagogical remedies,

Abstract :

The main priority for translation educators is to improve the quality and outcomes of translation courses at the university level. The process of planning and implementing the teaching process and the design of teaching materials are the translation teachers' two major concerns among many. This research presents Iranian translation educators' views on the possibilities for improving the conditions in the English language departments of Iranian universities. The goal was achieved through conducting semi-structured in-depth interviews with some of the experienced faculty members of the Iranian universities involved in translation teaching, whose suggested guidelines and perspectives were extracted and synthesized. The discussions centered around applying the constructivist approach to teaching translation, which the interviewees believed could provide opportunities for students to play an active role in their own learning by integrating and activating corresponding knowledge, skills, and attributes specifically in the form of group work or collaborative learning in translation classes. Furthermore, local policies, based on needs assessment, implemented by each department were considered to be highly efficient to face translation teaching and learning problems.

References:

Abu-Ssaydeh, A. & Jarad, N. (2016). Complex Sentences in English Legislative Texts: Patterns and Translation Strategies. IJAES, 16, 111-129. Retrieved from https://www.researchgate.net/publication/312523599_Complex_Sentences_in_English_Legislative_Texts_Patterns_and_Translation_Strategies

Ary, D., Jacobs, L. & Sorensen, Ch. (2010). Introduction to Research in Education (8th ed). Wadsworth: Cengage Learning.

Bachman, L. & Palmer, A. (1996). Language Testing and Practice. Hong Kong: OUP.

Bartrina, F. (2005). Theory and Translator Training In M. Tennent (Ed.), Training for the

New Millennium: Pedagogies for translation and interpreting (pp.177-191).    Amsterdam, Philadelphia: John Benjamins Publishing Company.

Biel, L. (2011). Professional Realism in the Legal Translation Classroom: Translation    Competence and Translator Competence. META, 56 (1), 162-178. DOI:https://doi.org/10.7202/1003515ar

Colina, S. (2003). Translation teaching. Boston: McGraw-Hill.

Davies, M. G. (2005). Minding the process, improving the product: alternatives to traditional translator training. In M. Tennent (Ed.), Training for the new millennium: pedagogies for translation and interpreting (pp. 67-82). Amsterdam/Philadelphia: John Benjamins Publishing Company.

Dollisso, S. & Cochran, L.( 2017). Why Students Don't Read Anymore? The Web.

     Retrieved from: https://www.ameshighweb.com/showcase/2017/11/16/why-students-dont-read-anymore/

Dornyei, Z. (2007). Research Methods in Applied Linguistics: quantitative, qualitative, and Mixed Methodologies.Oxford, New York: Oxford University Press.