The study was intended to provide a description of the attitudes of English-major studentstowards the teaching methods in translation courses to find out more about the relevance andquality of methods to the students’ needs, concerning the necessary educational resourcesprovided in the methods of teaching. Accordingly, a multi-item Likert-scale questionnairecontaining 32 items was developed based on the principles applied in the three traditional,complex and modern methods of teaching for collecting the research data. Cronbach’s alphawas administered for estimating the reliability of the items. Besides, experts’ judgment anditem analysis were used for the coverage and relevance of content and construct validity. Tocollect the research’s data, 100 questionnaires were distributed among 100 homogenizedparticipants to provide their responses for each item. The data were analyzed via SPSSsoftware, in which each of the participants and items had one row and column, respectively.The responses to the items were stored as numbers from 1 to 5 according to the Likert-scales.Besides, value labels were used to ascribe text labels to the numbers. Moreover, the frequencytables were then extracted via descriptive statistics of SPSS software to generate the summaryof the participants’ responses to the items, based on which the final data analysis and reportswere provided. As a result, although all the methods were common, but the modern methodschallenged the previous methods and emphasized the necessity for further incorporation of theexisting principles for assuring the quality and relevance. The results of the study would behelpful for students and instructors in teaching languages and translation studies via enablingthem to find out how subtle variations in methods might lead the learners to the variousdirections depending on their various attitudes. پرونده مقاله

The ability to write effectively is becoming progressively important and instruction in writing is assuming an increasing role in second and foreign language education. Students’ writing abilities have been tested through various writing tasks. Independent tasks of writing or writing-only tasks have been utilized to test students’ writing ability; however, they have been criticized for their lack of authenticity and validity and integrated tasks of writing have been proposed as an alternative. In this regard, this study attempted to examine the impacts of reading-to-write and writing-only tasks on the writing ability of Iranian EFL learners. The main participants of the study were 68 intermediate-level EFL learners divided into two homogeneous groups: experimental and control. After the writing pretest, the experimental group was given reading-to-write tasks for 15 sessions, while the control group was provided with writing-only tasks. Eventually, a writing posttest was administered. The statistical analyses of the collected data revealed a statistically significant difference between the writing ability of the participants of the two groups. To be precise, reading-to-write tasks were found to be more effective than writing-only tasks. The data collected via the reading-to-write questionnaire was likewise analyzed with the results showing a unanimous preference for reading-to-write tasks. پرونده مقاله

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. پرونده مقاله