The Most Common Challenges Facing Iranian English Majors in the Translation Process from English into Persian

الموضوعات :

Narcisse Memarzia ¹ , Rahman Sahragard ² , Seyyed Ayatollah Razmjoo ³ , Shahram Afraz ⁴

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

تاريخ الإرسال : 26 الثلاثاء , رمضان, 1441 تاريخ التأكيد : 27 الثلاثاء , محرم, 1442 تاريخ الإصدار : 06 الأحد , رجب, 1441

الکلمات المفتاحية: Error analysis, Translation strategies, pedagogical solutions, topical knowledge, translation problems,

ملخص المقالة :

The main priority for university translation educators is to improve the quality and outcomes of translation courses. To achieve such a goal, the instructors are required to integrate learners' needs, identified with the help of a needs survey, into syllabus content. Accordingly, the present study was conducted to identify the Iranian English majors' difficulties in translating English texts since once a problem is identified, exploring the best pedagogical solutions would follow. The aim was accomplished through qualitative descriptive research conducted at Islamic Azad University, Shiraz Branch tracing the errors committed by the English majors in their exam papers in academic years 2016-2019. Following the model proposed by Miremadi (2008), the syntactic and lexical problems were identified in the exam papers collected during six semesters. Moreover, three more categories were added to the list as the data analysis moved forward: culture problems, stylistic problems, and miscellaneous errors with detailed subdivisions. What appeared to be worthy of attention in the results was the students' weakness in text and sentence segmentation to find the function of the components to approach textual meaning, resulting from the students' poor English language proficiency. The results also revealed the students' poor topical knowledge as well as the lack of knowledge of translation techniques and strategies.

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