Exploratory-Cumulative Talk Discourse Markers in Translation Classes: Covertly-Needed vs. Overtly-Needed Translation Texts
محورهای موضوعی : نشریه زبان و ترجمه
Samaneh Yazdani
1
,
Hossein Heidari Tabrizi
2
,
َAzizeh Chalak
3
1 - English Department, Isfahan (Khorasgan Branch), Islamic Azad University, Isfahan, Iran
2 - English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
3 - English Department, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran
کلید واژه: Discourse markers, Exploratory-cumulative talk, Translation classes, Translation of Literary Texts, Translation of Political Texts,
چکیده مقاله :
The widening conceptual and methodological approach towards exploratory-cumulative talk reflecting its multi aspects of being the optimal analytical tool and strategy in translation classes was the main motivation to set the present study to check whether there is any significant difference between the occurrence frequencies of the discoursal markers showing exploratory-cumulative features in the covertly and overtly needed translation texts. 63 linguistically homogeneous undergraduate students majoring in English translation at Islamic Azad University participated in this study. Two classes; namely, Translation of Literary Texts and Translation of Political Texts, were held by one of the researchers employing the exploratory-cumulative talk as an effective approach to make the learners more efficient and independent cognitively, pedagogically, linguistically and psychologically. Exploratory-cumulative talk discoursal markers, thereof, were identified by using a number of pre-defined indicators by Wegerif and Mercer based on four ground rules that led to capture the nature of the types of the talks and their frequency in classroom recorded conversations. The results of the data analyses showed although the mean of the occurrences of exploratory-cumulative discourse markers for the course Translation of Political Texts was greater than those for the course Translation of Literary Texts, the difference was not found significant.
با توجه به اثربخشی اجرای بحث اکتشافی-جمعی در کلاس های ترجمه، مطالعه حاضر به منظور تعیین این امر انجام شد که آیا تفاوت قابل توجهی بین تعداد رخ دادن نشانگرهای گفتمانی ویژه بحث های اکتشافی-جمعی در کلاس های ترجمه متون بصورت آشکار و نهان وجود دارد یا خیر. به منظور دستیابی به اهداف این مطالعه، 63 دانشجوی دوره کارشناسی گرایش مطالعات ترجمه در دانشگاه آزاد اسلامی و از نظر مهارت زبان انگلیسی همگرا در کلاس های ترجمه متون ادبی و ترجمه متون سیاسی قرار گرفتند. محقق کلاس های ترجمه را با استفاده از بحث اکتشافی-جمعی بعنوان رویکردی موثر برگزار کرد و زبان آموزان از تاثیرهای شناختی، آموزشی، زبانی و روانشناختی بهره مند و کارآمدتر و مستقل تر شدند. استفاده از شاخص های از پیش تعریف شده وگریف و مرسر برای نشانگرهای گفتمانی بحث های اکتشافی-جمعی مبنی بر چهار قانون پایه منجر به تشخیص نوع بحث ها و دفعات آنها در مکالمات ضبط شده در کلاس شد. نتایج تجزیه و تحلیل داده ها نشان داد که اگرچه میانگین وقوع نشانگرهای گفتمانی بحث های اکتشافی-جمعی در کلاس های ترجمه متون سیاسی بیشتر از کلاس های متون ترجمه ادبی بود، تفاوت میان میانگین ها معنی دار نبود.
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