A Survey-Based Taxonomy for Interpreting Types and Modes for an Interpreter Training Curriculum
محورهای موضوعی : نشریه زبان و ترجمه
ناصر جنانی
1
,
Alireza Ameri
2
1 - Department of English Language, Islamic Azad University, South Tehran Branch, Tehran, Iran
2 - Department of English Language, South Tehran Branch, Islamic Azad University, Tehran, Iran
کلید واژه: Taxonomy, Interpreting Modes, Interpreter Training Discipline, Interpreting Types,
چکیده مقاله :
There is no clear-cut, universal consensus on the nomenclature and essence of interpreting types and sub-types, modes, settings and modalities, and the sequence of presentation of modes in the curriculum because different authors and practitioners in the field view these concepts and their hierarchy from various angles and vistas. The uppermost objective of this study was to taxonomize interpreting types and modes to befit a standardized curriculum in the Iranian academia in the light of a qualitative research conducted within the ethnography of the Islamic Azad University South Tehran Branch. To this end, 243 books, 126 articles, 36 websites, 19 clips and 12 podcasts were qualitatively scrutinized as the source materials for content analysis. Moreover, 15 interpreters, 18 interpreter trainers, 32 M.A. and 86 B.A. English Translation Studies students participated by filling out a 5-item researchers-designed open-ended questionnaire. Based on the findings, the inventory of interpreting types and modes were taxonomized and the order of modes was sequenced to be used in an interpreter training discipline in Iranian higher education.
درباره نام‌گذاری و ماهیت انواع و اقسام، روش‌ها، رویدادگاه ها و شیوه‌های ترجمه شفاهی و همچنین ترتیب و توالی ارائه شیوه‌های آن در برنامه درسی تربیت مترجم شفاهی اتفاق نظر روشن و همگانی وجود ندارد زیرا نویسندگان و مترجمین شفاهی مختلف در این حوزه به مفاهیم و رده‌بندی آنها از زوایا و چشم اندازهای مختلف می نگرند. هدف اصلی این پژوهش رده‌بندی انواع و روش‌های ترجمه شفاهی متناسب با یک برنامه درسی استاندارد به منظور ارائه در مقطع آموزش عالی در ایران در پرتو یک پژوهش کیفی با بهره‌مندی از قوم نگاری دانشگاه آزاد اسلامی واحد تهران جنوب بود. بدین منظور، 243 کتاب، 126 مقاله، 36 وب سایت، 19 کلیپ و 12 پادکست به عنوان منابع تحلیل محتوا مورد بررسی کیفی قرار گرفت. همچنین 15 مترجم شفاهی، 18 استاد ترجمه شفاهی، 32 دانشجوی مقطع کارشناسی ارشد و 86 دانشجوی مقطع کارشناسی رشته مترجمی زبان انگلیسی با پاسخ به سوالات یک پرسشنامه 5 سوالی باز که پژوهشگران آن را طراحی کرده بودند در این پژوهش مشارکت کردند. بر اساس یافته‌ها، انواع و روش‌های ترجمه شفاهی رده‌بندی شد و ترتیب ارائه این شیوه‌ها برای استفاده در برنامه تربیت مترجم شفاهی در آموزش عالی ایران مشخص گردید.
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