Investigating Translation Theories Course in Iranian Universities: Students’ Expectations and Perceptions in Focus
محورهای موضوعی : Research in English Language Pedagogy
Samaneh Shahsavarzadeh
1
(Language Department, Humanity Faculty,Islamic Azad University of Isfahan, Isfahan, Iran.)
Hossein Heidari Tabrizi
2
(English Department of Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran)
کلید واژه: Translation Studies, Iranian Translation Students, Translation Teaching Methods, Translation MA Courses, translation theories,
چکیده مقاله :
To educate knowledgeable students in translation studies, it is essential to examine the real-world expectations of the students and investigate the teaching methods at universities. The main aim of this study was to examine MA students’ expectations of Translation Theories as one of main courses in translation studies MA program in Iranian universities. To do so, MA classes of this very course were selected from different universities in Isfahan and were observed for one semester as the sample of the study. The participants were 107 MA translation students from three different universities in Isfahan, Iran. In order to collect the data, a student course evaluation questionnaire was used and the Chi-square test was run to analyze the data. The results revealed that the students were not satisfied with the course offered. They believed that theories of translation were not applicable because they did not learn how to use theories and how the theories could help them translate a text. In addition, the teaching methods were not satisfactory and did not encourage them for their future expectations. In order to reach its objectives, Translation Theories at the MA program needs revision and there must be satisfactory coordination between students’ expectations, course materials, and teaching methods. The findings of the study can help the curriculum designers to pay more attention to the learners’ needs and help them design an applicable and comprehensive course.
Azimi, L. (2006). An assessment of MA English translation curriculum through Delphi method. Master thesis, Bandar Abbas: Islamic Azad University of Bandar Abbas.
Caminade, M., & Pym, A. (1998). Encyclopedia of translation studies, Ed. Mona Baker, London & New York: Routledge.
Carrové, M. S. (1999). Towards a theory of translation pedagogy. Unpublished doctoral thesis, The University of Lleida.
Chesterman, A., &Wagner, E. (2004). Can theory help translators: A dialogue between the ivory tower and the wordface. Manchester, UK: St Jerome.
Classroom observation form, (2015). Hampton University. Retrieved from http://www. hamptonu.edu/docs/faculty/Classroom_Observation.pdf
Chibucos, T. R., Leite, R.W., & Weis, D. L. (2004). Readings in family theory. SAGE Publications.
Delisle, J., & Woodworth,J.(ed.) (1995). Translator through history. Amesterdam: John Benjamins.
Drugan, J. (2007). Training tomorrow’s translators. Centre for Translation Studies University of Leeds, UK. Retrieved from http://www.ldu.leeds.ac.uk/ news/events/documents/ Drugan.pdf
Firoozkoohi, S., Beikian, A., & Golavar, E. (2012). Translation assessment in educational environments: Teacher’s criteria and students’ awareness. Journal of Basic and Applied Scientific Research, 2(5), 4400-4406.
Gabr, M. (2001). Toward a model approach to translation curriculum development. Translation Journal, 5(2), 1-13.
Gagné, R., & Gropper, G. (1965). Individual differences in learning from visual and verbal presentation. Pittsburgh, PA: American Institutes for Research. Retrieved from http://iceskatingresources.org/chapter_7.pdf
Hanushek, E. A. (2007). The role of education quality in economic growth. Retrieved from
http://documents.worldbank.org/curated/en/260461468324885735/pdf/wps4122.pdf
Khazaeefar, A., & Khoshsaligheh, M. (2011). Insights from EMT for translator training in Iran. An Iranian Journal of TESL, Literature and Translation Studies, 1(1), 135-152.
Klaudy, K. (2006). The role of translation theory in translator training. European Master's in Translation DGT, Brussels, 19(20), 1-19.
Liu, J. (2013). Translators training: Teaching programs, curricula, practices. Journal of Language Teaching and Research, 4(1), 127-132.
Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59.
Pérez, M. (2005). Applying translation theory in teaching. New Voices in Translation Studies, 1, 1-11.
Pym, A. (2010). Exploring translation theories. London: Routledge.
Reeves, S., Albert, M., Kuper, A., & Hodges, B. D. (2008). Why use theories in qualitative research?. BMJ, 337, 631-634.
Robinson, D. (2003). Becoming a translator (2nd ed.). London and New York: Routledge.
Saand, A. (2015). Quality enhancement cell.Retrieve from http://qec.quest.edu.pk/hec proforma.
Salimibeni, S. (2013). Assessment of translation education at Islamic Azad University: A case of MA workshop course in translation studies. Master thesis, Islamic Azad University, Isfahan, Iran.
Second Language Classroom Observation(2016). Alberta University. Retrieved from http://www.educ.ualberta.ca/staff/olenka.bilash/observation.pdf
Zou, M. (2014). Applying Translation Theories and Pedagogy: A multiple case study exploring postgraduate translation programs in China and the UK. Doctoral dissertation, University of Warwick, England.
