The Impact of Mozart Music on Translator Students' Performance and its Relationship with Students' Extraversion or Introversion Personality Traits
محورهای موضوعی : English Language Teaching (ELT)فرناز قاسم زاده 1 , Ghasem Modarresi 2
1 - Department of English, Quchan Branch, Islamic Azad University, Quchan, Iran
2 - Department of English, Quchan Branch, Islamic Azad University, Quchan, Iran
کلید واژه: Extroversion, Mozart Music, Introversion, translation,
چکیده مقاله :
The present research aimed to investigate the effect of background Mozart Classical music on translator students' performance. In this study, the researchers focused not only on the relationship between music and translation but also on the relationship between music and personality traits. The main question this study tried to answer was whether using background music might enhance students' translation scores. To answer this question, 32 students from Islamic Azad University of Quchan, Iran, participated in this study. They were selected out of 40 students, employing Nelson proficiency test and were randomly assigned to two groups. The participants in experimental group were asked to translate three texts accompanied by background music, but the subjects in the control group were asked to translate the same texts without background music during three sessions. Students’ translations were scored based on Kim's (2009) meaning-oriented translation assessment model. Statistical analyses were applied for qualitative data and an interview was designed for the qualitative research question. Researchers concluded that there was a significant difference between the translation scores of the experimental and control groups. The former outperformed the latter group on the translation task.
تحقیق حاضر به بررسی رابطه بین موسیقی کلاسیک موتسارت و کیفیت ترجمه در بین دانشجویان مترجمی زبان انگلیسی می‌پردازد و ویژگی شخصیتی درونگرایی و برونگرایی افراد مورد توجه است. این پژوهش در پی یافتن پاسخ به این پرسش است که آیا موسیقی بر کیفیت ترجمه تأثیری می‌گذارد و بدین منظور 40 نفر از دانشجویان مترجمی دانشگاه آزاد قوچان، ایران، جامعه آماری این پژوهش را تشکیل دادند که پس از انجام تست نلسون، 32 نفر به عنوان نمونه، متشکل از 12 مرد و 20 زن انتخاب و به صورت تصادفی به دو گروه کنترل و آزمایش تقسیم شدند. سه متن انتخاب شده با درجه سختی متوسط اندازه گیری شد. گروه آزمایش در حین شنیدن موسیقی موتسارت متون را ترجمه کرد ولی گروه کنترل همان متون را در نبود موسیقی ترجمه کرد. متون ترجمه شدهبر اساس مدل ارزیابی کیم (2009) نمره گذاری شد. برای یافتن ارتباط بین متغیرهای تحقیق، داده های خام از طریقنرم افزار SPSSمورد تجزیه و تحلیل آماری قرار گرفت. نتایج نشان داد که سطح میانگین نمرات گروهی که،با شنیدن موسیقی ترجمه کردند در مقایسه با گروهی که بدون موسیقی ترجمه نمودند بالاتر است. در نتیجه در کلاسهای ترجمه می توان برای ایجاد انگیزه در دانشجویان از موسیقی کلاسیک استفاده نمود.
Angelelli,C., & Jacobson, H. (2009). Testing and assessment in translation and interpreting studies. Philadelphia: John Benjamins Publishing Company.
Brown, H., D. (2007). Principles of language learning and teaching. New York: Longman.
Brown, R., & Brown, N. (2008). Why teach music to teach children? Retrieved from http://www.intelli-tunes.comlwhy-teach-music-to-children.html
Burgmeier, A. (2009). Inside reading1 (special edition). New York: Oxford University Press.
Chou, P., T. (2010). Attention drainage effect: How background music effects concentration in Taiwanese college students. Journal of the Scholarship of Teaching & Learning,10(1), 36-46
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative & mixed methodologies. New York: Oxford University Press.
. Cambridge: Cambridge University Press.
Furnham, A.,& Bradley, A. (1997). Music while you work: The differential distraction of background music on the cognitive test performance of introverts and extroverts. Applied Cognitive Psychology, 11(5), 445-455.
Furnham, A., &Strbac, L. (2002). Music is as distracting as noise: the differential distraction of background music and noise on the cognitive test performance of introverts and extroverts. Ergonomic, 45(3).doi: 10.1080/00140130210121932.
Hall, J. (1952). The effect of background music on the reading comprehension of 278 eighth and ninth grade students.Journal of Educational Research, 45, 451-458.
Harmon, L., Troester, K., Pickwick, T., & Pelosi, G. (2008).The effects of different types of music on cognitive abilities.Journal of Undergraduate Psychological Research, 3, 41- 46
Hatim, B.,& Munday, J. (2004).Translation, New York: Routledge.
House, J. (2001). Translation quality assessment: Linguistic description versus social evaluation.Meta. Translators' Journal, 46 (2), 243-257.
JamaliKivi, P., Pourkalhor, O. &PourhasanMoghaddam, M. (2013).The effect of Mozart sonata (background classical music) on Iranian EFL learners’ speaking proficiency.Asian journal of social sciences and humanities, 2(1).66- 73. ISSN: 2186-8492.66- 73
Karimnia, A., &SadeghzadehLari, N. (2012).The effect of background music on translation quality.Khazar Journal of Humanities and Social Sciences.doi: 10.5782/2223-262.
Lewis, E. (2002). The relationship of listening to classical music on first graders' ability to retain information.(Unpublished M.A. dissertation). Johnson Bible College, Florida.
Maltby, J., Day, L., &Macaskill, A. (2010). Personality, individual differences and intelligence (2nded). Harlow: Pearson Education Limited.
McDonald, J. (2013).The effect of music preference on complex task performance.Global Tides, 7, Art 10, 1-24.
Morris, J. D., & Boone, M. A. (1998). The effects of music on emotional response, brand attitude, and purchase intent in an emotional advertising condition. In Alba, J. W. & Hutchinson, J. W (Eds.), Advances in Consumer Research, 25, 518-526.
Pervin, L. A. & John, O. P. (1997).Personality: theory and research (7th Ed). America: Wiley.
Rauscher, F. H., Robinson, K.D., & Jens, J. (1998).Improved maze learning through early music exposure in rats. Neurological Research, 20, 427-432. Retrieved from: http://www.uwosh.edu/ psychology/rauscher/NeuroResRat.pdf
Reynolds, J., McClelland, A., &Furnham, A. (2014).An investigation of cognitive test performance across conditions of silence, background noise and music as a function of neuroticism, Anxiety, Stress, and Coping.An International Journal, 27(4),410-421.doi: 10.1080/10615806.2013.864388
Richards, J.C. & Rodgers, T.S. (2001).Approaches and methods in language teaching (2nd
Scherer, K. R., &Zentner, M. R. (2001). Emotional effects of music: production rules. In Juslin, P.N. &Sloboda, J.A (Eds.), Music and Emotion: Theory and Research, New York: Oxford University Press.
Ushedo, B. (2006). Music and emotion.Philosophy Now magazine. Retrieved from: https://philosophynow.org/issues/57/Music_and_Emotion
White, N.K. (2007).The effects of background music in the classroom on the productivity, motivation, and behavior of fourth grade students.(Unpublished M.A. dissertation). Columbia College, New York.
