To this end, 90 upper-intermediate students (50 females and 40 males) were selected in several English language institutes in Shiraz, Iran. The aim of the present study was to examine the influence of teaching metacognitive reading strategies on the reading self-efficacy beliefs of Iranian EFL learners. Moreover, the analyses revealed that the model in question was applicable to Persian translation of the neologisms created in Persian Academy words.
Applying the Chi-square test, it was also found that ten strategies have been used in a way that their frequencies were of statistical significance. The “literal translation” was the most frequently used strategy and the least frequently one was “borrowing”. The Findings indicated that the selected Iranian translators used twelve different strategies only ten of which have been mentioned in Newmark's (ibid.) model.
The Persian equivalents were analyzed on the basis of Newmark's (ibid.) model for the translation of neologisms. Each neologism was paired with its Persian equivalent provided by corresponding Iranian translators. To do so, some one-thousand words containing English to Persian translations were selected randomly and all of the neologisms created in them were collected and classified based on Newmark's (1988) typology of neologisms. To begin with, four volumes out of eight volumes of Persian Academy translation were selected randomly. The findings also revealed that ‘extra-textual or language use & task monitoring (LUTM)’, ‘Editing (ED)’, and ‘text contextualization (TC)’ were the most frequently used strategies among the seven main strategies introduced by Gerloff (ibid.).Ībstract The present study aimed at investigating the different strategies applied by Iranian translators to Persian translation of the neologism created in Persian Academy words. The results indicated that there were statistically significant differences between the frequencies of the TAP strategies applied by the participants while dealing with translation of literary genre from English into Persian. Then, applying the Chi-Square procedure, the differences between the frequencies of such students were investigated. To begin with, using the model of TAP in question, each and every recorded action done by the translators were categorized under their possible classifications. The researchers used Gerloff’s (1986) model of TAP in order to review the procedures applied by such students during the process of translating a text from English into Persian with special reference to literacy genre. THE FINDINGS SHOWED THAT THESE CASES WERE MOSTLY RELATED TO THE STUDENTS’ WAY OF WRITING AND THEIR UNFAMILIARITY WITH THE OUTLINES OF AN ACADEMIC PIECE OF WRITING.Ībstract The present study tended to investigate different strategies applied by Iranian B.A students of translation. THESES ON TS HAVE BEEN HIGHLY PROBLEMATIC. FINALLY, RESULTS OF THE SEMI-STRUCTURED INTERVIEWS WITH THE FIVE TS PROFESSORS REVEALED THAT M.A. LIKEWISE, “DATA ANALYSIS” AND “DISCUSSION” SECTIONS SHARED THE SAME FREQUENCIES. IN ADDITION, THE RESULTS OF THE PERSONAL OBSERVATIONS REVEALED THAT “STATEMENT OF THE PROBLEM” AND “REFERENCES” WERE AMONG THE MOST PROBLEMATIC ISSUES IN TS M.A. AS THE RESULTS OF THE RESEARCHER-MADE CHECKLIST REVEALED, “REFERENCES”, “DATA ANALYSIS”, AND “DISCUSSION” SECTIONS WERE AMONG THE MOST PROBLEMATIC CASES REPORTED BY THE PARTICIPANTS. HAVING DEALT WITH THE AFORE-MENTIONED INSTRUMENTS, THE DATA WERE COLLECTED, ANALYZED AND FURTHER DISCUSSED. THESE INCLUDED FARS SCIENCE AND RESEARCH BRANCH, BANDAR ABBAS BRANCH, SHAHREZA BRANCH, AND SOUTH TEHRAN BRANCH. FIRST, THE RESEARCHERS SELECTED FOUR IAU BRANCHES THROUGH ACCIDENTAL SAMPLING. TO DO THIS, THREE INSTRUMENTS WERE USED TO COLLECT THE DATA INCLUDING (A) AN AUTHOR-DESIGNED CHECKLIST CONTAINING THE REQUIRED PARTS IN A THESIS PROJECT (B) SEMI-STRUCTURED INTERVIEWS WITH FIVE TS PROFESSORS MOSTLY ACTING AS TS EXAMINERS AND (C) PERSONAL OBSERVATIONS MADE ON TRANSLATION STUDIES' M.A.
THE PRESENT WORK AIMED AT INVESTIGATING THE PROBLEMATIC ISSUES REPORTED BY TRANSLATION STUDIES (TS) PROFESSORS AND EXAMINERS DURING M.A.
0 kommentar(er)
