Translation Quality Assessment in Iranian Universities:‎ A Qualitative Study

Document Type : Research Article

Authors

• Aynaz Samir
• Masood Khoshsaligheh ‎
• Khalil Ghazizadeh

Department of English, Ferdowsi University of Mashhad, Mashhad, Iran

https://doi.org/10.22067/lts.v47i1.34543

Abstract

This qualitative study attempted to determine the approaches of select ‎Iranian translator educators for assessing students’ translation quality. So, ‎a purposive sample of twelve experienced, specialist translator educators‎at major universities across Iran was invited for interviews. The analysis ‎of the interview data revealed the approaches they advocated and so ‎applied to assessment of students’ translation quality. The Iranian ‎translator educators’ approaches were then compared and contrasted with ‎distinguished models and approaches to translation assessment. Using the ‎procedure of grounded theory, a method of qualitative data analysis, the‎interview data was coded and analyzed. The results showed that there are ‎many similarities and common areas among the translator educators in ‎approaching students’ translation quality assessment. To a great extent, ‎these approaches conform to the approaches and models of translation ‎quality assessment presented by international TQA theorists and that the ‎only difference lies in the degree of importance of the assessment criteria ‎depending on different translation courses, the text type and genre‏.‏

Keywords

• Translation Quality Assessment
• Translation Curriculum
• English Translator ‎Educators' Assessment Approaches
• Iran

20.1001.1.22285202.1393.47.1.4.2

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