The Effect of Target-Language Metalinguistic Awareness on Textual Features of Translation from English to Persian: Persian Writing and The Structure of Persian Language in Focus

Document Type : Research Article

Authors

• Ali Fazel
• Dariush Nejadansari
• Azizollah Dabaghi

Department of English Language, The University of Isfahan, Isfahan, Iran

https://doi.org/10.22067/lts.v53i3.84804

Abstract

From among the necessary competencies for translators is an awareness of the source and target languages. For this purpose, some courses, including The Structure of Persian Language and Persian Writing are included in the Iranian B.A. program of English Translation. In the current study, the researchers investigated the effect of these two courses on the quality and textual features, including accuracy and complexity, of Persian translations from English. The sampling was purposive and the type of research was ex-post facto. Four groups were selected: one group (N=19) had passed The Structure of Persian Language, one group (N=15) had passed Persian Writing, one group (N=41) had passed both, and one group (N=20) had passed none of the courses. After the administration of a placement test, a text was given to the four groups of participants to translate. The quality of translation and measures of accuracy and complexity were examined in the Persian translation texts to see if there were any significant differences among the four groups. The results indicated that the quality of translation was not significantly different among the four groups. In accuracy measures, the group which had passed none of the above courses showed a significantly lower performance on correct verb forms as compared to the three other groups, but there were no significant differences between the four groups in terms of the other measures. Based on the results, it seems that these two courses are taught with the aim of increasing the linguistic knowledge of the students and not increasing their strategic sub-competence and, in general, had no significant effect on the translation of the participants. 

Keywords

• Quality of Translation
• Textual Features
• Accuracy
• Complexity
• Persian Writing
• The Structure of Persian Language

20.1001.1.22285202.1399.53.3.5.9

References

احمدی، ‌ا. (1393). نکات اساسی درباره ترجمه. در علی جانزاده. ویراستیار. فن ترجمه. تهران. انتشارات جانزاده، 40-36.

افراشی، آ. (1387). ساخت زبان فارسی. تهران: سمت.

امامی، ک. (1393). از پست و بلند ترجمه. در علی جانزاده. ویراستیار. فن ترجمه. تهران. انتشارات جانزاده، 224-207.

خوش‌سلیقه، م. (1393). توانش‌های هدف در آموزش مترجم فارسی و انگلیسی. مطالعات زبان و ترجمه. 47(3).143-113.

شادلو، ف.، شهریاری احمدی، ح. و قنسولی، ب. (1309). بررسی پیچیدگی دستوری در متون استدلالی زبان‌آموزان ایرانی از سه سطح مختلف توانش زبانی، مطالعات ترجمه و زبان، 49(4)، 75-61.

علوی، م.، نعمتی، م.، و قائمی،‌ ح. (1393). اندازه‌گیری رشد توانش ترجمه‌ای با درنظرگرفتن الگوی تربیت مترجم تکلیف محور. فصلنامه مطالعات ترجمه و زبان. 46(1)، 17-1.

مینوی، م. (1393). درباره ترجمه به فارسی. در علی جانزاده. ویراستیار. فن ترجمه. تهران. انتشارات جانزاده، 32-20.

نجفی، ا. (1393). مسئله امانت در ترجمه. در علی جانزاده. ویراستیار. فن ترجمه. تهران. انتشارات جانزاده، 60-51.

وزارت علوم، تحقیقات و فناوری (1396). مشخصات کلی، برنامه و سرفصل دروس دوره کارشناسی ناپیوسته مترجمی زبان انگلیسی. برگرفته از http://hes.msrt.ir/uploads/T_Education/1524306471_1.pdf

 

 

Ellis, R. & Yuan, F. (2004). The Effects of Planning on Fluency, Complexity and Accuracy in Second Language Narrative Writing. SSLA, 26, 59-84. DOI:10.1017/S0272263104261034.

Farhady, H. (2009). Research methods in applied linguistics 1 & 2. Tehran, Iran: PNU University.

Massardier-Kenny, F. (2017). An MA in translation. In L. Venuti (Ed.), Teaching translation: Programs, courses and pedagogies (pp. 32-38). New York, The US: Routledge.

Munday, J. (2001). Introducing translation studies: Theories and applications. London, UK: Routledge.

Newbert, A. (2000). Competence in language, in languages, and in translation. In Christina Schäffner & Beverly Adab (Eds.), Developing translation competence (pp. 4-18). Amsterdam, The Netherlands, and Philadelphia, The USA: John Benjamins B.V.

PACTE (2011). Results of the validation of the PACTE translation competence model: Translation project and dynamic translation index”. In S. O’Brien (Ed.). IATIS yearbook 2010 (pp. 30–56). London: Continuum.

Riazi, M. (2016). Comparing writing performance in TOEFL-iBT and academic assignments: An exploration of textual features. Assessing Writing, 28, 15-27. doi: 10.1016/j.asw.2016.02.001.

Sedarat, R. (2017). An MFA in literary translation. In L. Venuti (Ed). Teaching translation: Programs, courses and pedagogies (pp. 39-45). New York, The US: Routledge.

Williams J., & Chesterman, A. (2002). The Map: A beginner's guide to doing research in translation studies. Manchester, UK & Northampton, MA: St. Jerome Publishing.

Wyke, B. V. (2017). An undergraduate certificate in translation studies. In L. Venuti (Ed.) Teaching translation (pp. 18-24). New York, The US: Routledge.