نوع مقاله : مقالۀ پژوهشی

نویسندگان

1 گروه مترجمی زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی ، تبریز، ایران.

2 گروه مترجمی زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی ، تبریز، ایران

چکیده

 
مبحث کیفیت ترجمه همواره در مباحث مربوط به ترجمه چه به‌عنوان یک محصول و چه به‌عنوان یک فرایند از درجۀ اهمّیّت بالایی برخوردار است و عوامل زیادی بر آن تأثیرگذار هستند که ویژگی­‌های روان‌شناختی از مهم‌ترین عوامل است. تحقیق حاضر به بررسی رابطۀ هوش‌­های چندگانه و هیجانی با کیفیت ترجمه پرداخته است. روش تحقیق از نوع رویکرد ترکیبی بوده و با استفاده از روش کمّی و کیفی انجام شده است. جامعۀ آماری متشکل از دانشجویان دختر و پسر کارشناسی‌ارشد رشتۀ مترجمی زبان انگلیسی دانشگاه­‌های تبریز در سال 1394 است (65=N). نمونۀ آماری شامل 49 نفر از دانشجویان ترم سوم رشتۀ مترجمی زبان انگلیسی است که با استفاده از فرمول «کوکران» و «روش نمونه­‌گیری طبقه­‌بندی نسبی» انتخاب شده­‌اند. مدل ارزیابی کیفیت  ترجمه (TQA) هاوس برای ارزیابی کیفیت ترجمه مورد استفاده قرار گرفته است و دو پرسشنامۀ «هوش چندگانه گاردنر» و «هوش هیجانی بار-آن» برای تحلیل، به ترتیب هوش چندگانه و هوش هیجانی مورد استفاده قرار گرفتند. نتایج نشان داد که در بین مؤلفه‌های هوش هیجانی، فقط شادی رابطۀ معنی‌­داری با کیفیت ترجمه داشت و در بین مؤلفه‌های هوش چندگانه، هوش زبانی، فضایی و هوش بدنی رابطۀ معنی­‌داری با کیفیت ترجمه داشتند. همچنین نتایج حاکی از آن است که جنسیت در رابطۀ بین هوش هیجانی و چندگانه با کیفیت ترجمه نقش واسطه­‌ای ایفا می­‌کند.

کلیدواژه‌ها

ثناگو محرر، غ.، و محمّدیان، ش. (1396). بررسی رابطۀ بین هوش هیجانی و جنسیت در بین دانش آموزان مقطع متوسطۀ اوّل شهر زاهدان. اوّلین همایش ملّی علوم اجتماعی، علوم تربیتی، روانشناسی و امنیت اجتماعی، تهران: دانشگاه آل طه -معاونت اجتماعی و پیشگیری از وقوع جرم دادگستری کل استان البرز.
رحمانیان، ح. (1394). بررسی کیفیت ترجمه فارسی اشعار امیلی دیکنسون بر اساس مدل ارزشیابی ترجمۀ جولیان هاوس. پایان­نامۀ کارشناسی ارشد، دانشگاه آزاد اسلامی واحد مرودشت.
رونق­زاده، ش. (1398). تحلیل و بررسی ترجمه فارسی کیمیاگر اثر پائولو کوئلیو، بر اساس مدل ارزیابی کیفیت ترجمه جولیان هاوس (1997). پایان­نامۀ کارشناسی ارشد، موسسه آموزش عالی زند شیراز.
سیّدجلالی، ب.، و مدرّس خیابانی، ش.، و کریمی بهبهانی، س. (1396). تحلیل کیفیت ترجمه ادبی با رویکرد نقش­گرای ارزیابی ترجمه: مطالعه موردی ترجمه­های فارسی رمان فرنی و زویی اثر جی، دی، سلینجر. انتشارات دانشگاه تربیت مدرس، 8(7)، 182-159.
Abdolrezapour, P. (2013). The relationship between emotional intelligence an EFL learners’ writing performance. Social and Behavioral Sciences, 70, 331-339.
Ahmadian, M. (2010). The role of gender differences on translation quality. Journal of English Studies and Translation, 78(4), 545-565.
Al-Qinai, J. (2020). Translation quality assessment: Strategies, parameters and procedures. Meta, 45(3), 490-497.
Armstrong, T. (1994). Multiple intelligences in the classroom.USA:Association for Supervision and Curriculum Development.
Bar-On, R. (1997). Bar-On emotional quotient inventory (EQ-I): Technical manual. Toronto, Canada: Multi-Health Systems. 
Bar-On, R. (2002). Bar-On emotional quotient inventory (EQ-I): Technical manual. Toronto, Canada: Multi-Health Systems.
Bar-On, R. (2006). Bar-On model of emotional-social intelligence (ESI): Consortium for research on emotional intelligence in organizations. Psicothema, 18, 13-25.
Baron-Cohen, S. (2003). The essential difference: The truth about the male and female brain. New York, NY: Basic Books.
Barron, F. (1969). The psychology of the creative writer. Explorations in Creativity, 43(12), 69-74.
Bar-Tal, Y., & Jarymowicz, M. (2010). The effect of gender on cognitive structuring: Who are more biased, men or women?. Psychology, 1, 80-87.
Chamberlain, L. (1998). Gender metaphorics in translation. In M. Backer (Ed.), Encyclopedia of translation studies (pp. 93-96). London, England: Routledge.
Chandra, A., Gayatri, A., & Devi, D. (2017). Assessment of emotional intelligence in first year medical graduates: A Questionnaire based study. International Journal of Physiology, 5, 124-126.
Craig, A. D. B. (2009). How do you feel-now? The anterior insula and human awareness. Nature Reviews Neuroscience, 10(1), 59-70.
Davis, K., Christodoulou, J. A., Seider, S., & Gardner, H. (2011). The theory of multiple intelligences. New York, NY: Cambridge University Press.
Duckelt, E., & Raffalli, M. (1989). Taking care: Maintaining the self and the home in early adolescence. Journal of Youth and Adolescence, 18, 549-565.
Eagly, A. h., & Wood, W. (1999). The origins of sex differences in human behavior: Evolved dispositions versus social roles. American Psychologist, 54, 408–423.
Ebrahim Sanjaghi, M., Ghazanfari, S. M. J., & Saeidizadeh, A. (2014). Study of the impact of emotional intelligence on the organizational learning, emphasizing on participatory culture (the case study: A public organization). The Scientific Journal of Innovation Management, 3(1), 125-146.
Ellender, C. (2006). Re-rendering the dialogic writings of Claude Sarraute: Translate or recreate? Portsmouth, UK: University of Portsmouth.
Farahzad, F. (1992). Testing achievement in translation classes. Amesterdam, The Netherlands: John Benjamins Publishing Company.
Fernandez-Berrocal, P., Cabello, R., & Castillo, R. (2012). Gender differences in emotional intelligence: The mediating effect of age. Behavioral Psychology/Psicologia Conductual, 20(1), 77-89.
Fernandez-Martinez, F., Kseniya, Z., & Wolfgang, M. (2012). Text categorization methods for automatic estimation of verbal intelligence. Expert Systems with Applications, 39(10), 9807–9820.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.
Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st Century. New York, NY: Basic Books.
Gardner, H. (2006a). Development and education of the mind: The selected works of Howard Gardner. London, England: Routledge.
Gardner, H. (2006b). Replies to my critics. Chicago, Illinois: Open Court Publishing Company.
Gunkel, M., Lusk, E. J., Wolff, B., & Li, F. (2007). Gender-specific effects at work: An empirical study of four countries. Gender, Work & Organization, 14, 56-79.
Hatim, B., & Mason, I. (1997). The translator as communicator. London, England: Routledge.
Holling, H., & Preckel, F. (2005). Self-estimates of intelligence- methodological approaches and gender differences. Personality and Individual Differences, 38(3), 503–517.
House, j. (2001). Translation quality assessment: Linguistic description versus social evaluation. Journal des Traducteurs / Meta: Translators' Journal, 46(2), 243-257.
House, J. (2015). Translation quality assessment: Past and present. London, England: Routledge.
Hubscher-Davidson, S. (2013). Emotional intelligence and translation studies: A new bridge. Translators' Journal, 58(2), 324-346.
Hubscher-Davidson, S. E. (2009). Personal diversity and diverse personalities in translation: A study of individual differences. The Journal of Perspectives: Studies in Translatology. https://doi.org/10.1080/09076760903249380.
Jaskanen, S. (1999). On the inside track to Loserville (Unpublished master's thesis).Helsinki University, USA.
Jones, F. (2006). Unlocking the black box: Researching poetry translation processes. London, New York: Continuum.
Jones, F. R. (2006). Handbook of translation studies online. Newcastle University.
Jungermann, H., Pfister, H.-R., & Fischer, K. (2005). Die psychologie der entscheidung. München: Elsevier.
Kang, W., & Furnham, A. (2016). Gender and personality differences in the self-estimated intelligence of Koreans. Psychology, 7(8), 1043-1052.
Kelly, D. (2005): A handbook for translator trainers. Manchester, UK: St. Jerome Publishers.
Kornhaber, M. L., & Gardner, H. (1995). Solving for grand beyond tri-umph of discovery: A chronicle of great adventures in science. New York, NY: Henry Holt and Company.
Lin, S. (2006). Invisible translation and politics. Perspectives Studies in Translator, 14(1), 55-65.
Marcus, S. A. (2015). Comparative study of male and female online learner performance in secondary education (Unpublished doctoral dissertation). North Central University, Arizona.
Marnat, G. G. (2003). Handbook of psychological assessment. Translated by Hasan-Pasha Sharifi & Mohammad-Reza Nik-khu. Tehran, Iran: Sokhan Publications.
Matlabzadeh, Kh., & Manochehri, M. (2009). Study of the relationship between multiple intelligence and reading skills and comprehension in international English language test (IELTS) among Iranian learners. The Scientific Journal of Mental Health Principles, 11(2), 135-140.
Mavroveli, S., & Sánchez-Ruiz, M. (2011). Trait emotional intelligence influences on academic achievement and school behavior. British Journal of Educational Psychology, 81(1), 112-134.
Mayer, J. D., Dipaolo, M., T., & Salovey, P. (1990). Perceiving affective content in ambiguous visual stimuli: A component of emotional intelligence. Journal of Personality Assessment, 54, 772-781.
Mnastersky, R. (2005). Studies show biological differences in how boys and girls learn about math, but social factors play a big role too. Chronicle of Higher Education, 51(26), 1-9.
Nemecek, S. (1997). The furor over feminist science, Scientific American, 276(62), 99-100.
Ordudari, M. (2008). Good translation: Art, craft, or science? Translation Journal, 12(1), 1-9.
Papavassiliou, P. (2007). Traductologie et sciences cognitives: Une dialectique prometteuse. Meta, 52(1), 29-36.
Perry, S. (2009). Writing in flow. Cambridge, England: Cambridge University Press.
Petrides, K. V., & Furnham, A. (2006). The role of trait emotional intelligence in a gender-specific model of organizational vari-ables. Journal of Applied Social Psychology, 36, 552-569.
Petrides, K. V., & Furnham, A. (2000). Gender differences in measured and self-estimated trait emotional intelligence. Sex Roles, 42, 449-461.
Piaget, J. (1950). The psychology of intelligence. London, England: Routledge & Paul.
Pirto, J. (2009). The personalities of creative writers: The psychology of creative writing. Cambridge, England: Cambridge University Press.
Pishghadam, R., Shayesteh, Sh., & Heidari, F. (2016). Hybrid modelling of intelligence and linguistic factors as predictors of translation quality. The International Journal for Translation & Interpreting Research, 8(1), 101-116.
Porourjalali, S., Skrzynecky, E. M., & Kaufman, J. (2009). The creative writer, dysphoric rumination, and locus of control: The psychology of creative writing. Cambridge, England: Cambridge University Press.
Ramzi, N. N., Sushila, S., & Abouchedid, K. (2008). Gender differences on self-estimated of multiple intelligences: A comparison between indian and lebanese. Journal of Social Sciences, 16(3), 235-243.
Ranasinghe, P., Wathurapatha, W. S., Mathangasinghe, Y., & Ponnamperuma, G. (2017). Emotional intelligence, per-ceived stress and academic performance of Sri Lankan medi-cal undergraduates. BMC Medical Education, 17, doi: 10.1186/s12909-017-0884-5.
Ryff, C., & Singer, B. (2002). From social structure to biology. In C. Snyder & A. López (Eds.), Handbook of positive psychology (pp. 63–73). Oxford, England: Oxford University Press.
Schutte, S. (2001). Emotional intelligence and task performance. Imagination, Cognition, and Personality, 20(4), 114-135.
Shangarffam, N., & Abolsaba, A. (2009). The relationship between emotional intelligence and the quality of translation. Journal of Teaching English as a Foreign Language and Literature, 1(2), 103-114.
Shearer, B. (2004). Multiple intelligences theory after 20 years. Teachers College Record, 106(1), 2-16.
Shipley, N. L., Jackson, M. J., & Segrest, S. L. (2010). The effects of emotional intelligence, age, work experience, and academic performance. Research in Higher Education Journal, 9, 1-18.
Shojaii Heydari., M., Liaghatdar., M. J., Mirshah Jafari, E., & IsaNejad, O. (2012). Study the validity, reliability and factorial structure of emotional intelligence of Bar-On. Psychology Magazine, 15(3), 25-36.
Siegling, A. B., Furnham, A., & Petrides, K. V. (2015). Trait emotional intelligence and personality: Gender-invariant linkages across different measures of the big five. Journal of Psychoeducational Assessment, 33(1), 1-11.
Singh, D. (2006). Emotional intelligence at work. Delhi, India: SAGE Publication.
Thury, P. T. (2012). House’s functional-pragmatic model of translation assessment
and implications for evaluating English-Vietnamese translation quality. VNU Journal of Foreign Studies, 29(1). 56-64.
Tirkkonen-Condit, S. (1996). What is in the black box? Professionality in translational decisions in the light of TAP research. Geburtstag,Tübingen: Narr.
Ulvydiene, L. (2013). Psychology of translation in cross-cultural interaction. Procedia- Social and Behavioral Sciences, 84, 1889-1898.
Van Rooy, D. L., Alonso, A., & Viswesvaran, C. (2005). Group differences in emotional intelligence test scores: Theoretical and practical implications. Personality and Individual Differences, 38, 689-700.
Varzande, M., & Jadidi, E. (2015). The effect of translators emotional intelligence on their translation quality. Published by Canadian Center of Science and Education, 8(8), 23-29.
Waitman, G., & Plucker, J. (2009). Teaching writing by demythologizing creativity. Cambridge, England: Cambridge University Press.
Yi-an, H. (2010). Multiple intelligences and foreign language learning: A case study in Taiwan. The International Journal of the Humanities, 8(4), 77-106.
Yousefi, M., Bakhtiarnia, R., & RobatJazi, M. (2013). The relationship between spiritual intelligence and quality of translation. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 4(4), 601-612.
Zarei, A. A., & Mohseni, F. (2012). On the relationship between multiple intelligences and grammatical and writing accuracy of Iranian learners of English. US-China Foreign Language, 10(7), 1306-1317.