READING AUTONOMY AND TRANSLATION ABILITY: UNFOLDING THE ELEMENT OF TEXTS FOR ESP STUDENTS

Abstract

The present study mainly aimed to investigate the extent to which ESP students employ the elements of text analysis for translation and examine if knowledge of text analysis enhances the reading autonomy of ESP students. In so doing, a sample of 34 homogeneous ESP university students studying Computer Engineering participated in this study based on convenient sampling, and six students were selected to participate in the interview phase of the study based on data saturation methods. The researchers taught the elements of text analysis for translation suggested by Nord (1991) to the students in the experimental group, helping them to analyze the texts and become independent in interpreting the texts and translating the texts more naturally. The study results confirmed that translation students could employ the elements of text analysis in their translations following the treatment phase. The results obtained from one-way ANCOVA revealed a significant difference between the control and experimental groups concerning their reading autonomy scores, with the latter having scores. Finally, the results of the interviews revealed that students were satisfied with the text analysis elements, and it was a novel experience for them. ESP students should know that they should not only gain knowledge of text structure but also resort to other elements such as presupposition and visual images like diagrams and pictures to create good translation.

Keywords: Text analysis, reading autonomy, translation ability, ESP students.

REFEFENCES

Baker, M. (1992). In other words: A course book on translation. London: Routledge.

Bakker, M., Koster, G., & van Leuven-Zwart, K. (1998). Shifts of Translation. In Mona Baker (ed.), Routledge encyclopedia of translation studies (p. 226-231). London and New York: Routledge, 226-231.

Basile, E. (2005). Responding to the enigmatic address of the other: A psychoanalytical approach to the translator’s labor. New Voices in Translation Studies 1, 12–30.

Beeby, L. A. (1996). Teaching translation from Spanish to English: World beyond words. Ottawa: University of Ottawa Press.

Beeby, A. (2000). Teaching translation from Spanish to English. Ottawa: University of Ottawa Press.

Blachowicz, C., & Ogle, D. (2001). Reading Comprehension. New York, NY: The Guilford Press.

Celce-Murcia, M. (Ed.). (2001). Teaching English as a second and foreign language (3^rd ed.). New York: Heinle & Heinle.

Cohen, J. (1992). Quantitative methods in psychology. Psychological Bulletins, 112 (1), 155-159.

Dagiliene, I. (2012). Translation as a learning method in English language teaching. Studies about languages, 21, 124-130.

Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.

Duff, A. (1994). Translation: Resource books for teachers. Oxford: Oxford University Press.

Faerch, C., & Kasper, G. (1983). Strategies in interlanguage communication. New York: Longman.

Farsad, L., & Modarresi, G. (2023). EFL learners’ construction of L2 ego and its relationship with emotional intelligence. Journal of Research in Applied Linguistics, 14(1), 124-139. https://doi.org/10.22055/RALS.2023.18072   

Fener, A. B., & Newby, D. (2000). Approaches to materials design in European textbooks: Implementing principles of authenticity, learner autonomy, cultural awareness. European Centre for Modern Languages of the Council of Europe Publishing.

Fowler, W. S., & Coe, N. (1978). Nelson English language tests (Book 2, Intermediate). London: Butler & Tanner Ltd.

Haghani, M. (2015). English for computer engineering students. Tehran: SAMT.

Hashemian, M., Roohani, A., & Fadaei, B. (2012). On the cognitive style of field (in)dependence as a predicator of L2 learners' performance in recognition and text-based tests of metaphor. Journal of Language Teaching and Research, 3(5), 876-887.

Hatim, B., & Munday, J. (2004). Translation: An advanced reference book. London and New York: Routledge.

Honig, H.G. (1991). Holmes’ mapping theory and the landscape of mental translation processes. In K.M. Leuven-Zwart, & T. Naaijkens (Eds.), Translation studies: The state of the art (p. 77-89). Amsterdam: Rodopi.

House, J. (1997). A model for translation quality assessment. Tübingen: Gunter Narr.

Jalilzadeh, K., Modarresi, G., & Rouhani, H. (2020). A Comparative study of instruction types and reading comprehension for young learners. In H. H. Uysal (Ed.), Political, pedagogical and research insight into early language education (123-132). UK: Cambridge Publishing Press.

Khakshour Forutan, M., & Modarresi, G. (2018). Translation of cultural taboos in Hollywood movies in professional dubbing and non-professional subtitling. Journal of Intercultural Communication Research, 47(6), 454-473.

Khorami, F., & Modarresi, G. (2019). A Rasch-based validation of the evaluation rubric for consecutive interpreting performance. Sendebar, 30, 221-244.

Leonardi, V. (2007). Gender and ideology in translation: Do women and men translate differently? Bern and Oxford: Peter Lang.

Modarresi, G. (2019). Developing and validating involvement in translation scale and its relationship with translation ability. Forum: International Journal of Interpreting and Translation, 17(2), 225-248.

Modarresi, G. (2021). The effect of dictogloss vs. debating on L2 writing proficiency: A mixed-methods study. Journal of Teaching Language Skills, 40(4), 121-160. https://doi.org/ 10.22099/jtls.2021.39939.2954.

Modarresi, G. (2022). The impact of task-based collaborative output activities on learner engagement in writing tasks. Journal of Language Horizons, 6(2), 81-101. https://10.22051/lghor.2021.35238.1453.

Modarresi, G., Jalilzadeh, K., Coombe, K., & Nooshab, A. (2021). Validating a test to measure translation teachers’ assessment literacy. The Journal of Asia TEFL, 18(4), 1503-1511.

Munday, J. (2016). Introducing translation studies: Theories and applications (4^th ed). London and New York: Rutledge.

Muñoz, M. R. (2012). Cognitive and psycholinguistic approaches. In M. C. Millán & F. Bartrina, Handbook of translation studies (p. 241–256).London: Routledge.

National Reading Panel. (2000). Teaching children to read: An evidence-based Assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved on 03 2018 from: http://www.nichd.gov./publications/nrp/smallbook.cfm

Newmark, P. (1981). Approaches to translation. London: Pergamon Press.

Nida, A., & Taber, C. (1969). The theory and practice of translation. Leiden: Brill.

Nord, C. (1991). Text analysis in translation. Amsterdam: Rodopi.

Nuttal, C. (1996). Teaching reading skills in a foreign language. Oxford: Macmillan Heinemann.

Palumbo, G. (2009). Key terms in translation studies. London: Continuum International Publishing group.

Pym, A. (2009). Translator Training. Cambridge: Cambridge University Press.

Rivers, W. (1987). Teaching foreign language skills (2^nd ed.). Chicago: University of Chicago Press.

Ross, N. J. (2000). Interference and Intervention: Using Translation in the EFL Classroom. Modern English Teacher, 9(3), 61–66.

Rouhani, H., & Modarresi, Gh. (2023). The role of translation-based, meaning-based, and hint-based instructions in vocabulary acquisition: A mixed-methods study. Iranian Journal of Applied Language Studies, 15(1), 83-100. https://doi.org/10.22111/ijals.2023.38276.2156.

Sariçoban, A., & Alyas, A. (2011). Metacognitive strategies and learner’s autonomy in EFL reading. Modern Journal of Language Teaching Methods, 2 (2), 44-57.

Séguinot, C. (1991). A study of student translation strategies. Empirical research in translation and intercultural studies, 11, 79-88.

Snell-Hornby, M. (1988). Translation studies: An integrated approach.  Amsterdam: John Benjamins.

Sweet, A. P., & Snow, C. E. (2003). Rethinking reading comprehension. New York: Guilford Press.

Vinay, J. P., & Darbelnet. (1995). Comparative stylistics of French and English: A methodology for translation. Amsterdam and Philadelphia, PA: John Benjamins.

Yovanoff, P., Duesbery, L., Alonzo, J., & Tindal, G. (2005). Grade-level invariance of a theoretical causal structure predicting reading comprehension with vocabulary and oral reading fluency. Educational Measurement: Issues and Practice, 24(3), 4-12.

Zarei, A., & Ghahremani, K. (2010). On the relationship between learner autonomy and reading comprehension. TELL, 3(10), 81-99.

Zhang, Z., & Chan, E. (2017). Current research and practice in teaching disciplinary literacies. ESP Today, 5(2), 132-147.