English language teaching
Ghazal Shooshtarizadeh; Manoochehr Jafarigohar; Hooshang Khoshsima; Hassan Soleimani
Abstract
Situated-learning translation training approach has been proven to be an efficacious translation training approach in cultivating translators' long-life learning, translation competence as well as translator competence. However, previous studies have mainly delved into the effect of simply one single ...
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Situated-learning translation training approach has been proven to be an efficacious translation training approach in cultivating translators' long-life learning, translation competence as well as translator competence. However, previous studies have mainly delved into the effect of simply one single trend of this modern translation training model on student translators' competencies and sub-competencies and have not compared the effects of different situated-learning trends. To fill this gap, this mixed-methods study was set out to explore the comparative effects of cognitive-apprenticeship (CA), simulated project-based (SPB), and integrative (I) training methods on students' legal translation quality (TQ), their critical thinking ability (CTA), as well as employed problem-solving strategies (PSS). To this end, 71 undergraduate translation students were assigned to three experimental groups of CA, SPB, and I. The quantitative phase involved a quasi-experimental, pretest-treatment-posttest design and the qualitative phase was established on the grounded theory method. Data analysis results indicated that CA and I groups outperformed their counterparts in most subscales of TQ and CTA. The results of the thematic analysis of TAP data also showed that the largest variety of linguistic and non-linguistic PSS was respectively used by G3 and G2.
Hooshang Khoshsima; Amrollah Talati-Baghsiahi; Esmail Zare-Behtash; Mehdi Safaie-Qalati
Volume 10, Issue 22 , December 2018, , Pages 63-86
Abstract
Novice academic writers, particularly Iranian graduate students (IGSs), upon entering an academic community, are hypothesized to face probable difficulties in practicing rhetorical expectations set by the experienced (EXP) members, hence, not being able to write in a way acceptable to these professionals. ...
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Novice academic writers, particularly Iranian graduate students (IGSs), upon entering an academic community, are hypothesized to face probable difficulties in practicing rhetorical expectations set by the experienced (EXP) members, hence, not being able to write in a way acceptable to these professionals. To explore the probable rhetorical distance between them, this study investigated the employment of interactional metadiscourse markers (IMMs) in the writings of IGSs (MA and Ph.D.) and EXP figures in Applied Linguistics. 120 recent research articles (RAs) served as the corpus of the study. Drawing on Hyland’s (2005) model of metadiscourse, all occurrences of the five types of IMMs were functionally identified, and compared. To detect any possible significant differences between the corpora, Chi-square tests were run. The results indicated that the IGSs used far less IMMs than the EXP ones in their RAs. However, the general pattern of their metadiscourse use was similar to the EXP writers’. It can be concluded that although the IGSs are relatively aware of general rhetorical framework of the genre based on IMMs, they seem to be far away from the rhetorical standards set by the established members of the discipline. Finally, the possible justifications and implications of the study were presented.
