Comparative Effects of Different Situated-Learning Translation Training Practices on Students' Legal Translation Quality, Critical Thinking, and Problem-solving Strategies (Research Article)

Document Type : Research Paper

Authors

1 Department of TEFL and English Translation, Payame Noor University, Tehran, Iran

2 Payame Noor University

3 English Department, Chabahar Maritime University

10.22034/elt.2021.45819.2379

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 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.

Keywords

Main Subjects


Article Title [فارسی]

مقایسه تاثیر روشهای مختلف تدریس ترجمه براساس رویکردیادگیری موقعیتی بر کیفیت ترجمه اسناد حقوقی، تفکر انتقادی، و استراتژیهای دانشجویان درحل مشکلات ترجمه

Authors [فارسی]

  • غزال شوشتری زاده 1
  • هوشنگ خوشسیما 3
  • حسن سلیمانی 1
3 عضو هیئت علمی
Abstract [فارسی]

تدریس ترجمه براساس رویکرد یادگیری موقعیتی نه تنها باعث گسترش مهارتهای ترجمه شده، بلکه در ایجاد یادگیری دائمی و پرورش مهارتهای مترجم موثراست. پژوهشهایی که تاکنون انجام شده است بیشتر به بررسی تاثیر یکی از روشهای تدریس ترجمه بر اساس رویکرد یادگیری موقعیتی بر مهارتهای مختلف مترجم پرداخته اند و در واقع تحقیقی در زمینه بررسی مقایسه ای تاثیر سه روش تدریس ترجمه بر اساس رویکرد مذکور انجام نشده است. به همین منظور، پژوهش اخیر با بکارگیری شیوه تحقیق تلفیقی ( کمی-کیفی) و با هدف بررسی تاثیر مقایسه ای تدریس ترجمه براساس روش شاگرد-استادی شناختی، تدریس ترجمه مبتنی بر پروژه شبیه سازی محیط واقعی ، و تدریس تلفیقی بر کیفیت ترجمه حقوقی دانشجویان، توانایی تفکر انتقادی و استراتژیهای بکاررفته توسط آنها برای حل مشکلات ترجمه اسناد حقوقی انجام شده است. برای رسیدن به این هدف، ٧١ دانشجوی مقطع کارشناسی رشته مترجمی زبان انگلیسی انتخاب و به سه گروه آزمایشی تقسیم شدند که دانشجویان گروه اول تحت تدریس ترجمه اسناد حقوقی مبتنی بر پروژه شبیه سازی محیط واقعی ودانشجویان گروه دوم تحت تدریس بر اساس شیوه استاد-شاگردی شناختی قرارگرفتند درحالیکه برای دانشجویان گروه سوم روش تلفیقی تدریس ترجمه اسناد حقوقی بکارگرفته شد.طرح تحقیق در بخش کمی شبه آزمایشی و پیش آزمون-آموزش-پس آزمون می باشد و طرح تحقیق در بخش کیفی براساس نظریه داده بنیاد است. نتایج تحلیلهای کمی نشان داد که دانشجویان گروه دوم و سوم در اکثر خردمقیاسهای کیفیت ترجمه و توانایی تفکرانتقادی عملکرد بهتری نسبت به دیگر گروهها داشتند. نتایج حاصل از تحلیل موضوعی داده های بدست آمده از پروتکل فکر کردن با صدای بلند نشان داد تنوع استراتژیهای بکاررفته توسط گروه سوم برای حل مشکلات زبانی در ترجمه اسناد حقوقی و استراتژیهای مورد استفاده توسط گروه دوم برای حل مشکلات غیر زبانی در ترجمه اسناد حقوقی از دیگر گروه ها بالاتر است.

Keywords [فارسی]

  • تدریس ترجمه براساس روش شاگرد-استادی شناختی
  • تدریس ترجمه مبتنی بر پروژه شبیه سازی محیط واقعی
  • تدریس تلفیقی ترجمه
  • کیفیت ترجمه حقوقی
  • توانایی تفکر انتقادی
  • استراتژیهای حل مشکلات ترجمه
Aitsiselmi, F., & Touille, H. (2006). Legal translation in the classroom: A case study. Retrieved February 25, 2013, from http: //www.tradulex.com/Actes2000/SelmiTrouille.pdf.
Alves, F. (Ed.). (2003). Triangulation in process oriented research in translation. Philadelphia: Benjamins Translation Library.
Behizadeh, N. (2014). Enacting problem-posing education through project-based learning. The English Journal, 104(2), 99-104.
Biel, L. (2017). Enhancing the communicative dimension of legal translation: Comparable corpora in the research-informed classroom. The Interpreter and Translator Trainer11(4), 316-336.
Borja Albi, D. A. (2017). Epistemological approaches to legal translation education: A situated account (Unpublished doctoral dissertation). Universitat Jaume I, Castello de la Plana, Spain.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42.
Duraner, J. E. (2012). Problematizing the use of parallel texts in legal translation training.  I.U. Journal of Translation Studies, 6(2), 135-160.
Fernandez, E., & Russo, M. (2020). A multidisciplinary theoretical and methodological framework for the study of telephone interpreting. The Interpreter and Translator Trainer14(3), 240-258.
Goff-Kfouri, C. A. (2005). Testing and evaluation in the translation classroom. Translation Journal, 9(2), 75-99.
Gonzalez-Davies, M., & Enriquez-Raido, V. (2016). Situated learning in translator and interpreter training: Bridging research and good practice. The Interpreter and Translator Trainer, 10(1), 1-11.
Griebel, C. (2017). Fuzzy concepts in translators’ minds: A cognitive-translational approach to tackling the difficulties of legal translation. Translation and Translanguaging in Multilingual Contexts, 3(1), 97-113.
Harvey, M. (2000). A beginner’s course in legal translation: The case of culture-bound terms. ASTTI/ETI2(24), 357-369.
Hasturkoglu, G. (2019). Situated learning in translator and interpreter training: Model United Nations simulations. Journal of Language and Linguistic Studies, 15(3), 914-925.
Honey, P. (2004). Critical thinking questionnaire. Retrieved Oct., 07, 2004, from http://www.Peter Honey.com.
Hoomanfard, M. H. (2017). EFL learners' attitudes and perceptions of online and conventional peer written feedback: A tertiary level experience. Malaysian Journal of Languages and Linguistics6(1), 49-62.
Hoomanfard, M. H., & Rahimi, M. (2020). A comparative study of the efficacy of teacher and peer online written corrective feedback on EFL learners' writing ability. Zabanpazhuhi (Journal of Language Research)11(33), 327-352.
Hurtado Albir, A. (2015). The acquisition of translation competence. competences, tasks, and assessment in translator training. Meta. Translators’ Journal, 60(2), 256–280.
Jaaskelainen, R., (1999). Tapping the process: An explorative study of cognitive and effective factors involved in translating. Joensuu: University of Joensuu Publications in Humanities.
Jahromi, P. P., & Suzani, S. M. (2016). A study of relationship between translation studies students’ critical thinking ability and the quality of literary prose text translation. Theory and Practice in Language Studies6(9), 1855-1862.  
Kennedy, R. (2000). Much ado about nothing: problems in the legal translation industry. Temple International and Comparative Law Journal. 14(2), 423-444.
Khabiri, M. & Zarrinsadaf, M. T. (2013). Asynchronous web-based discussion forums in a blended learning environment: boosting learners’ critical thinking. International Journal of Instructional Technology and Distance Learning, 3(10), 3-24.
Kiraly, D. (2000). A social constructivist approach to translator education. Empowerment from theory to practice. Manchester: St Jerome.
Knouzi, I., Swain, M., Lapkin, S., & Brooks, L. (2010). Self‐scaffolding mediated by languaging: Microgenetic analysis of high and low performers. International Journal of Applied Linguistics20(1), 23-49.
Kockaert, H. J., Leuven, K. & Rahab, N. (2017). Introduction: Quality in legal translation.  The Journal of Specialized Translation, 37, 2-9.
Konttinen, K., Veivo, O., Salmi, L., & Holopainen, T. (2017). Multilingual Translation Workshop– Developing Professionals in a Simulated Translation Market. MikaEL – Electronic Journal of the KäTu Symposium on Translation and Interpreting Studies 10, 150–164.
Konttinen, K., Veivo, O., & Salo, P. (2020). Translation students’ conceptions of translation workflow in a simulated translation company environment. The Interpreter and Translator Trainer14(1), 79-94.
Li, D., Zhang, C., & He, Y. (2015). Project-based learning in teaching translation: students’ perceptions. The Interpreter and Translator Trainer, 9(1), 1-19.
Lisowska, M.  (2019).  Developing translation competence through situated learning in the community of practice the case of Polish-English, English-Polish undergraduate BA level legal translation class. Strategic Entrepreneurship Journal, 9(1), 7-31.
Madkour, M. (2016). The Integration of project-based methodology into teaching in machine translation. International Education Studies, 9(3), 167-188.
Mahasneh, A. (2013). Translation training in the Jordanian context: Curriculum evaluation in translator education. State University of New York at Binghamton.
Massey, G., & Brändli, B. (2016). Collaborative feedback flows and how we can learn from them: Investigating a synergetic learning experience in translator education. Towards Authentic Experiential Learning in Translator Education, 43, 177-199
Matijasevic, M. (2013). Functionalist approach to teaching legal translation. Versita: Studies in Logic, Grammar, and Rhetoric, 34(47), 113-127.
Mitchell-Schuitevoerder, R. (2014). A project-based syllabus design innovative pedagogy in translation studies (Doctoral dissertation). Durham University.
Moghaddas, M., & Khoshsaligheh, M. (2019). Implementing project-based learning in a Persian translation class: A mixed-methods study. The Interpreter and Translator Trainer, 13(2), 190-209.
Monzo, E. (2003). Corpus-based teaching: The use of original and translated texts in the training of legal translators. Translation Journal, 7(4), 1- 17.
Munoz Martin, R. (2009). Expertise and environment in translation. Mutatis Mutandis, 2(1), 24–37.
Naghipoor, M., & Boloori, L. (2013). The role of translation tasks in foreign language listening comprehension. The Iranian EFL Journal9(3), 346-357.
Naini, J. (2005). The effect of collaborative learning on critical thinking of Iranian EFL learners (Unpublished master's thesis). Islamic Azad University, Central Tehran branch, Tehran, Iran.
Newmark, P. (1988). A textbook of translation. Hertfordshire: Prentice Hall.
Nida, E. (1975). Language structure and translation. Standford, California: Standford University Press.
Nitzke, J. (2019). Problem solving activities in post-editing and translation from scratch: A multi-method study. Language Science Press.
Núñez, J. L., & Bolaños-Medina, A. (2018). Predictors of problem-solving in translation: Implications for translator training. The Interpreter and Translator Trainer12(3), 282-298.
Ramos, F.  (2015). Legal translation studies as interdiscipline: Scope and evaluation. Meta: Translators' Journal, 59(2), 266-277.
Rodríguez-Castro, M. (2018). An integrated curricular design for computer-assisted translation tools: Developing technical expertise. The Interpreter and Translator Trainer, 12(4), 355-374.
Ruegg, R. (2015). The relative effects of peer and teacher feedback on improvement in EFL students’ writing ability. Linguistics and Education, 29, 73-82.
Ryan, T., & Henderson, M. (2018). Feeling feedback: students’ emotional responses to educator feedback. Assessment & Evaluation in Higher Education43(6), 880-892.
Scarpa, F., & Orlando, D. (2017).  What it takes to do it right: An integrative EMT-based model for legal translation competence. The Journal of Specialised Translation, 13, 21-42.
Schendel, R., & Tolmie, A. (2017). Beyond translation: Adapting a performance-task-based assessment of critical thinking ability for use in Rwanda. Assessment & Evaluation in Higher Education, 42(5), 673-689.
Scott-Tennent, C., Gonzalez-Davies, M., & Rodríguez Torras, F. (2001). Experimental training in the application of translation strategies: An empirical study. Quaderns. R evista de Traducció,6, 22-26.
Storch, N. (2019). Collaborative writing. Language Teaching52(1), 40-59.
Tian, L., & Zhou, Y. (2020). Learner engagement with automated feedback, peer feedback and teacher feedback in an online EFL writing context. System91, 102-124.
Valtchuk, O., & Class, B. (2021). ‘It really suits the objectives of the master’s’: How a student Facebook group chat contributes to situated learning in an interpreter training programme. The Interpreter and Translator Trainer, 14(5), 1-17.
Way, C. (2016). The challenges and opportunities of legal translation and translator training in the 21st Century. International Journal of Communication, 10(10), 1009-1029.
Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Harvard business press.
Zhang, Z. V., & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36, 90-102.