Towards a methodology for improving strategy-based translation training: explored through an English-Persian case study

Heydarian, Seyed Hossein 2017. Towards a methodology for improving strategy-based translation training: explored through an English-Persian case study. PhD Thesis, Cardiff University. Item availability restricted.

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Abstract

This study initially aims to draw up a plan for the implementation of the concept of translation strategies in translation training. It presents a new method to improve translation competence in an educational context. Moreover, it is an attempt to determine how the application of different facets of the concept of competence can lead us to establish an effective plan for translation training courses in any environment. This will be sought for through the analysis of more significant strategies in terms of educational value and through a novel methodology. The scope of the concept of strategies for pedagogical purposes is initially identified, while various considerations of the same term within the discipline are examined. As an important related notion, the issue of translation universals and their link to corpus-based translation studies are presented before introducing and developing a strategy-based translation training model. In order to recognise the educational significance of strategies, i.e. to find and classify the degree of the importance of translational solutions for any language pair, an analytical paradigm is proposed. The paradigm is based on the relation between the frequency of the occurrence of each strategy, on the one hand, and the average scores which are given to that strategy by the raters, on the other and examined through English-into-Persian translation practice in an academic setting. As the theoretical framework of the study, the main categorisation of translation problems proposed by Baker (1992/2011) and slightly revised by González Davies (2004) is analysed and modified based on different theoretical discussions as well as the findings of the mentioned paradigm. Though, the ultimate goal of this study has not been confined to the two languages involved, the researcher has reached some important findings for English-Persian pair through such an exposure. Baker’s primary categorisation that sees translation problems ‘at word level’ and ‘above word level’ is extended by adding a new category, ‘at the level of non-lexical items’, by considering difference and less popularity of using punctuation marks in languages like Persian as the target language. In the second degree, and according to the analysis of academic translation data, new subcategories are added to her list, while the importance of some of her subcategories is not observed in reality of current students’ works. Therefore, by introducing and testing a problem-strategy paradigm, the areas of educational significance of translation strategies are demonstrated, not only by re-defining the Baker-Davies’ model but also by proving the practicality of the methodology. On the whole, the research has aided to explore a developed strategy-based translation training model by linking the principal concepts categorized as: ‘translation strategies’, ‘translation competence’ and ‘paradigm of educational significance’.

Item Type:	Thesis (PhD)
Date Type:	Completion
Status:	Unpublished
Schools:	Modern Languages
Subjects:	L Education > LB Theory and practice of education P Language and Literature > PE English
Date of First Compliant Deposit:	22 March 2018
Date of Acceptance:	1 March 2017
Last Modified:	20 May 2021 13:56
URI:	https://orca.cardiff.ac.uk/id/eprint/109959

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