The Effect of GBI Training on Translation Ability of Translation Students in Mazandaran Province Based on Pak’s Analytical Framework

Document Type : Original Article

Authors

1 Department of English Language,Rahman Institute of Higher Education,Iran,Ramsar

2 MA student, Rahman Institute of Higher Education, Iran, Ramsar

Abstract

The purpose of this study was to investigate the effect of Genre-Based Instruction (GBI) on Iranian Translation students’ translation ability. In this study, 60 students of intermediate level were selected randomly and assigned to two groups, experimental and control groups. The pre-tests of translation were administered to both groups. The test was designed to afford a potential measure of learners’ translation quality. While the participants in the experimental group were trained to translate through genre-based translation, the participants in the control group received translation instruction just through mainstream translation activities. After providing the specific instructions, both groups received a translation post-test. The results of test scores, rated by two raters, were compared to ascertain the effective instructional treatment. Upon reviewing the results of the paired samples t-tests, it was revealed that both types of instruction were significantly effective in improving the Iranian translation learners’ translation ability. However, the results of the independent samples t-test showed that the experimental group significantly outperformed the control group after the intervention, indicating that using the GBI was quite successful in enhancing the students’ translation quality. The findings of this study offer some theoretical and pedagogical implications for teachers, translator educators, curriculum and material developers, and policymakers in an EFL context. 

Keywords

References

Baker, M. (1992). In other words, a course book on translation. Routledge.
Bassnett, S. (2006). Translating Genre. In G. Dowd, L. Stevenson, & J. Strong (Eds.), Genre Matters. Essays in Theory and Criticism (pp. 85-95). Intellect.
Bhatia, V. K. (1993). Analyzing genre: Language use in professional settings. Longman.
Bhatia, V. K. (2004). Worlds of Written Discourse. Continuum.
Biber, D. (1989). A typology of English texts. Linguistics, 27(1), 3-34. https://doi.org/10.1515/ling.1989.27.1.3
Biber, D., Conrad, S., & Reppen, R. (1998). Corpus linguistics: Investigating language structure and use. Cambridge University Press.
Cheng, A. (2006a). Understanding learners and learning in ESP genre-based writing instruction. English for Specific Purposes, 25(1), 76-89. https://doi.org/10.1016/j.esp.2005.07.002
Cheng, A. (2006b). Analyzing and enacting academic criticism: The case of an L2 graduate learner of academic writing. Journal of Second Language Writing, 15(4), 279-306. https://doi.org/10.1016/j.jslw.2006.09.002
Cheng, A. (2007). Transferring generic features and recontextualizing genre awareness: Understanding writing performance in the ESP genre-based literacy framework. English for Specific Purposes, 26(3), 287-307. https://doi.org/10.1016/j.esp.2006.12.002
Cheng, A. (2008a). Analyzing genre exemplars in preparation for writing: The case of an L2 graduate student in the ESP genre-based instructional framework of academic literacy. Applied Linguistics, 29(1), 50-71. https://doi.org/10.1093/applin/amm021
Cheng, A. (2008b). Individualized engagement with genre in academic literacy tasks. English for Specific Purposes, 27(4), 387-411. https://doi.org/10.1016/j.esp.2008.05.001
Cheng, A. (2011). Language features as the pathways to genre: Students’ attention to non-prototypical features and its implications. Journal of Second Language Writing, 20(1), 69-82. https://doi.org/10.1016/j.jslw.2010.12.002
Chesterman, A. (1997). Memes of translation: The spread of ideas in translation theory. John Benjamins.
Dabbaghian, A., & Solimany, S. (2013). The application of Baker’s taxonomy on translation of literary texts: A case study of George Orwell’s Animal Farm. International Journal of Science and Research, 2(12), 280-285.
Fairclough, N. (1989). Language and power. Longman.
Fairclough, N., & Wodak, R. (1997). Critical Discourse Analysis. In T. A. Van Dijk (Ed.), Discourse as Social Interaction (pp. 84-258). Sage.
Flowerdew, J. (2000). Using a genre-based framework to teach organizational structure in academic writing. ELT Journal, 54(4), 369-378. https://doi.org/10.1093/elt/54.4.369
Flowerdew, J. (2002). Genre in the classroom: A linguistic approach. In A. M. Johns (Ed.), Genre in the classroom: Multiple perspectives (pp. 91-102). Lawrence Erlbaum.
Flowerdew, J. (2011). Reconciling contrasting approaches to genre analysis: The whole can equal more than the sum of the parts. In D. Belcher, A. M. Johns, & B. Paltridge (Eds.), New directions in English for specific purposes research (pp. 119-144). University of Michigan Press.
Flowerdew, J. (2013). Discourse in English language education. Routledge.
Flowerdew, J., & Wan, A. (2010). The linguistic and the contextual in applied genre analysis: The case of the company audit report. English for Specific Purposes, 29(2), 78-93. https://doi.org/10.1016/j.esp.2009.07.001.
Hafizi, M. (2011). Translation quality assessment of two translated versions of Sadegh Hedayat: “The blind owl by Iraj Bashiri and D.P.Costello” based on Julian House model [Unpublished master’s thesis]. Islamic Azad University.
Halliday, M. A. K. (1978). Language as a social semiotic: The social interpretation of language and meaning. Edward Arnold.
Halliday, M. A. K. (2004). An Introduction to functional grammar (3rd ed., revised by C. M. I. M. Matthiessen). Hodder Education.
Halliday, M. A. K., & Hasan, R. (1989). Language, context, and text: Aspects of language in a social-semiotic perspective. Oxford University Press.
Hatim, B., & Mason, I. (1997). The translator as communicator. Routledge.
Henry, A., & Roseberry, R. L. (1998). An evaluation of a genre-based approach to the teaching of EAP/ESP writing. TESOL Quarterly, 32(1), 147-156. https://doi.org/10.2307/3587906
Hyland, K. (2004). Genre and second language writing. University of Michigan Press.
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148-164. https://doi.org/10.1016/j.jslw.2007.07.005.
Kuteeva, M. (2010). Raising genre awareness and enhancing writing skills in English for academic and research purposes: Making use of ICT. In T. Bungarten (Ed.), Linguistic and didactic aspects of language in business communication. Proceedings of the 9th International Conference of the European Association of Languages for Specific Purposes. Arbuk.
Kuteeva, M. (2013). Graduate learners’ approaches to genre-analysis tasks: Variations across and within four disciplines. English for Specific Purposes, 32(2), 84-96. https://doi.org/10.1016/j.esp.2012.11.004
Lerdpreedakorn, N. (2009). Genre-based approach to teaching academic writing. In A. M. Stoke (Ed.), JALT 2008 Conference Proceedings. JALT.
Li-Ming, Z. (2012). Summary of four areas in genre studies. US-China Foreign Language, 10(5), 1154-1158.
Nord, C. (1991). Text analysis in translation: Theory, methodology, and didactic applications of a model for translation-oriented text analysis (C. Nord & P. Sparrow, Trans.). Rodopi.
Oxford University Press. (2016). Oxford English Dictionary. www.oed.com
Pang, T. (2002). Textual analysis and contextual awareness building: A comparison of two approaches to teaching genre. In A. M. Johns (Ed.), Genre in the classroom: Multiple perspectives (pp. 145-161). Lawrence Erlbaum.
Schäffner, C. (1999). The Balance Metaphor in Relation to Peace. In C. Schäffner & A. L. Wenden (Eds.), Language and Peace (pp. 75-91). Routledge.
Schäffner, C. (Ed.). (2000). Translation in the Global Village. Multilingual Matters.
Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge University Press.
Swales, J. M., & Feak, C. B. (2009). Abstracts and the writing of abstracts. University of Michigan Press.
Swami, J. A. (2008). Sensitizing ESL learners to genre. TESL-EJ, 12(3), 1-13.
Trosborg, A. (1997). Text typology: Register, genre and text type. Benjamins Translation Library, 26, 3-24.
Upton, T. A., & Cohen, M. A. (2009). An approach to corpus-based discourse analysis: The move analysis as example. Discourse Studies, 11(5), 585-605. https://doi.org/10.1177/1461445609341006
Van Dijk, T. A. (1997). Discourse as interaction in society. In T. A. Van Dijk (Ed.), Discourse as social interaction (pp. 1-37). Sage.
Yayli, D. (2011). From genre awareness to cross-genre awareness: A study in an EFL context. Journal of English for Academic Purposes, 10(3), 121-129. https://doi.org/10.1016/j.jeap.2011.02.001
Zhang, M., Pan, H., Chen, X., & Luo, T. (2015). Mapping discourse analysis in translation studies via bibliometrics: A survey of journal publications. Perspectives, 23(2), 223-239. https://doi.org/10.1080/0907676X.2015.1026358.

Files

History

  • Receive Date: 18 September 2023
  • Revise Date: 20 October 2023
  • Accept Date: 06 December 2023
  • First Publish Date: 06 December 2023
  • Publish Date: 16 December 2023

Share

How to cite

Statistics