Efficiency of Iranian Translation Syllabus at BA Level; Deficiency: A New Comprehensive Model

Sarah Sohrabi, Ramin Rahimi, Masoume Arjmandi

Abstract


This study aims at investigating the practicality of the current curriculum for translation studies at national level (Iranian curriculum).It is going to have a comprehensive idea of translation students and teachers (university lecturers) over the current translation syllabus at BA level in Iran.  A researcher-made CEQ questionnaire (Curriculum Evaluation Questioner quoted from Rahimy 2009) by the total question of 45 (by 60 participants) is provided that is divided to two main parts; one about the courses that could be omitted from the translation program and the other one about the lessons that could be added to this program. This will be used to indicate the strength and weaknesses of the Iranian curriculum for translation program at undergraduate level. This study will follow a quantitative design. Data concerned with questioner will be analyzed by a non-parametric statistic way that is chi-square. As a conclusion the hypothesis that: “there is a complete satisfaction of translation syllabus at BA level in Iran” will be rejected. All things considered 34.81%, from teachers and learners, agree that some courses should be omitted from the translation syllabus and 65.19% disagree. On the other hand 43.74 % agree that some mentioned courses can be added to the syllabus and 56.26% disagree that these courses can be added to the translation syllabus. As a result by rectifying the possible deficiencies and adding and omitting the mentioned courses in translation curriculum and translating training in Iran a new suitable model that fitted more to this area is given which is worthwhile for raising experienced translating teacher, having more competent experts in translation, translation examiner and developing of the Ministry of Higher Education. As a result of this model the most practical and helpful textbooks could be provided to gain the objectives in a more suitable way. Even there could be useful changes in tasks and activities that are provided in textbooks and they will be more compatible along the objectives.

Keywords: Translation, Iranian translation syllabus, Translation study, Curriculum


Full Text:

PDF

References


Bassnett, S. (1992).Translation Studies, London and New York, Methuen.

Bassnett, Susan. (1980). Translation Studies.Revised edition 1991. London: Routledge.

Catford, J. C. (1965). A Linguistic Theory of Translation, London: Oxford University Press.

Gatawa, B. S. M. (1990). The Politics of the School Curriculum:An Introduction. Harare: Jongwe Press.

Gorlée, D. L. (1994): Semiotics and the Problem of Translation, Amsterdam, Atlanta, G.A.

Heydarian, S. H. (2003). In translation Studies: An Untold Story. Translation Studies, 1, 75-82.

Holmes, J, S. (1988b/2000).'The name and nature of translation studies', in L. Venuti (ed.) (2000), pp. 172-85.

Malmakjær, K. (2005). Linguistic & the Language of Translation. Edinburgh: Edinburgh University Press Ltd.

Miremadi, A. (2003). The Critical Overview of the Translator Training Program at Iranian Universities.Translation studies, 1, 53-64.

Mirza Ibrahim Tehrani, F. (2003).Flaws in Translation programs in Iran.Translation Studies, 1, 89-94.

Mollanazar, H. (2003). B.A. M.A. programs in Translation: the Status Quo. Translation Studies, 1, 7-26.

Munday, J. (2001). Introducing translation Studies. London: Routledge.

Nida, E. A. (1966).A Synopsis of English Syntax, The Hague, Moutin, 174 p.

Nida, E. A. (1993).Language, Culture, and Translating, Shanghai, Shanghai Foreign Language Education Press.

Rahimy, R. (2009). An Evaluation of the Effectiveness of Translation Programs at the Undergraduate and the Graduate Levels in Iran: Problems and Suggestions. Ph.D. Dissertation.Department of Graduate Studies, Islamic Azad University, Khorasgan Branch, Isfahan-Iran.

Toury, G. (1991).'What are descriptive studies in translation likely to yield apart from isolated descriptions?', in K. van Leuven-Zwart and T. Naaijkens (eds), pp. 179 92.


Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2010-2023 (CC-BY) Australian International Academic Centre PTY.LTD.

Advances in Language and Literary Studies

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.