میزان پوشش توانش زبان و فرهنگ در برنامه‌های کارشناسی و کارشناسی ارشد مترجمی زبان انگلیسی دانشگاه‌های دولتی ایران

نوع مقاله : مقالات علمی پژوهشی

نویسندگان
1 استادیار رشتۀ مطالعات ترجمه، گروه زبان انگلیسی، دانشگاه دریانوردی و علوم دریایی چابهار، چابهار، ایران.
2 استادیار رشتۀ آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشگاه دریانوردی و علوم دریایی چابهار، چابهار، ایران.
چکیده
بدیهی است که مهم‌ترین توانش موجود در هر مدل ترجمه، تسلط به زبان و فرهنگ مبدأ و مقصد است. از سوی دیگر، زبان و فرهنگ دو مقولۀ جدایی‌ناپذیر هستند، واقعیتی که با معرفی مفهوم «زبان ‌فرهنگ» توسط آگار (1994) بیش‌از‌پیش برجسته شد. پژوهش دومرحله‌ای حاضر با رویکردی کیفی و با هدف بررسی میزان پوشش توانش زبان و فرهنگ در برنامه‌های درسی کارشناسی و کارشناسی ارشد مترجمی زبان انگلیسی دانشگا‌ه‌های دولتی ایران در مقایسه با برنامه‌های خارجی مشابه و نیز ارائۀ راهکارهایی برای بهبود برنامه‌های درسی مذکور از حیث این توانش انجام گرفت. برای این منظور، از تحلیل محتوای برنامه‌های درسی مربوطه و مصاحبه‌های نیمه‌ساختاریافته با متخصصان ایرانی استفاده شد. مهم‌ترین یافتۀ این پژوهش تأکید بر ضرورت اصلاح برنامه‌های درسی کنونی در راستای پوشش حداکثری مباحثی است که در قالب فهرستی از موضوعات زبان و فرهنگ فارسی، زبان و فرهنگ انگلیسی، و زبان و فرهنگ مشترک ارائه شده است. فهرست مذکور، که یکی دیگر از یافته‌های ارزشمند پژوهش حاضر است، می‌تواند در طراحی برنامه‌های دانشگاهی مستقل برای تربیت مترجمان مکتوب، مترجمان شفاهی و مترجمان دیداری‌‌‌شنیداری یا گرایش‌های تخصصی مترجمی زبان انگلیسی نیز مفید باشد. به‌علاوه، پژوهشگران می‌توانند از یافته‌های این پژوهش، که حاصل رویکردی جزئی‌نگر به توانش زبان و فرهنگ است، جهت انجام مطالعات بیشتر دربارۀ هریک از مؤلفه‌های این توانش استفاده کنند.

کلیدواژه‌ها

موضوعات


Agar, M. (1994). Language shock: Understanding the culture of conversation. New York: William Morrow.
Agar, M. (2006). Culture: Can you take it anywhere? International Journal of Qualitative Methods, 5(2), 1-12.
Albl-Mikasa, M. (2013). Developing and cultivating expert interpreter competence. The Interpreters’ Newsletter, 18, 17-34.
Amani, F. (2019). Interpreter training in iran and worldwide: A step in pursuit of a national curriculum for training interpreters (Unpublished master’s thesis). University of Isfahan, Isfahan, Iran.
Beeby, A. (1996). Teaching translation from Spanish to English. Ottawa: Ottawa University Press.
Behafarin, S. R. (2015). Translation education, multilingualism and the making of modern Iran. In M.
Khoshsaligheh (Ed.), 2nd Conference on Interdisciplinary Approaches to Language Teaching, Literature and Translation Studies (p. 18). Mashhad: Ferdowsi University.
Beikian, A. (2020). An Evaluation of the Curricula of B.A. Translator Training and M.A. and Ph.D.
Translation Studies Programs Offered in English by Iranian Public Universities Compared to their Foreign Peer Programs: Stakeholders' Views in Spotlight (Unpublished doctoral dissertation). University of Isfahan, Isfahan, Iran.
Bell, R. T. (1991). Translation and translating: Theory and practice. New York: Longman.
Birjandi, P., & Nosratinia, M. (2009). The qualitative program evaluation of the postgraduate English translation major in Iran. The Journal of Modern Thoughts in Education, 4(4), 37-58.
Brala-Vukanovic, M. (2016). Theory and/or practice in translator’s curricula: A comparative-contrastive view from Rijeka and Trieste. In M. Bajčić, & K. D. Basaneže (Eds.), Towards the professionalization of legal translators and court interpreters in the EU (pp. 223-237). Newcastle: Cambridge Scholars.
Campbell, S. (1991). Towards a model of translation competence. Meta, 36(2-3), 329-343.
Colina, S. (2003). Teaching translation from research to the classroom: A handbook for teachers. Boston: McGraw-Hill.
EMT Expert Group. (2009). Competences for professional translators, experts in multilingual and multimedia communication. European Master’s in Translation (EMT).
EMT Expert Group. (2017). EMT competence framework-2017. Retrieved from https://ec.europa.eu/info/sites/info/files/emt_competence_fwk_2017_en_web.pdf
Esfandiari, M. R. (2015). Translation competences, translators' needs, and translation market standards and demands: views of professional translators (Unpublished doctoral dissertation). Universiti Sains Malaysia, Malaysia.
Forte, J. Z. (2012). Acquiring specific interpreting competence. Linguistica, 52(1), 113-127.
Fox, O. (2000). The use of translation diaries in a process-oriented translation teaching methodology. In C. Schäffner, & B. Adab (Eds.) Developing translation competence (pp. 115-130). Amsterdam and Philadelphia: John Benjamins.
Gile, D. (2009). Basic concepts and models for interpreter and translator training. Amsterdam and Philadelphia: John Benjamins.
Göpferich, S., & Jääskeläinen, R. (2009). Process research into the development of translation competence: Where are we, and where do we need to go? Across Languages and Cultures, 10(2), 169-191.
Gouadec, D. (2007). Translation as a profession. Amsterdam and Philadelphia: John Benjamins.
Hadipour, H. (2017). Interpreter training: A case study of courses offered in Iran and the UK. In M.R. Ghorban-Sabbagh (Ed.), 3rd Conference on Interdisciplinary, Approaches to Language Teaching, Literature and Translation Studies (p. 96). Mashhad: Ferdowsi University.
Hatim, B., & Mason, I. (1997). The translator as communicator. London and New York: Routledge.
Heydarian, S. (2003). M.A. In translation studies: An untold story. Translation Studies, 1(2), 75-82.
Honig, H. G. (1991). Holmes’ mapping theory and the landscape of mental translation processes. In K. van Leuven-Zwart, & T. Naajkens (Eds.), Translation studies: The state of the art (pp. 77-89). Proceedings from the First James S. Holmes Symposium on Translation Studies. Amsterdam: Rodopi.
Kastberg, P. (2007). Cultural issues facing the technical translator. Journal of Specialised Translation, 8, 104-108.
Kearns, J. (2006). New vistas in translator and interpreter training: A special issue of translation
Ireland. Dublin: Irish Translators' and Interpreters' Association.
Khazaee Farid, A. (2001). A view on M.A. curriculum of translation studies. Motarjem Journal, 35, 65-68.
Khazaee Farid, A., & Khoshsaligheh, M. (2010). Insights from EMT for translator training in Iran. Ferdowsi Review: An Iranian Journal of TESL, Literature and Translation Studies, 1(1), 135-152.
Khoshsaligheh, M. (2014). Targeted competences in Persian and English translation education. Language and Translation Studies, 47(3), 113-137.
Kiraly, D. C. (1995). Pathways to translation: Pedagogy and process. Kent State University Press.
Kloss, A. (2010). The integration of expatriates: How expatriates living in Denmark define integration (Master thesis). Retrieved from https://studenttheses.cbs.dk/bitstream/handle/10417/1025/andrea_kloss.pdf
Ma, J. (2013). A Study of Interpreting Skills from the Perspective of Interpreting Process. Journal of Language Teaching and Research, 4(6), 1232-1237.
Mayring, Ph. (2002). Qualitative content analysis: Research instrument or mode of interpretation? In M. Kiegelmann (Ed.), The role of the researcher in qualitative psychology (pp. 139-148). Tübingen: Ingeborg Huber Publishing House.
Miremadi, S. (2003). A critical overview of translator training program in Inranian universities. Translation Studies, 1(2), 52-64.
Morón, M. (2009). Percepciones sobre las aportaciones de la movilidad a la formación de traductores: la experiencia del programa LAE (Unpublished doctoral dissertation). Universidad de Granada, Granada, Spain.
Neubert, A. (2000). Competence in language, in languages, and in translation. In C. Schäffner, & B. Adab (Eds.) Developing translation competence (pp. 3-18). Amsterdam and Philadelphia: John Benjamins.
PACTE (2005). Investigating translation competence: Conceptual and methodological issues. Meta: Translator’s Journal, 50 (2), 609-619.
Pöchhacker, F. (2000). Interpreting: Conceptual basics and descriptive research. (Vol. 7). Tübingen: Stauffenburg.
Pole, C., & Lampard, R. (2002). Practical social investigation – qualitative and quantitative methods in social research. Harlow: Pearson Education.
Pym, A. (2003). Redefining translation competence in an electronic age: In defense of a minimalist approach. Meta, 48(4), 481-497.
Rezvani, R., & Vakilinejad, M. (2012). An investigation into cultural translation in master’s program of translation studies at Iranian universities: Shortcomings and necessities in regard to students' views and performance. Language and Translation Studies, 45(3), 45-63.
Riazi, A. M., & Razmjou, L. (2004). Developing some guidelines for a change in the program of English translation in Iranian universities. Journal of Social Sciences & Humanities of Shiraz University, 21(1), 28-39.
Rothe-Neves, R. (2007). Notes on the concept of «translator’s competence». Quaderns: Revista de Traducció, 14, 125-138.
Russo, M. (2011). Aptitude testing over the years. Interpreting, 13(1), 5-30.
Salari, Z., Khazaee Farid, A. (2015). The necessity of updating the English translation BA syllabus based on translation market in Iran. Language and Translation Studies, 48(1), 19-51.
Schäffner, C., & Adab, B. (2000). Developing translation competence: Introduction. Benjamins Amestrdam: Translation Library.
Sim, R.J. (2000). A training strategy for translation studies? In C. Schäffner, & B. Adab (Eds.), Developing translation competence (pp. 171-182). John Amsterdam and Philadelphia: John Benjamins.
Sohrabi, S., Rahimy, R., & Arjmandi, M. (2015). Efficiency of Iranian translation syllabus at Ba level; deficiency: A new comprehensive model. Advances in Language and Literary Studies, 6(1), 129-142.
Williams, R., & Leahy A. (2020). U21 ranking of national higher education systems. Retrieved from https://universitas21.com/what-we-do/u21-rankings/u21-ranking-national-higher-education-systems-2020
Ziahosseiny, S. (2003). On translator training. Translation Studies, 1(2), 83-94.