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Article
Publication date: 25 July 2019

Mehrdad Vasheghani Farahani, Omid Rezaei and Milad Masoomzadeh

The purpose of this paper (experimental–comparative research) is to investigate the possible impacts of explicit and implicit teaching Persian structures and editing methods on…

133

Abstract

Purpose

The purpose of this paper (experimental–comparative research) is to investigate the possible impacts of explicit and implicit teaching Persian structures and editing methods on the translation performance of the Iranian undergraduate translation students.

Design/methodology/approach

This research enjoyed a quasi-experimental design. A quasi-experimental research design was used in this research, as it was impossible to assign random sampling to the subjects. In addition, this research was a comparative group study as there were two experimental groups with two different treatments and one control group with placebo. Table I represents the design of the research.

Findings

The results showed that before the treatment there were no significant differences between three groups in terms of translation performance; however, after treatment, the results indicated a statistically significant difference between two experimental groups and treatment group. Moreover, explicit instruction yielded more positive results than the implicit group.

Originality/value

Although research in the field of translation assessment and quality in relation to target language are prevalent and in spite of the abundance of research in the field of implicit/explicit instructions in second language teaching and learning, there is no research (to the best knowledge of authors) which looks at translation performance from teaching structures and editing methods of target language perspective with the focus of explicit and implicit (in an English–Persian context).

Details

Journal of Applied Research in Higher Education, vol. 11 no. 4
Type: Research Article
ISSN: 2050-7003

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Article
Publication date: 26 July 2019

Mehrdad Vasheghani Farahani, Omid Rezaei and Milad Masoomzadeh

This paper reports on a quasi-experimental research performed in the field of reading comprehension and translation quality. The purpose of this paper is to investigate the…

335

Abstract

Purpose

This paper reports on a quasi-experimental research performed in the field of reading comprehension and translation quality. The purpose of this paper is to investigate the comparative effect of explicit vs implicit reading comprehension skills on translation quality of Iranian translation students at BA level.

Design/methodology/approach

The design of this research was quasi-experimental in nature. This design was preferred in this study, as it was impossible to assign random sampling to the subjects and apply a true experimental design. The research in hand was also a comparative group design research in a sense that it was supposed to compare two reading comprehension methods (explicit vs implicit) with different treatments.

Findings

In light of this research, some conclusions can be drawn. It can be concluded that there is a positive and direct relationship between reading comprehension and translation, as the first step of translation is to understand the content of the source text (Reid, 1993).

Research limitations/implications

The reading comprehension ability of translation students should be enhanced in their undergraduate classes so that they can better understand the source text and produce a more fluent translation. In order to teach reading comprehension skills, both implicit and explicit techniques can be applied; however, it is better if the subjects receive explicit instruction, as this technique may have more positive results.

Originality/value

Various researchers have explored explicit and implicit instructions on such areas as reading, speaking and listening (see, e.g. Jalilifar and Alipour, 2007; Vahid Dastjerdi and Shirzad, 2010; Negahi and Nouri, 2014; Khanbeiki and Abdolmanafi-Rokni, 2015; Khoii et al., 2015; Mostafavi and Vahdany 2016; Rahimi and Riasati, 2017). Although the results of these studies have shown the positive impacts of both explicit and implicit teaching, explicit has more positive impacts. However, the review of the literature shows that explicit and implicit reading comprehension skills have not been investigated in relation to teaching translation and their possible impacts on translation quality.

Details

Journal of Applied Research in Higher Education, vol. 11 no. 4
Type: Research Article
ISSN: 2050-7003

Keywords

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