Translation Quality in Exploratory-Cumulative vs. Disputational Talk Classes

The widening conceptual and methodological approach towards exploratory-cumulative talk reflecting its multi aspects of being the optimal analytical tool and strategy in translation classes. Thereof, the present study seeks to determine the effect of implementing the exploratory-cumulative talk in comparison to the disputational talk on the translation quality of Iranian intermediate level students. In order to achieve the objectives of the study, an experimental-pretest-posttest-quantitative study was conducted in which ۶۳ linguistically homogeneous undergraduate students majoring in English translation at (IAU), in the exploratory-cumulative talk and the disputational talk groups, were the subjects. The translation tasks (both covertly and overtly needed ones) as the pretest and the posttest employed. The results of the data analyses indicate that the differences between the posttest mean scores reach statistical significance in terms of the translation quality by a large effect size in exploratory-cumulative talk classes and by small effect size in disputational ones. The statistical significance in terms of the covertly needed translation tasks reach a moderate effect size whereas the overtly needed translation tasks reach a small effect size in the exploratory-cumulative and disputational talk classes, respectively. Since the implement of the exploratory-cumulative talk in different translation classes seems an accomplishment and makes it clear to the translation teachers and indeed the translation students to follow more fruitful approaches. It also may pave the way to experience more efficient translation classes.

Keywords:

Covertly Needed Translation Tasks , Disputational Talk , Exploratory-Cumulative Talk , Overtly Needed Translation Tasks , Translation Teaching