The analysis of the cognitive and metacognitive strategies and Lexical errors in literary texts translation

This article examined the level of cognitive and metacognitive learning strategies relationship with Iranian B.A. translation students ability to translate literary texts. The study was carried out on a descriptive-comparative development basis. The cognitive and metacognitive questionnaire of Oxford was given to ۷۲ students of Iranian BA English Translation to determine the level of use of these two strategies by subjects; Then the subjects are asked to translate a piece of the literary text from English into Persian. The number of participants lexical errors in translation was determined by three raters based on Newmark s theory of lexical errors. To answer the research questions posed in this study, the data obtained were compared using SPSS software (version ۲۴) by means of correlation and regression analysis. The results suggested that the relationship between cognitive and metacognitive learning approaches and the distribution of lexical errors in literary text translation is statistically significant. In addition, the outcome of regression showed that the number of lexical errors in literary translation can be predicted substantially by the level of cognitive and metacognitive learning strategies.

Keywords:

Language Learning Strategies , Literary Translation , Cognitive Strategies , Metacognitive Strategies , Lexical Errors