Apprendre Pour la Traduction : Explorer l’Impact de l’Utilisation de Stratégies d’Apprentissage des Langues sur la Compétence en Traduction مقالة

Contexte : La compétence en traduction a toujours été étroitement liée à l'apprentissage des langues. Les stratégies d'apprentissage sont employées pour renforcer cette compétence en traduction. Cependant, l'incidence de ces stratégies lors du processus de traduction demeure largement méconnue.Objectif : Cette étude vise à analyser les stratégies d'apprentissage des étudiants apprenant le français en utilisant un questionnaire validé par le chercheur. Méthodologie : Les données proviennent de 64 apprenants de langue, évaluant leurs stratégies d'amélioration des compétences de traduction via un questionnaire de 30 items sur une échelle de Likert à 5 points. La validation par des experts et le test de fiabilité avec l'alpha de Cronbach garantissent la cohérence et la fiabilité des analyses. Résultats : Les résultats mettent en lumière la préférence des apprenants pour l'utilisation de stratégies indirectes plutôt que directes, en particulier en ayant recours à des stratégies compensatoires, métacognitives, sociales, cognitives, émotionnelles et mnémoniques. Les conclusions révèlent des différences significatives liées au genre, les étudiantes ayant tendance à privilégier les stratégies indirectes, principalement sociales, tandis que les étudiants favorisent les stratégies directes, notamment cognitives. L'âge et le niveau d'études semblent n'avoir qu'un impact limité sur l'utilisation générale des stratégies, bien que des nuances apparaissent dans les sous-catégories des stratégies cognitives et sociales chez les apprenants de français.Conclusion : Les résultats soulignent l'importance de prendre en compte les différences individuelles pour des stratégies d'apprentissage efficaces, surtout dans des contextes éducatifs variés.

توانش ترجمه همواره ارتباط تنگاتنگی با یادگیری زبان داشته است. راهبردهای یادگیری برای بهبود اثربخشی توانش ترجمه به کار گرفته می‌شوند. با این حال، تاثیر راهبردهای یادگیری در ترجمه تا حد زیادی ناشناخته باقی مانده است.هدف: این مطالعه به بررسی راهبردهای یادگیری دانشجویانی که زبان فرانسه یاد می‌گیرند، با استفاده از یک پرسشنامه اعتبارسنجی‌شده می‌پردازد.روش‌شناسی: داده‌ها از 64 یادگیرنده زبان، برای ارزیابی راهبردهای بهبود توانش ترجمه از طریق یک پرسشنامه دارای30 گویه با مقیاس لیکرت 5 امتیازی گرد‌اوری شد. روایی ابزار پژوهش توسط متخصصان و پایایی ان با روش الفای کرونباخ واکاوی و تایید گردید.یافته‌ها: نتایج نشان می‌دهد یادگیرندگان ترجیح می‌دهند از راهبردهای غیرمستقیم بیش از راهبردهای مستقیم و نیز از به ترتیب، از راهبردهای جبرانی، فراشناختی، اجتماعی، شناختی، عاطفی و یاداوری استفاده کنند. یافته‌ها نشان می‌دهد که جنسیت تفاوت‌های معناداری را ایجاد می‌کند، بدین معنا که دانشجویان دختر بیشتر از راهبردهای غیرمستقیم، به خصوص اجتماعی استفاده می‌کنند، اما دانشجویان پسر راهبردهای مستقیم، به ویژه شناختی را ترجیح می‌دهند. سن و مقطع تحصیلی به نظر نمی‌رسد بر به‌کارگیری راهبردهای کلی تاثیر بگذارد، اگرچه تفاوت‌های ظریفی در زیرمجموعه‌های راهبردهای شناختی و اجتماعی در میان یادگیرندگان زبان فرانسه به چشم می‌خورد.نتیجه‌گیری: نتایج اهمیت در نظر گرفتن تفاوت‌های فردی را برای راهبردهای یادگیری کارامد، به ویژه در محیط‌های اموزشی گوناگون مشخص می‌کند.

Introduction Translation is an ancient yet complex practice of transferring meaning between languages that requires great skill (Letafati et Zarei,). In today's multilingual world, translation facilitates communication across cultures for various personal, educational, social and professional purposes, promoting humanistic values and intercultural understanding (Laviosa). Integrating translation into language learning aligns with the CEFR's vision of communicative competence, encompassing linguistic, sociolinguistic, and pragmatic skills (Council of Europe, 2001). The CEFR emphasizes plurilingual competence, or effective communication across one's linguistic repertoire, including native language. Developing plurilingual and communicative competence reinforces translation skills, highlighting the impact of learning strategies on translation ability. Research continues to examine translation's intricacies and the role of strategies in developing translation competence (Ferreira et Schwieter). Learning through or for translation: There are two main approaches to using translation in language learning: learning through translation and learning for translation (Cook, 2018). Learning through translation uses translation as a tool to facilitate learning a new language, viewing it as the "fifth skill" in foreign language acquisition (Leonardi; Pym et al.). In this approach, translation is a means to achieve overall language proficiency (Vakilifard). Learning for translation focuses on developing translation competence as the primary goal of language learning. It puts translation at the center of the process. This highlights the different purposes of language learning: one uses translation to facilitate language acquisition, while the other aims to produce skilled translators. The current research focuses on the learning for translation perspective. The research problem: Language and translation instructors often lack specialized training in teaching translation, which can present challenges for students trying to develop strong translation skills (Gambier). Successful translation requires command of language and problem-solving strategies to manage equivalence gaps between languages. Understanding language learning styles can significantly improve translation skill development (Vakilifard et Heydari Khosro). This research aims Amirreza VAKILIFARD __ Apprendre Pour la Traduction … | 193 to identify effective approaches to enhance translation quality by exploring how students currently translate and determining which strategies are most effective. It takes a translational research approach by developing and applying interventions to improve translation outcomes (Baker). Research Objectives: This study aims to determine which language learning styles, as measured by the Strategy Inventory for Language Learning (SILL), have the greatest influence on translation strategy use by foreign language learners. It will identify specific translation strategies that are associated with higher quality translations. The goal is to understand how learning styles shape strategy selection in order to develop improved approaches to teaching translation skills. Research Questions: 1. What language learning strategies, as identified by the SILL, do French foreign language learners utilize in order to improve their translation skills? 2. Which specific translation strategies are commonly used by French foreign language learners across gender to enhance their translation abilities? 3. How do the preferred translation strategies of younger (<22 years old) and older (>22 years old) French foreign language learners differ in improving translation skills? 4. What differences exist in the translation strategies predominantly used by French undergraduate versus graduate students to enhance their translation skills? The findings will help educators adapt their teaching methods to better support the development of translation skills. 1. Thoritical Framwork Translation involves balancing multiple skills to transfer meaning between languages. Contemporary research emphasizes the complex, evolving nature of translation (Tymoczko; Mohseni). Translation Skill vs. Translation Competence: Translation competence encompasses broader abilities beyond conveying meaning, including linguistic, textual, cultural, and domain knowledge (House; Baker). There is debate around innate talent's role in competence development (Brown; Johnson). Models of Translation Process: Key models examine the cognitive, collaborative, and social dimensions involved in translation. Differences likely exist between experts and novices (Stejskal). Using strategies may benefit novice translators seeking to develop skills (Shlesinger & Pochhacker). Developing Translation Competence: Bergen's model focuses on developing competence through metacognition and problem-solving. Kiraly challenges linear models, emphasizing collaboration, reflection, and understanding the learner-to-expert transition. Learning Strategies: Strategies are deliberate approaches to enhance learning and facilitate information processing (Oxford). Interaction of Translation and Language Learning: Similar iterative natures exist between translation and language learning (Singh). Teaching strategies can improve efficiency in both Amirreza VAKILIFARD __ Apprendre Pour la Traduction … | 194 (Bancroft). Learners use strategies to translate and promote acquisition (Machida). Successful strategy instruction considers diverse needs (Chamot & Harris). 2. Revue de la litterature Gurdial Singh examined experienced translators working on English-Malay scientific texts, revealing their use of a combination of direct and indirect strategies in alignment with language learning frameworks. Kim (2006) analyzed the application of ISAL in translation teaching, identifying the most effective strategies. Atari studied strategies among Saudi undergraduate translation students, recommending broader training in less frequently used strategies. These studies underscore a research gap in language learning strategies and translation, particularly among foreign language learners in Iran, suggesting opportunities for future research to enhance pedagogical practices. 3. Methodology The research utilized a verification model based on Oxford's SILL strategy classification system (1990), categorizing strategies as direct or indirect. A 30-item questionnaire enabled detailed analysis of strategy use. Data were gathered via a 5-point Likert scale, with Cronbach's alpha confirming reliability. SPSS analysis focused on 64 participants selected for balanced gender, age, and education level representation to ensure random, globally representative sampling. The participant profile showed a female majority (54.7%), average age of 26 years, and mostly undergraduates (57.8%). The use of a reliable, validated questionnaire enabled statistically valid analysis of the results. 4. Data Presentation The Strategy Inventory for Language Learning (SILL) tool enabled a multidimensional analysis of language learning strategies used by French foreign language learners (Oxford). The questionnaire was field tested prior to use in this study. T-tests assessed differences between variables and questionnaire items, while the Friedman test ranked the SILL components to address the research questions. This analysis identified the predominant strategies utilized. Results show French learners use indirect strategies more than direct strategies during translation, prioritizing Compensation, Metacognitive, Social, Cognitive, Affective, and then Memory strategies in that order. Gender impacts indirect strategy use, with females employing them more than males. Females also favor cognitive strategies over males, and prioritize social strategies. No statistical significance in strategy use was found between age groups (under 22 vs. over 22). Undergraduate students rely primarily on cognitive and social strategies. University education level does not affect adoption of direct versus indirect strategies. 5. Discussion Findings align with previous research showing learners use both direct and indirect strategies during translation (Singh; Kim; Atari). This supports established language learning frameworks. French learners use varied strategies to address different translation challenges. Direct strategies help with literal translation while indirect strategies tackle complex meaning, culture, and nuance issues. This illustrates a comprehensive approach to meet translation's multifaceted demands. Amirreza VAKILIFARD __ Apprendre Pour la Traduction … | 195 The sequence of strategy use reflects an adaptive cognitive progression, moving from compensation to metacognitive, social, cognitive, affective, and memory strategies at different translation stages. This demonstrates a thoughtful, tailored approach. Gender differences may stem from sociocultural norms or individual preferences. Girls' preference for indirect strategies could relate to perceived social orientation, while boys' direct strategy preference may indicate concise, problem-solving tendencies. Pedagogy should integrate gender dimensions for an inclusive environment. Non-significant age group differences suggest age may not determine strategic choices in French learning, indicating potential stability across groups. Further research on age's impact is needed. Education level does not globally influence direct/indirect strategy adoption. However, undergraduates focus more on cognitive and social strategies, perhaps to acquire fundamental skills. Graduate students likely engage in more advanced reflection, reducing reliance on basic strategies. This highlights adaptation to each level's priorities. Limitations include small sample size restricting generalization and subjective self-report data potentially introducing bias. Caution is needed when analyzing results. More thorough, diverse research is encouraged. Conclusion The SILL-based questionnaire demonstrated satisfactory reliability and validity through extensive validation including expert feedback and Cronbach’s alpha analysis. The demographic data provided diverse representation, crucial for gaining comprehensive perspectives. While gender differences influenced strategy adoption, age and education level did not have significant impact. However, variations emerged in use of cognitive and social subcategories, indicating nuanced patterns by education level and gender. The research meticulously elucidated statistics, comparisons, and strategy rankings based on demographics. The significant gender influence on strategy choices highlights the need for gender-specific approaches in language education, especially regarding indirect and cognitive strategies. Recognizing translation as a complex linguistic and cultural skill underscores the need for tailored strategies to facilitate language acquisition and translation skill development. Educators should consider gender-sensitive pedagogies, accommodate diverse learning styles, and foster comprehension of cognitive and social strategies. Future research on gender's nuanced impact on specific strategies and their evolution in various contexts could enrich understanding of language acquisition and translation competence.