Abstract:
The present article reports a study carried out to investigate whether or not awareness of functional translation theories has any impact on the translation quality of translator trainees. 2oo Iranian undergraduate students took part in this study. They were divided into four groups -two- experimental and two control groups. After homogenizing the participants by a TOEFL test, a translation pre-test was administered and then functional theories of translation like Translational Action and Skopos Theory were taught to the experimental groups who were later required to use the material taught in their classroom translation practice during one academic semester. The control groups were instructed traditionally as widely practiced in Iranian undergraduate translation classes. A translation post-test was given to all the groups at the end of the semester. The statistical results demonstrated a significant difference between the pre- and post- test in the two experimental groups as compared with the control groups.
Machine summary:
"The translation practices which took place besides teaching the theories were based on Gonzalez Davies’ (2004) description of a student- and learning-centered context that focuses on collaborative study and exploration of the translation process with the teacher acting as guide.
450 The results of table 3 indicate that there is no significant difference between scores obtained in the TOEFL test in experimental and control groups (P>0.
074 Hypothesis 1: There is no significant difference between pre- and post-test scores of the students of the first control group (A1).
464 The results in Table 7 prove that there was no significant difference between the scores obtained from the students of A1 in the pre- and post-test (p>0.
Hypothesis 2: There is no significant difference between pre- and post-test scores of the students of the second control group (A2).
436 The results in Table 9 indicate that there was no significant difference between the scores obtained from the students of A2 in the pre- and post-test.
000 The results in Table 11 reveal that there was a significant difference between the scores obtained from the students in B1 group in pre- and post- experiment stages (p<0.
The results of the paired t-test are presented in Table 13 as a way to analyze the discrepancies between scores obtained in the pre- and post-training stages.
045 The results in Table 13 show that there was a significant difference between the scores obtained from the students of B2 in the pre- and post-training stages (p<0."