Translation Students’ Editing Ability: The Case of IAPLL Guidelines

Document Type : Original Article

Authors

1 M.A. in English Language Translation, Freelance Translator

2 Faculty Member of the Department of Computational Linguistics, Islamic World Science and Technology Monitoring and Citation Institute (ISC), Shiraz, Iran

Abstract

This study intended to investigate the ability of B.A. and M.A. students of English language translation in identification and correction of errors in a sample Persian text based on Iran’s Academy of Persian Language and Literature’s editing guidelines. An error-embedded researcher-made text was administered to the students to assess their error identification and correction ability. Using whole group sampling, two groups of 35 B.A. level and 35 M.A. students of English language translation were used as participants. The results indicated that the mean of the total score in B.A. group was significantly lower than the medium level; the mean of the total score in M.A. group was at the medium level; recognition score of the M.A. group was significantly higher than the B.A. group; correction score of the M.A. group was significantly larger than the B.A. group, and the total score of the M.A. group was significantly larger than the B.A. group. In general, it was found that the participants’ editing ability was very low. This could have many reasons including lack of qualitative teaching or courses on IAPLL rules and regulations in English language translation syllabus. The findings of this study are in line with findings reported by Zare and Falahati Qadimi Fumani (2020) who reported that students of English language translation in Iran were weak at editing skills and specifically know very little about the terms approved by IAPLL.

Keywords

Journal of English Literature and Cultural Studies
Volume 4, Issue 1
September 2023
Pages 33-46

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