The Effect of Teaching Interlanguage Pragmatics on Interpretation Ability of Iranian Translation Students

Autor/inn/en	Ravesh, Mahnaz Mahmoudi; Tabrizi, Hossein Heidari
Titel	The Effect of Teaching Interlanguage Pragmatics on Interpretation Ability of Iranian Translation Students
Quelle	In: Advances in Language and Literary Studies, 8 (2017) 3, S.44-54 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Interlanguage; Pragmatics; English (Second Language); Second Language Learning; Second Language Instruction; Translation; Undergraduate Students; Foreign Countries; Student Placement; Language Tests; College Faculty; Pretests Posttests; Teaching Methods; Instructional Effectiveness; Statistical Analysis; Quasiexperimental Design; Iran + Suchen Sie Ihr Suchwort? Zielsprache; Pragmalinguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Schülerpraktikum; Language test; Sprachtest; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Statistische Analyse
Abstract	The present study sought to investigate whether Iranian translation students were successful in comprehending interlanguage pragmatic (ILP) features. Moreover, it tried to figure out whether teaching interlanguage pragmatics proved helpful for the improvement of interpretation ability of Iranian translation students. To this end, 30 students of undergraduate translation studying at Islamic Azad University, Isfahan (Khorasgan) Branch, were chosen to participate in the study. Then, they were divided into two groups of control and experimental. The Oxford Placement Test (OPT) was used to measure the participants' language proficiency. Then, a Discourse Completion Test was administered to measure the participants' interlanguage pragmatics. Using the SPSS 20 software, the ANCOVA and t test were run for the data obtained from both the pre-test and the post-test. The results revealed that ILP features are lacking in the university context. Furthermore, it was shown that ILP features were effective for improving Iranian students' interpretation ability. In this sense, university professors can pay attention to this finding and, where required, they can incorporate ILP features into their courses so as to make attempts to render a more effective learning and teaching environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01