The current study is motivated by the dearth of studies regarding English translation students' grammatical and sociocultural competencies and their relationship with their Grade Point Averages (GPAs). To fill this gap, this study sought to find if there is a statistically significant relationship between the respondents' GPAs and their levels of grammatical and cultural knowledge. To do this, a multiple-choice test with four sections was developed and validated by experts in the field to examine the respondents' levels of grammatical and sociocultural knowledge. The first two sections examined respondents' knowledge levels of the functions of the key elements of English language tense and aspect (FELTA) and Acceptable Forms of English Language Tense and Aspect (AFELTA). The other two sections examined their knowledge levels of aspects of the culture of American English native speakers (AspCNS) and culturally appropriate American English language use (AppLU). The sample for this study were selected randomly from the department of English Language and Translation at King Saud University. Seventy-five male English translation students from different college levels responded to the questionnaire test. Using descriptive statistics, the responses were coded and analyzed, and thereafter, the respondents' scores on each single section of the test were compared with their GPA scores to determine the statistical significance of differences and correlation. It was found that there was a statistically significant relationship between the GPA scores, the respondents' knowledge of AFELTA, and the knowledge of AppLU. However, no significant relationships were found between the GPA scores and the respondents' knowledge of FELTA or knowledge of AspCNS.
The current study is motivated by the dearth of studies regarding English translation students' grammatical and sociocultural competencies and their relationship with their Grade Point Averages (GPAs). To fill this gap, this study sought to find if there is a statistically significant relationship between the respondents' GPAs and their levels of grammatical and cultural knowledge. To do this, a multiple-choice test with four sections was developed and validated by experts in the field to examine the respondents' levels of grammatical and sociocultural knowledge. The first two sections examined respondents' knowledge levels of the functions of the key elements of English language tense and aspect (FELTA) and Acceptable Forms of English Language Tense and Aspect (AFELTA). The other two sections examined their knowledge levels of aspects of the culture of American English native speakers (AspCNS) and culturally appropriate American English language use (AppLU). The sample for this study were selected randomly from the department of English Language and Translation at King Saud University. Seventy-five male English translation students from different college levels responded to the questionnaire test. Using descriptive statistics, the responses were coded and analyzed, and thereafter, the respondents' scores on each single section of the test were compared with their GPA scores to determine the statistical significance of differences and correlation. It was found that there was a statistically significant relationship between the GPA scores, the respondents' knowledge of AFELTA, and the knowledge of AppLU. However, no significant relationships were found between the GPA scores and the respondents' knowledge of FELTA or knowledge of AspCNS.
English as a foreign language (EFL) and translation studies have argued that linguistic equivalence is not sufficient to transfer intended cultural meanings of the target language (TL) text. Unlike previous studies, this study investigates and compares the knowledge level of the linguistic and sociocultural competencies of selected Saudi translation students (STSs) at King Saud University. A multiple-choice test questionnaire was developed and used to examine the respondents’ knowledge level of two areas of linguistic competence: grammatical functions and grammatical forms of key elements of English language tense and aspect, and two areas of sociocultural competence: knowledge of native speakers’ culture and the cultural dimension of the TL. The results were compared to determine any statistically significant differences. These results suggest that the respondents’ linguistic competence is more developed than their sociocultural competence, and their knowledge of the forms is more developed than that of the functions of key elements of English language tense and aspect.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.