Relationship between Acculturation Attitude and Translation of Culture-Bound Texts

Rafieyan, Vahid

doi:10.5296/jse.v6i2.9402

Cited by 6 publications

(9 citation statements)

References 22 publications

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“…The findings obtained in the current study are in line with the findings obtained in the studies conducted by Shehab (2004), Bruti (2006), Hassani-Laharomi (2013), and Rafieyan (2016) who found that knowledge of the source language pragmalinguistic and sociopragmatic perspectives contributes to a great extent to the quality of translation of the source language pragmatic perspectives into the target language. The findings obtained in the current study also support the findings obtained in the studies conducted by Rafieyan et al (2014a) and Rafieyan et al (2014c) who found that pragmatic instruction has a significant effect on the Journal for the Study of English Linguistics ISSN 2329-7034 2016…”

supporting

confidence: 92%

“…However, in the post-revolution era, translators' tendency to preserve the implicatures decreased. Most recently, Rafieyan (2016) investigated the relationship between translation students' level of pragmatic comprehension ability and the quality of their translations of source language implicatures. Participants of the study were a group of Iranian undergraduate students of English at a university in Iran.…”

Section: Introductionmentioning

confidence: 99%

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Bridging Pragmatic Gap in Translation Process through Developing Pragmatic Awareness

Rafieyan¹

2016

JSEL

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<p>In order for the translator to be able to translate the source text into the target language in a relevant way, the strata of the translated text through which relevance can be obtained (pragmatic, pragmatic-semantic, and semantic strata) should be equalized to that of the source text (Li & Luo, 2004). The translator can achieve this by raising his/her awareness of the source and target language pragmatic perspectives. To investigate the actual effect of developing knowledge of pragmatic perspectives of the source language and the target language on the quality of translation of culture-bound texts, the current study was conducted on 64 Iranian undergraduate students of English translation. The study consisted of three phases: 1) administering a culture-bound text to be translated by all participants, 2) dividing participants into two groups: one merely receiving translation exercises while the other receiving metapragmatic discussions of the pragmatic perspectives of the source language along with translation exercises, and 3) assessing the translation quality of both groups immediately and two months following the treatment. The study revealed the significant positive effect of pragmatic instruction on improving the quality of translation of culture-bound texts and maintaining the obtained knowledge. The pedagogical implications of the findings suggested incorporating the pragmalinguistic and sociopragmatic perspectives of the source language and their distinctions with the pragmalinguistic and sociopragmatic perspectives of the target language into translation classes as an integral part of translation classes.</p>

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supporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Bridging Pragmatic Gap in Translation Process through Developing Pragmatic Awareness

Rafieyan¹

2016

JSEL

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“…These findings suggest that developing language proficiency and mere immersion in a target language does not develop pragmatic competence. Therefore, in order to develop pragmatic competence in language learners, classroom instruction should be equipped with pragmalinguistic and sociopragmatic features of the target language (Rafieyan, 2016a;Rafieyan, 2016b;Rafieyan, 2016d;Rafieyan, 2016e).…”

Section: Resultsmentioning

confidence: 99%

Development of Language Proficiency and Pragmatic Competence in an Immersive Language Program

Rafieyan¹,

Rozycki²

2018

WJEL

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Since pragmatic competence and grammatical competence are two distinct aspects of communicative competence (Bachman, 1990), a high level of grammatical competence may not lead to a high level of pragmatic competence, rather it can be best developed through immersion in the target language. In this respect, this paper addresses three research questions within the context of an immersive language program in an EFL setting: 1) Does instruction in an immersive language program have a significant effect on language learners’ general language proficiency? 2) Is there any significant relationship between language learners’ general language proficiency and their pragmatic competence? 3) Is there any significant relationship between language learners’ level of language contact and their pragmatic competence?In the experiment, Japanese first-year college students (n=18) were assessed through TOEFL PBT at the start of a one-year language immersion program. The subjects thereupon participated in an intensive language program. At the end of the academic year, all subjects took another TOEFL PBT along with a pragmatic competence test (Bardovi-Harlig, 2009) and a language contact survey. The statistical findings of this study demonstrated a significant positive effect for immersive language program on general language proficiency. However, the findings found no significant association between general language proficiency and pragmatic competence and only a weak correlation between language contact and pragmatic competency. This suggests that developing general linguistic proficiency and immersive language contact with a target language do not automatically ensure the acquisition of pragmatic competence.

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“…The study found that there is a strong positive relationship between the degree of acculturation attitude toward target language culture and the pragmatic comprehension ability. Most recently, Rafieyan (2016) explored the relationship between language learners' acculturation attitudes and the quality of their translation of culture-bound texts. Participants of the study were a group of Iranian postgraduate students of English translation at universities in England.…”

Section: Introductionmentioning

confidence: 99%

Relationship between Acculturation Attitude and Effectiveness of Pragmatic Instruction

2016

IJELS

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Attitude toward accepting target language culture or maintaining heritage culture referred to as acculturation attitude can determine language learners' pragmatic gains during an educational sojourn. To this end, the current study investigated the relationship between language learners' acculturation attitudes during an educational sojourn and the effectiveness of pragmatic instruction. Participants of the study were 52 Iranian postgraduate students of English education at a university in Australia. A discourse completion task was used to assess language learners' level of pragmatic competence. The adapted version of Berry's (2001) East Asian Acculturation Measure (EAAM) was also used to assess language learners' level of acculturation attitude toward Australian culture. The analysis of Pearson product-moment correlation coefficient (r) revealed that there is a strong positive relationship between acculturation attitude and effectiveness of pragmatic instruction. The pedagogical implications of the findings suggested encouraging and providing opportunities for language learners who are on an educational sojourn to immerse in target language culture to be able to develop their pragmatic competence to an optimal level.

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Relationship between Acculturation Attitude and Translation of Culture-Bound Texts

Cited by 6 publications

References 22 publications

Bridging Pragmatic Gap in Translation Process through Developing Pragmatic Awareness

Bridging Pragmatic Gap in Translation Process through Developing Pragmatic Awareness

Development of Language Proficiency and Pragmatic Competence in an Immersive Language Program

Relationship between Acculturation Attitude and Effectiveness of Pragmatic Instruction

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