Abstract
Surprisingly, translator training in distance learning is under-researched in Translation Studies and the scholars in the field have simply ignored the fundamental differences between distance and traditional modes of translator training. This study is a preliminary attempt to draw attention to this neglected area of research. Firstly, the study made an attempt to determine a set of criteria for educating functional and autonomous translation trainees in distance learning through a contrastive and critical review of the related literature. Taking a functionalist-communicative stance, ideas were borrowed from distance learning, second language teaching and translation theories for this purpose. The most important criteria must be learner-orientedness, process-orientedness and use of authentic real-life translation tasks. Later, the criteria were employed to evaluate a self-instructional translation textbook. The evaluation showed that these criteria could serve as a roadmap for assessing and/or designing self-instructional textbooks for distance learning mode. Finally, it was suggested to add translation training in distance mode to the applied branch of the so-called map of Translation Studies to promote further research in this area. DOI: http://dx.doi.org/10.5755/j01.sal.0.24.5935
Highlights
Distance learning has been employed by different institutions in various forms through the last three decades
Translator training in distance learning is under-researched in Translation Studies and the scholars in the field have ignored the fundamental differences between distance and traditional modes of translator training
Some studies of distance learning have come from Italy (Cusinato, 1996), Thailand (Vanijdee, 2001, 2003), Korea (Dickey, 2001), Hong Kong (Hyland, 2001; Leung, 1999), Australia (Möllering, 2000), Finland (Tammelin, 1997, 1998, 1999) and New Zealand (White, 1997, 2000; Garing, 2002).There are some factors which significantly helped to the rapid increase of distance learning programs worldwide such as the contemporary increasing demand for global education programs, desire of many institutions to reach new students or to retain their market share and increasing interest in lifelong learning
Summary
Distance learning has been employed by different institutions in various forms through the last three decades. Some studies of distance learning have come from Italy (Cusinato, 1996), Thailand (Vanijdee, 2001, 2003), Korea (Dickey, 2001), Hong Kong (Hyland, 2001; Leung, 1999), Australia (Möllering, 2000), Finland (Tammelin, 1997, 1998, 1999) and New Zealand (White, 1997, 2000; Garing, 2002).There are some factors which significantly helped to the rapid increase of distance learning programs worldwide such as the contemporary increasing demand for global education programs, desire of many institutions to reach new students or to retain their market share and increasing interest in lifelong learning. Different academic centers are responsible for the training of ever-increasing translation trainees through both traditional and distance learning modes. These institutions include Islamic Azad University, numerous branches of Payam-e-Noor University (PNU), and State Universities
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