Abstract
One of the most problematic perspectives of translation phenomenon is the cultural gap between the source language and the target language (Yang, 2010). This gap can be ideally filled through telecollaboration which provides internationally dispersed language learners in parallel language classes with cost-effective access to, and engagement with, peers who are expert speakers of the language under study (Belz, 2005). To investigate the effect of telecollaboration on the quality of translation of culture-bound texts, the current study was conducted on 64 Iranian undergraduate students of English translation at a university in Iran. Instruments used in the study consisted of three texts containing news excerpts from Voice of America (VOA). The study consisted of three phases: 1) assessing quality of translation of culture-bound texts, 2) random assignment of participants to two groups: one merely receiving cultural instruction while the other being linked to native English speakers through LinkedIn alongside receiving cultural instruction, and 3) assessing quality of translation of culture-bound texts immediately and two months following treatment. The results of mixed between-within subjects analysis of variance revealed the significant positive effect of telecollaboration on developing quality of translation of culture-bound texts and sustaining the attained knowledge. The pedagogical implications of the findings suggested incorporation of cultural components of source language society into translation courses and providing opportunities for translation students to be exposed to authentic and intensive source language culture through telecollaboration.
Highlights
A language reflects the cultural perspectives of the speakers of that language
The pedagogical implications of the findings suggested incorporation of cultural components of source language society into translation courses and providing opportunities for translation students to be exposed to authentic and intensive source language culture through telecollaboration
The superior performance of translation students who were involved in telecollaborative partnership with source language speakers on translation of culture-bound text than translation students who were not involved in telecollaborative partnership with source language speakers can be attributed to the fact that they had more opportunities to be exposed to the sociolinguistic and sociocultural features of the source language and to have contact with source language speakers
Summary
A language reflects the cultural perspectives of the speakers of that language. translation can be considered a linguistic filter for cross-cultural comparison in which languages, societies, and cultures are being compared (Paniagua, 2000). In order for the source and the target language audiences to be able to experience the same conditions, the translator should have the ability of noticing any inter-textual component and render them equivalently into the target language This is possible only when the translator possesses the required cultural background knowledge (Agost, 1998). Language learners in a foreign language context are deprived from exposure to the sociolinguistic and sociocultural features of the source language community in order to develop their intercultural competence (Martinez-Flor, 2008; Neddar, 2012; Khodareza & Lotfi, 2012). Internationally dispersed language learners in parallel language classes are provided with cost-effective access to, and engagement with, peers who are expert speakers of the language under study (Belz, 2005)
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