Home Culture Attachment and Iranian Students’ Translation Ability

Niloofar Amiri,Mandana Yousefi

doi:10.5539/ijel.v6n6p54

Abstract

<p>English language learning is an important issue whose impact on identity change is remarkable. This study attempted to explore the relationship between Home Culture Attachment (HCA) and Iranian students’ translation ability. To this aim, 75 participants were selected and homogenized by administering Oxford Quick Placement Test. To determine the students’ HCA levels, they were administered the Home Culture Attachment Scale. Meanwhile, a literary text selected from the book “Dubliners” was used to measure their translation ability. The translations were rated by three raters based on Waddington’s Holistic Scale. Finally, Vinay and Darbelnet’s Model of Translation was used to determine the applied translation strategies. To analyze the data, Pearson correlation coefficient, multiple regression, independent-sample t-test, and one-way ANOVA were used. The findings indicated that 69.1% of the students had high HCA and 30.9% had average HCA. Also, there was a significant correlation between the students’ HCA and translation ability. Yet, HCA subscales had no correlation with the translation ability. Moreover, it was found that there was a significant correlation between the students’ HCA at the average level and their translation ability and no correlation at the high level. Finally, it was revealed that the most frequent translation strategy was modulation.</p>

Highlights

It is well agreed that both language and culture are two inseparable and interrelated entities
This study aimed to explore the relationship between Home Culture Attachment (HCA) and Iranian student’s translation ability
The results indicated that the obtained p-value at the average level was 0.018 which was lower than 0.05 and this implies that there was a significant correlation between the students’ HCA at the average level and their literary translation ability

Summary

Introduction

It is well agreed that both language and culture are two inseparable and interrelated entities In this way, it is suggested that these entities have reciprocated impacts on each other (Pishghadam, Hashemi, & Bazri, 2013). Pishghadam (2011) stated that English language classes noticeably differed from the classes of other subjects of studies at school or university because in such classes the students tend to get familiar with a new culture. Those students learning English-focused subjects tried to adapt themselves with the new culture they encountered. It is admitted that intercultural contact is a greatly essential feature of learning a new language

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Conclusion