Abstract
The present paper aimed at exploring the effectiveness of using the translation techniques, namely, Cooperative Work Procedure. (Gerding- Salas, 2000) on teaching translation courses for the students of translation at King Khalid University. The researcher used two tools to collect data, a translation test, and a questionnaire which were designed by the researcher. The purposive sample of the study consisted of forty-eight students of translation who were assigned randomly to two groups, i.e., experimental and control. One group extensively utilized Cooperative Learning, whilst the other did not. The paper revealed that the utilization of Cooperative learning (CL) in teaching translation courses take an active part in promoting translation students' performance in translating texts. The experimental group subjects' results show positive obtains through the synthesis of Cooperative Learning (CL) in teaching translation courses. Moreover, data from the questionnaire indicated the students of translation have spectra responses towards cooperative learning and a majority of them favored working alone. The study also revealed that nearly all of the students of translation appreciated fully the issue of discussing and debating their renditions tasks with their colleagues while they do not like the idea of working in groups.
Highlights
Nowadays, translation is playing a growingly pivotal role in exchanging expeditiously knowledge, information, and cross-cultural communication
I Like working on translation in pairs
The findings revealed mixed replies to cooperative learning
Summary
Translation is playing a growingly pivotal role in exchanging expeditiously knowledge, information, and cross-cultural communication. In the last few years, one of the rapid progress in developing translation skills among students of translation at the tertiary level because instructors of translation use cooperative learning as a learner-centered method to teach the courses of translation and give reasoning why they use it This shifting or transferring indicates a new period in which new translation teaching techniques would provide scope for students of translation to acquire adequate translation techniques when rendering a wide spectrum of text types and genres. In this study, the researcher used interposition methodology which is recognized as the (CWP) This translation technique is employed by the researcher in teaching the course of translation (3) offered by the same college to students of translation as a compulsory course, not an elective one. This approach was carried out and organized in teaching the translation, notably, fixed loan translation, importation'', verbal translation, shift translation, etc
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