Abstract
The present study was an attempt to investigate the relationship between Iranian ESP Learners’ translation ability and resilience in reading comprehension. More specifically, the study aimed to study the resilience cognitive and meta-cognitive effect on raising L2 reading comprehension through translation. Secondly, the study aimed at pursuing the views and attitudes to find out the extent to which resilience in reading comprehension can predict ESP learners’ translation ability. In order to test the null hypotheses, three phases were taken into consideration. First, 120 female adult sophomores majoring at Iran University of Medical Sciences were chosen through a homogeneity test. Second, the participants’ translation ability was measured through a translation task and also the validity of this instrument was confirmed by the three professors of the university, and the translation Toolkit Evaluation of UTAH University was used to evaluate the translated works. Next, the participants' reading comprehension ability was determined and finally, Connor and Davidson’s (2003) resilience scale was used to find out the level of resilience in reading comprehension of ESP students. The results of data analyses firstly revealed that there was a statistically significant relationship between Iranian ESP learners’ translation ability and their resilience in reading comprehension. Secondly, it was revealed that there was a significant positive relationship between Iranian ESP learners’ translation ability and their reading comprehension. The findings of the present study could have implications for EFL teachers and learners in the Iranian context.
Highlights
Reading resilience which is mainly referred to as the capacity to undertake and discuss the complex and demanding work of reading and interpreting literary and rhetorical texts has attracted a lot of attention in the past few decades. As this skill “requires a repertoire of analytical techniques that can be deployed with confidence and flexibility” (Vera, Valenzuela, & Sotomayor, 2015, p. 693), reading resilience can address the serious problem of a good number of English as a Foreign Language (EFL) learners in reading, comprehending, and translating texts that draw on literary language and techniques and unfamiliar subject matter or present a novel concept (Karimi & Veisi, 2016)
One of the challenges of EFL learners in general and English for Special Purposes (ESP) students in particular has been coping with the written texts they receive
It is hypothesized that ESP learners, when proficient in the basics of English, can process scientific discourse with simplicity if the channel of instruction is through the use of the translation ability, that is, the contribution of the translation ability may facilitate the process of comprehension of specialized texts
Summary
Reading resilience which is mainly referred to as the capacity to undertake and discuss the complex and demanding work of reading and interpreting literary and rhetorical texts has attracted a lot of attention in the past few decades. Some students face with psychological avoidance in their reading This may arise from their low proficiency and efficacy in Foreign Language (FL) or some other reasons related to psychological, social and background knowledge in EFL classes (Karimi & Veisi, 2016). They have to apply some cognitive and meta-cognitive strategies and solutions to overcome to this psychological tension and to get their reading success (Schmidt, 2002). It enables individuals to overcome difficult or traumatic circumstances and grow up to become healthy, educated, and successful learners even in ESP reading proficiency for their professional carrier (Connor & Davidson, 2003)
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