Translation strategies used in behaviourist, cognitive, and constructivist approaches to translation instruction

Abstract

The present study was an attempt to investigate the strategies emerging in the translation classes instructed through different approaches, namely behaviourist, cognitive and constructivist. One hundred twenty homogeneous senior students at upper-intermediate level of proficiency studying English Translation in the Iranian context took part in the study. The selected participants were randomly divided into four groups. Oxford Placement Test, pre- and post-tests of translation performance, and portfolios were used as instruments for collecting the data. The participants went through the processes of pretesting, intervention, and post testing. Analysis and categorization of the strategies learners employed to translate more creatively and appropriately revealed that a) focusing on the diction of the words, b) concentrating on the complex structures used by different writers, and c) making use of the equivalents they became interested in or found suitable, were the most frequently referred to strategies used by the learners. The findings of the descriptive analysis revealed that Iranian EFL students majoring in English translation enjoy high potential to initiate specific strategies to solve their problems in developing their translation ability. The findings of the study could be employed by translation community members and EFL instructors in Iranian schools, universities, and language institutes.