I would like to thank my dear teachers

who have taken all the trouble to come to

this remote place in upper Egypt

Professor Dr.

Former Dean Of Beni Sweif Faculty of Education

Cairo University

Professor Dr.

Professor of TEFLFaculty of Education

Assuit University

Professor Dr.

Dean Of Minia Faculty of Education

Minia University

Professor Dr.

Former Dean of Qena Faculty of Education

South Valley University

Dr.

Lecturer in TEFL Methodology Qena Faculty of Education

South Valley University

Professor Dr.

Present Dean of Qena Faculty of Education

South Valley University

Professor Dr.

Vice- Dean of Qena Faculty of Education

South Valley University

Professor Dr.

Vice- Dean of Qena Faculty of Education

South Valley University

Professor Dr.

Head of the Dept. of Curricula & Instruction

Qena Faculty of Education South Valley University

A Suggested Programme for

Developing

Some Basic Translation Skills of

English

Majors and its Effect on their

Attitudes towards

Translation

Statement of the Problem:

A large number of English majors in the faculty of Education lack the basic translation skills required for producing appropriate translations.

The traditional method adopted does not provide students with the systematic training that can help them understand and control the various aspects of the process of translating, nor do most current translation courses.

Most of the current evaluation techniques are perceived to be neither valid nor reliable

Purposes of the studyPurposes of the study

The main purposes of the study are:The main purposes of the study are:to assess the effectiveness of the suggested programme to assess the effectiveness of the suggested programme in developing some basic translation skills,in developing some basic translation skills,to assess the difference between students' achievement to assess the difference between students' achievement in the pre and the post test of translation in the pre and the post test of translation to assess student’s attitudes towards studying to assess student’s attitudes towards studying translation. translation. to assess the difference between students' achievement to assess the difference between students' achievement in the pre and the post test of general language in the pre and the post test of general language proficiency. proficiency. to assess the correlation between students' achievement to assess the correlation between students' achievement in translation and their attitudes towards translationin translation and their attitudes towards translation

Significance of the study

The studyThe study provides first year English majors with some provides first year English majors with some

necessary translation skills.necessary translation skills. proposes a systematic programme in teaching proposes a systematic programme in teaching

translation.translation. is a step in the direction of developing teacher is a step in the direction of developing teacher

education materials in the faculty of Education.education materials in the faculty of Education. proposes reliable testing instruments for proposes reliable testing instruments for

evaluating translation skills.evaluating translation skills. enhances students' attitudes towards enhances students' attitudes towards

translation. translation. develops students' language proficiency level.develops students' language proficiency level.

Design of the experimentDesign of the experiment

The study has a one group design; The study has a one group design; all the students have been involved all the students have been involved in the experiment after taking a in the experiment after taking a proficiency (EPEE) test and a pre proficiency (EPEE) test and a pre test in translation. The subjects were test in translation. The subjects were 58 students enrolled in the first year 58 students enrolled in the first year English Department, at Hurghada English Department, at Hurghada Faculty of Education, a sub-division Faculty of Education, a sub-division of Qena Faculty of Education. The of Qena Faculty of Education. The experiment lasted for 30 hrs.( five experiment lasted for 30 hrs.( five weeks, twice a week, for three hours weeks, twice a week, for three hours each session.)each session.)

FindingsFindings

• After the study was conducted, “t” test was used in analyzing the data obtained.

• Scores of subjects in all the tests were analyzed and compared.

• Results revealed and confirmed a remarkable degree of improvement in students’ achievement in the post test of basic translation skills.

Findings

• There was a positive correlation between subjects’ level of language proficiency and their achievement in the posttest of basic translation skills,

• and a positive correlation between students' achievement in translation and their attitudes towards translation.

RecommendationsRecommendationsIn the light of the results of the study the In the light of the results of the study the

following recommendations are made:following recommendations are made:

There should be a clear course description There should be a clear course description

of the translation course taught in the of the translation course taught in the

faculty of Education. Such description faculty of Education. Such description

should indicate objectives of teaching should indicate objectives of teaching

translation, needs, skills, practice areas, translation, needs, skills, practice areas,

types of readings, supplementary materials, types of readings, supplementary materials,

teachers' guidelines, and testing criteria for teachers' guidelines, and testing criteria for

each of the four years of instruction.each of the four years of instruction.

RecommendationsRecommendations Teaching translation in Arab universities is Teaching translation in Arab universities is

recommended to implement intensive recommended to implement intensive

training in both English and Arabic for training in both English and Arabic for

students of the English department.students of the English department.

Translators' workshops should be Translators' workshops should be

encouraged as language teaching techniques encouraged as language teaching techniques

that stimulate students to work in groups that stimulate students to work in groups

and undertake a project. This also can and undertake a project. This also can

develop their attitudes towards their study. develop their attitudes towards their study.

RecommendationsRecommendations Setting translation tests should follow Setting translation tests should follow

a systemic and, as much as possible, a systemic and, as much as possible,

an objective approach, by stating the an objective approach, by stating the

scoring rubrics and the rating scales. scoring rubrics and the rating scales.

Scoring translation tests should be Scoring translation tests should be

undertaken by at least two different undertaken by at least two different

raters, with the final mark raters, with the final mark

represented in the mean of the two represented in the mean of the two

raters, to minimise raters' subjectivity. raters, to minimise raters' subjectivity.

RecommendationsRecommendations Translation theory should be integrated in

translation courses in the form of graded activities that are related to the practical translation skills presented in each course.

New technologies are recommended to be implemented for the proper teacher education programmes such as using computer software, electronic dictionaries, discussion lists, online translation tasks, and online translator and teacher association links.

THANKSTHANKSAntarAntar