چکیده:
This article is a research on the effects of background knowledge
(Content and Linguistic schemata) on the translation quality of
Iranian undergraduate literary translation students. In order to conduct
the research, the Treatment and Control group design was used. The
participants of this study were randomly divided into three groups.
All the participants were assigned to do an English to Persian
translation production test after the treatments. In an attempt to arouse
schemata, the experimental group 1 and experimental group 2 were
given pre-translation, schemata-activating materials, while the
Control-group engaged in translation test without any preliminary
schemata-inducing activities. The treatment for the first experimental
group consisted of being exposed to content background knowledge
(schemata) about the topic of the translation. The treatment for the
second experimental group consisted of being exposed to Linguistic
background knowledge about the topic of translation. In the
meantime, the control group was not given any treatments. The
schemata-inducing activities were of two types: for content schemata,
we used reading Persian domain specific texts referring to the content
area of the text to be translated. For linguistic schemata, we used
memorizing English technical terminology and their Persian
equivalents. Outputs of the three groups were evaluated by three
raters according to Waddington's TQA model (2001) to assess the
impact of background knowledge. The statistical analysis revealed
that both content schemata and linguistic schemata improve the
quality of translations. Moreover, it was revealed that linguistic
schemata better improves translation quality than content schemata.
خلاصه ماشینی:
A) Imam Reza International University, Mashhad, Iran Abstract This article is a research on the effects of background knowledge (Content and Linguistic schemata) on the translation quality of Iranian undergraduate literary translation students.
Different researchers use different labels for the concept of background knowledge; in addition to schemata, other terms commonly used are frames (Fillmore, 1976), scripts (Schank and Abelson, 1977), event chains (Warren, Nicholas and Trabasso, 1979), and expectations (Tannen, 1978).
In her study reading Persian economic texts was used as the content schema-arousing material and memorizing English to Persian economic terminology was utilized to activate the linguistic schemata of the participants.
The results showed that the four groups performed differently on the post- test, which indicated that greater familiarity with specific culturally-oriented language listening material would improve Iranian EFL learners’ listening proficiency.
The experimental group 1 was given Content Background knowledge (schemata) in the form of reading Persian domain specific texts referring to the content area of the text to be translated before the task of translation.
The experimental group 2 was given Linguistic Background knowledge about the topic of translation in the form of sufficient domain-specific (technical) English terminology and their Persian equivalents.
5. CONCLUSION This study examined the effect of different types of background knowledge (schema) on translation quality.
The results of the Scheffe post-hoc test confirmed Linguistic background knowledge is more associated with translation quality of students.
Further studies are required to examine the effect of different types of background knowledge( schemata) in translating other genres.