Study Results:

Introduction

The study aforementioned, refers to my doctoral research of specialised translation training as well as post-doctoral research.

The first was contacted with student participants while the second with professional translators. Both research projects were concerned with what I discovered to be the case during my PhD research. Here is a small extract where I briefly state my findings (Kasandrinou 2006:202):

The major problem is that translation lacks the systematic approach to training that exists in other disciplines. Suggestions about training, the current practice and research ignore the necessity for proper investigation of the important aspects in training the future professionals which are: curriculum design evaluation of both students and programs and the classroom.

Moreover the literature review revealed that in this general lack of proper full range investigation, there are some scholars who recognise the need for research and who have even conducted research on certain aspects of training themselves. However, their research either lacks the data to support their claims on pedagogy (e.g. Gile: 1995, Kiraly: 2000, Nord: 2005, Ulrych: 2005), or they have not looked into the effects of their proposed training (e.g. Gonzales: 2004 & 2005).

What could be done then?

The following extract from the thesis answers that question (Kasandrinou 2006:202):

In order to avoid these pitfalls, the present study has examined research methodology to find the appropriate type of research and to ensure that the requirements to make such a type of study valid and reliable were followed. This research needed valid data to support its claims and to avoid producing yet another "theory of the armchair" (Holmes 1988). Special care was paid for that reason to research design and the warning about possible pitfalls in the relevant literature. The data was analysed using the SPSS Student Version 11.0. As a further step of data analysis and for validation purposes the help of a statistician and tutor of applied mathematics and statistics was engaged.

From the literature review it becomes apparent that all discussion around translation training deals with it as if it is an extension of the general translation activity and fails to address the multiple and complex issues that stem from it and which have numerous pedagogical implications. Teachers of translation and scholars alike have developed teaching styles that probably do work (e.g. Kiraly, Nord, and others) but they have never attempted an empirical and objective study of the effect of translation teaching. The reason for that is that it is so complex to test claims as to effectiveness of teaching techniques (as it is the case with any other pedagogical activity). This is exactly the area this study has covered: it formed a research design that was utilised through the case study and so collected data to test the effectiveness of a teaching approach on training students in specialised translation.

The PhD research therefore looked into providing evidence that specialised training provided with a certain method, order and materials was indeed beneficial for the participating students. What about the professional translators though? Could they benefit as well?

The next section looks at the results from both students and professionals.

The Results

The doctoral research had an empirical research component which was carried out in two phases: The pilot study and the main case study. Two groups were formed for each phases: Group A was the group that had specialised training according to the method proposed while Group B experienced no alteration in the method of teaching. Both groups had to translate the same texts and translations were corrected and marked according to the regulations of the translation school they attended. Here is the graphic representation of the final results (Group A: 71.7 and Group B 53.1), (Kasandrinou 2006:185):

The comparison above is indeed supportive of the argument that specific training can improve the performance of students of translation

What happened with the group of professional translators?

This was a somewhat different trial: There was only one group and the question I was seeking an answer to was whether professional translators would benefit from the same method of training? The results (an amazing 28% improvement) are given in the graph below:

Case Study Result: Pro2007

Both the doctoral and post-doctoral research and case studies clearly indicate that appropriate training can indeed enhance efficiency for both students and professional translators alike.

The extensive research that covered a period from 2001 to 2007 is the key ingredient for this program.

The full versions of both the doctoral and post-doctoral research will be published in the near future and they are bound to answer all questions you might have regarding the research and findings presented above. In the meantime several issues explored in the research will be discussed and materials used will be made available either in the appropriate module or in the Open Gate Journal.