Type de document : Research Paper

Auteur

Université internationale Imam Khomeini, Qazvin. Iran.

Résumé

Contexte : La compétence en traduction a toujours été étroitement liée à l'apprentissage des langues. Les stratégies d'apprentissage sont employées pour renforcer cette compétence en traduction. Cependant, l'incidence de ces stratégies lors du processus de traduction demeure largement méconnue.
Objectif : Cette étude vise à analyser les stratégies d'apprentissage des étudiants apprenant le français en utilisant un questionnaire validé par le chercheur.
Méthodologie : Les données proviennent de 64 apprenants de langue, évaluant leurs stratégies d'amélioration des compétences de traduction via un questionnaire de 30 items sur une échelle de Likert à 5 points. La validation par des experts et le test de fiabilité avec l'alpha de Cronbach garantissent la cohérence et la fiabilité des analyses.
Résultats : Les résultats mettent en lumière la préférence des apprenants pour l'utilisation de stratégies indirectes plutôt que directes, en particulier en ayant recours à des stratégies compensatoires, métacognitives, sociales, cognitives, émotionnelles et mnémoniques. Les conclusions révèlent des différences significatives liées au genre, les étudiantes ayant tendance à privilégier les stratégies indirectes, principalement sociales, tandis que les étudiants favorisent les stratégies directes, notamment cognitives. L'âge et le niveau d'études semblent n'avoir qu'un impact limité sur l'utilisation générale des stratégies, bien que des nuances apparaissent dans les sous-catégories des stratégies cognitives et sociales chez les apprenants de français.
Conclusion : Les résultats soulignent l'importance de prendre en compte les différences individuelles pour des stratégies d'apprentissage efficaces, surtout dans des contextes éducatifs variés.

Mots clés

Sujets principaux

Titre d’article [Persian]

یادگیری برای ترجمه: بررسی تأثیر استفاده از راهبردهای یادگیری زبان بر مهارت ترجمه

Auteur [Persian]

  • امیررضا وکیلی فرد

دانشگاه بین المللی امام خمینی (ره)، قزوین، ایران.

Résumé [Persian]

توانش ترجمه همواره ارتباط تنگاتنگی با یادگیری زبان داشته است. راهبردهای یادگیری برای بهبود اثربخشی توانش ترجمه به کار گرفته می‌شوند. با این حال، تأثیر راهبردهای یادگیری در ترجمه تا حد زیادی ناشناخته باقی مانده است. هدف: این مطالعه به بررسی راهبردهای یادگیری دانشجویانی که زبان فرانسه یاد می‌گیرند، با استفاده از یک پرسشنامه اعتبارسنجی‌شده می‌پردازد. روش‌شناسی: داده‌ها از 64 یادگیرنده زبان، برای ارزیابی راهبردهای بهبود توانش ترجمه از طریق یک پرسشنامه دارای30 گویه با مقیاس لیکرت 5 امتیازی گرد‌آوری شد. روایی ابزار پژوهش توسط متخصصان و پایایی آن با روش آلفای کرونباخ واکاوی و تایید گردید. یافته‌ها: نتایج نشان می‌دهد یادگیرندگان ترجیح می‌دهند از راهبردهای غیرمستقیم بیش از راهبردهای مستقیم و نیز از به ترتیب، از راهبردهای جبرانی، فراشناختی، اجتماعی، شناختی، عاطفی و یاداوری استفاده کنند. یافته‌ها نشان می‌دهد که جنسیت تفاوت‌های معناداری را ایجاد می‌کند، بدین معنا که دانشجویان دختر بیشتر از راهبردهای غیرمستقیم، به خصوص اجتماعی استفاده می‌کنند، اما دانشجویان پسر راهبردهای مستقیم، به ویژه شناختی را ترجیح می‌دهند. سن و مقطع تحصیلی به نظر نمی‌رسد بر به‌کارگیری راهبردهای کلی تأثیر بگذارد، اگرچه تفاوت‌های ظریفی در زیرمجموعه‌های راهبردهای شناختی و اجتماعی در میان یادگیرندگان زبان فرانسه به چشم می‌خورد. نتیجه‌گیری: نتایج اهمیت در نظر گرفتن تفاوت‌های فردی را برای راهبردهای یادگیری کارآمد، به ویژه در محیط‌های آموزشی گوناگون مشخص می‌کند.

Mots clés [Persian]

  • ترجمه
  • توانش ترجمه
  • راهبردهای یادگیری
  • یادگیری برای ترجمه
  • الگوهای فرایندی
  • آموزشکاوی زبان
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