Gholam-Reza Tajvidi

Bio: Gholam-Reza Tajvidi is an academic researcher from Allameh Tabataba'i University. The author has contributed to research in topics: Competence (human resources) & Translation studies. The author has an hindex of 2, co-authored 5 publications receiving 14 citations.

Appraisal Theory in Translation Studies: An Introduction and Review of Studies of Evaluation in Translation

Abstract: Translation studies (TS), as a young (inter)discipline, has partly relied on metadiscussions, critical assessments of its literature, and compilation of bibliographies to deal with certain problems of its youth, such as polarity and fragmentation. While the current status of TS shows general maturity, there are still young areas of inquiry in the discipline that are faced with similar issues. The current study is an attempt to introduce and bring together an area of research in TS that draws on appraisal theory (AT; Martin & White, 2005) to functionally and systematically study the expression of feelings, emotions, viewpoints, and intersubjective positioning in translation. It is argued that this body of research has not received enough attention, partly due to its fragmentation and diversity. Several appraisal theory-informed studies of translations in different languages, genres, and mediums are introduced and reviewed, and certain points of similarity and differences are highlighted. More elaborate methodologies are given a closer look, and a general view of the findings in the literature is also provided. Finally, suggestions are made to address some limitations in the literature.

Characteristics of Competent Translator Trainers From the Viewpoint of Expert Iranian Translator Trainers: A Qualitative Study

Abstract: In this study, the directed (deductive) content analysis approach was adopted to explore the components of translator trainers’ competencies through in-depth individual semistructured interviews conducted with 10 expert Iranian translator trainers at different universities around Iran. Theoretical model was the translator trainer profile proposed by The European Master’s in Translation (EMT) Group, including fundamental requirements, instructional competence, assessment competence, field competence, organizational competence, and interpersonal competence. Initial codes were extracted from the interview data and subsumed under the existing subcategories of the framework or formed new categories. Subcategories were, then, analyzed and subsumed under the existing main categories or caused new subcategories to emerge. As a result, for the theme fundamental requirements, the main categories ‘research skills’ and ‘linguistic-cultural-general knowledge,’ for the theme assessment competence, the main category ‘using different assessment methods in the class in addition to the summative assessment,’ for the theme instructional competence, the main category ‘the ability to improve students’ competencies and metacompetencies,’ for the theme field competence, the main category ‘the ability to provide students with congruent tasks and being able to do the tasks,’ and ‘knowledge and practice of translation technology,’ for the theme interpersonal competence, the main category ‘complying with the personal/educational ethos,’ and for the theme organizational competence, the main category ‘the ability to manage change’ emerged. So, all the themes were retained with the exception that the theme ‘interpersonal competence’ was changed into ‘personal and interpersonal competence.’

Social Constructivism in Translator Education: The Stakeholders’ Needs Assessment

Abstract: The present survey-based study aimed at investigating the principles of social constructivist education in undergraduate translator training programs in Iran. To this aim, a needs assessment was conducted to identify market demands and students’ needs for three constructivist principles of authenticity, collaboration and scaffolding. Translation instructors, as the third group of stakeholders, were further surveyed about their teaching approach in terms of the three categories. To find out whether current translation education in Iran reflects market demands and students’ needs with respect to the mentioned constructivist concepts, the results of the surveys were then compared. Upon data analysis, it became evident that scaffolding, indicating students as responsible learners and teachers providing adequate support for the formers’ learning, was the most important principle for the first two groups of participants. Scaffolding was similarly described by translation instructors as the most common principle in their teaching approach. On the other hand, while professional translators and students consider authenticity as the second most important principle, it was profoundly lacking in the teaching approach university instructors take. Therefore, the results suggest that there is a big gap between the current and the desired situation in Iranian undergraduate translator training programs for the principle of “authenticity”, i.e. working on real translation projects with students taking various roles reflecting the real professional translation practice. The demographic information elicited from the surveys also provided evidence for this lacking connection between academia and professional translation practice in Iran.

Simultaneous Interpreting Competence: A Case Study

Abstract: The concept of competence in Translation Studies came to the fore in the 1990s although the first proposals were put forward in early 1970s.This term became so important that many universities around the world offering Translation/Interpreting programs tried to develop their curricula accordingly, a move forward that is still going on globally. However, what has been rather under-researched is the concept of Simultaneous Interpreting Competence. As a narrow part of a doctoral dissertation, the present study tried to develop an Interpreting Competence Model and apply it to professional simultaneous interpreters in Iran. To this end, the study included a conceptual and an empirical phase. In the conceptual phase, different translation competence models from the 1970s up to the present were compared and a Translation Competence Model was designed. Similarly, different interpreting competence models from 1930 up to the present were analyzed and an Interpreting Competence Model was developed. The conceptual phase concluded with the common and distinct competences required for professional translators and interpreters. In the empirical phase, the Simultaneous Interpreting Competence Model developed in the conceptual phase was applied to professional Interpreters. The case study included simultaneous interpreters from two Iranian news channels, PRESS TV and IRINN. The findings indicated that Iranian interpreters were lagging behind in certain sub-competences.

The Relationship between Eight Components of Multiple Intelligences (MI) and Consecutive Interpreting Performance of Iranian Male and Female Trainee Interpreters

Abstract: Gardner’s Multiple-Intelligences profile can serve as a powerful instrument for assessment of learners' abilities and aptitudes. This empirical study aims at finding any potential relationship between Iranian male and female trainee interpreters' scores in Multiple Intelligences (MI) and their performance in consecutive interpreting. 109 participants were chosen for the study. The instruments include 3 questionnaires and a summative test. Pearson's product-moment correlation coefficient and Kendall's partial rank correlation coefficient were used for analyzing the data. The Pearson correlation coefficient showed a significant correlation between bodily-kinesthetic intelligence and consecutive interpreting performance in males and a significant correlation between linguistic-verbal and mathematical-logical intelligences and consecutive interpreting performance in females. It can be concluded that among male trainee interpreters, those with a higher bodily-kinesthetic intelligence can be more promising candidates for interpreting courses. And among female trainee interpreters, those with a higher linguistic-verbal and mathematical-logical intelligences can become more competent interpreters.

Style in Fiction:A Linguistic Introduction to English Fictional Prose

Abstract: 《小说文体分析》(Style in Fiction)是运用现代语言学的最新成果,对文学作品进行系统的文体分析的一部精采的教科书。随着语言学的日益发展,人们越来越多地把现代语言学的研究成果运用到文体学分析中来。1969年,利奇(Geoffrey N.Leech)发表了《英语诗歌语言分析入门》(A Linguistic Guideto English Poetry),用现代语言学的观点对

Literary Analysis of 'Anna Karenina' on British Screen

Abstract: The paper focuses on Anna Karenina, the famous masterpiece by Leo Tolstoy, and its latest screen versions. The fruitful collaboration, accomplished by two remarkable figures of contemporary British culture – the director Joe Wright and the playwright Tom Stoppard as a scriptwriter – was released in 2012. Since screen adaptation of classics, as well as any kind of remake, is undoubtedly challenging but nevertheless intriguing for both creators and viewers, it seems to be an exciting topic for research. The situation when a piece of great literature is transposed into a different medium, such as a film, commonly gives rise to fierce debates, which, in turn, becomes thought-provoking. What is more, the fact of making the film by the British crew basing on the Russian literary chef-d'oeuvre allows assuming the dialogue of cultures is implied in the considered work of cinematographic art. Thus, these aspects of Tolstoy's Anna Karenina and its interpretation and reception are highlighted in the study undertaken. Furthermore, the study intends to analyse and investigate this masterpiece's literary and morphological aspects from a unique perspective.