A Translation-as-Task Teaching Design to Enhance News Story Writing Skill
Abstract
Attempting to place the practice of translation within a task-based language learning frame, the present study aims to investigate the effect of task-based translation on news-story writing. The participants in this study included 74 Iranian BA sophomores majoring in translation at Islamic Azad University, Hamedan Branch. After making sure the subjects have been homogeneously divided into experimental and control groups, the subjects in the experimental group were exposed to a six-week translation-pro task-based treatment, while those in the control group were taught via a conventional method of teaching a textbook on news story structure. In this pursuit, an evaluation exam on news-story writing was administered by the researchers before and after the treatment program, and the obtained data were analyzed by the Statistical Package for Social Sciences using descriptive and inferential statistics. The obtained results showed significant improvement in the news-story writing ability of those subjects who were exposed to the translation-pro task-based treatment. Furthermore, employing a translation-pro task-based approach could significantly improve the experimental group’s overall performance on news-story writing and its various sub-skills such as the use of Wh/H data (who, where, when, what, why, and how data), use of specialized words, context, consistency, structure, and simple language.
Keywords:
Task, News Story Writing, Task-based Language Teaching, Writing skillReferences
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Copyright Licensee: Iranian Journal of Translation Studies. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution–NonCommercial 4.0 International (CC BY-NC 4.0 license).
