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COMMUNICATIVE TRANSLATION in FOREIGN-LANGUAGE TEACHING and LEARNING Nune Ayvazyan

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COMMUNICATIVE TRANSLATION in FOREIGN-LANGUAGE TEACHING and LEARNING Nune Ayvazyan COMMUNICATIVE TRANSLATION IN FOREIGN-LANGUAGE TEACHING AND LEARNING Nune Ayvazyan ADVERTIMENT. L'accés als continguts d'aquesta tesi doctoral i la seva utilització ha de respectar els drets de la persona autora. Pot ser utilitzada per a consulta o estudi personal, així com en activitats o materials d'investigació i docència en els termes establerts a l'art. 32 del Text Refós de la Llei de Propietat Intel·lectual (RDL 1/1996). Per altres utilitzacions es requereix l'autorització prèvia i expressa de la persona autora. En qualsevol cas, en la utilització dels seus continguts caldrà indicar de forma clara el nom i cognoms de la persona autora i el títol de la tesi doctoral. No s'autoritza la seva reproducció o altres formes d'explotació efectuades amb finalitats de lucre ni la seva comunicació pública des d'un lloc aliè al servei TDX. Tampoc s'autoritza la presentació del seu contingut en una finestra o marc aliè a TDX (framing). Aquesta reserva de drets afecta tant als continguts de la tesi com als seus resums i índexs. ADVERTENCIA. El acceso a los contenidos de esta tesis doctoral y su utilización debe respetar los derechos de la persona autora. Puede ser utilizada para consulta o estudio personal, así como en actividades o materiales de investigación y docencia en los términos establecidos en el art. 32 del Texto Refundido de la Ley de Propiedad Intelectual (RDL 1/1996). Para otros usos se requiere la autorización previa y expresa de la persona autora. En cualquier caso, en la utilización de sus contenidos se deberá indicar de forma clara el nombre y apellidos de la persona autora y el título de la tesis doctoral. No se autoriza su reproducción u otras formas de explotación efectuadas con fines lucrativos ni su comunicación pública desde un sitio ajeno al servicio TDR. Tampoco se autoriza la presentación de su contenido en una ventana o marco ajeno a TDR (framing). Esta reserva de derechos afecta tanto al contenido de la tesis como a sus resúmenes e índices. WARNING. Access to the contents of this doctoral thesis and its use must respect the rights of the author. It can be used for reference or private study, as well as research and learning activities or materials in the terms established by the 32nd article of the Spanish Consolidated Copyright Act (RDL 1/1996). Express and previous authorization of the author is required for any other uses. In any case, when using its content, full name of the author and title of the thesis must be clearly indicated. Reproduction or other forms of for profit use or public communication from outside TDX service is not allowed. Presentation of its content in a window or frame external to TDX (framing) is not authorized either. These rights affect both the content of the thesis and its abstracts and indexes. Nune Ayvazyan DOCTORAL THESIS 2017 Translation has been regarded as a communicative foreign-language teaching and learning tool since the late 1960s, although more empirical research is needed to test its effectiveness. Defining “communicativeness” as active participation in class, this research looks at how student participation rates (quantified as teacher- initiated or student-initiated interaction) change when translation activities are used in class, as compared to classes in English only. The experiment was carried out with 61 officially enrolled second-year students of English at the Universitat Rovira i Virgili who were taking a grammar course. The students were placed into two groups for their practice sessions, eight of which were video-recorded. The methodology was to alternate classes with translation activities and in English-only in both practice groups, so that all the students would undergo the same treatment. Also, pre- and post-experiment questionnaires were distributed to find out what beliefs the students held about translation in foreign-language Teaching and Learning Foreign-Language in Translation Communicative learning, which were then complemented by interviews from key participants. The findings show that in terms of teacher-initiated interaction, there was no difference between classes carried out with translation activities as compared to classes in English only. However, student-initiated interaction was higher in the classes with translation. Also, student-initiated participation was higher in comprehension-based activities as opposed to production-based activities. Students’ beliefs about translation in a foreign-language class were generally positive at the beginning and had not changed by the end of the experiment. The findings show that translation can in certain cases be more communicative than classes in English only, if we quantify “communicativeness” in terms of the amount of participation in class. COMMUNICATIVE TRANSLATION IN FOREIGN-LANGUAGE TEACHING AND LEARNING Intercultural Studies Group Researching mediation between cultures Nune Ayvazyan URV. Avda. Catalunya 35 43002 Tarragona. Spain www.intercultural.urv.cat Nune Ayvazyan COMMUNICATIVE TRANSLATION IN FOREIGN-LANGUAGE TEACHING AND LEARNING DOCTORAL THESIS Supervised by Professor Anthony Pym, co-supervised by Professor Patrick Zabalbeascoa Terran UNIVERSITAT ROVIRA I VIRGILI Tarragona 2017 The research leading to these results has received funding from the European Community’s Seventh Framework Programme under grant agreement No. 613344 (Project MIME). Professor Anthony Pym URV. Av. Catalunya 35 43002 Tarragona, Spain [email protected] April 14, 2017 I hereby certify that the present study Communicative Translation in Foreign- Language Teaching and Learning, presented by Nune Ayvazyan for the award of the degree of International Doctor, has been carried out under my supervision at the Department of English and Germanic Studies of the Rovira and Virgili University, with Dr. Patrick Zabalbeascoa of the Universitat Pompeu Fabra as co-supervisor, and that it fulfills all the requirements for the award of International Doctor. Professor Anthony Pym Intercultural Studies Group Universitat Rovira i Virgili Acknowledgments “We can only be said to be alive in those moments when our hearts are conscious of our treasures.” Thornton Wilder Even though writing a thesis can sometimes be perceived as a solitary enterprise, I am lucky to have had many exceptionally wonderful people surrounding me in my personal journey. It is due time to express my profound and sincere gratitude to all the people who have shaped me and my work over these years. First and foremost, I would like to thank the Department of English and German Studies at the Universitat Rovira i Virgili, who hosted me here as a doctoral student and a grant holder. You have made me feel at home, dear colleagues! All the words in the world would not suffice to express my gratitude to my academic advisors. A very special thank you to Anthony Pym, who not only led me through this project but has also introduced me into the wider academic world of Translation Studies, especially insisting on my participation in the CETRA summer school, where I met many of the most distinguished translation scholars who gave me invaluable feedback on my project. An equally special thank-you goes to my co- supervisor, Patrick Zabalbeascoa, who has played a major part in my current work by supervising my Masters thesis and instilling in me a love for the theory of translation. This thesis would not have been possible without the economic support provided by the two grants issued by the European Commission: a Marie Skłodowska-Curie temporary grant (FP7-PEOPLE-2010-ITN-263954, TIME project) and especially the grant provided by the project MIME – Mobility and Inclusion in Multilingual Europe (FP7-SSH-2013-1-613344). It has been an extremely enriching experience to discuss matters of migration affecting Europe and a real privilege meeting all the incredibly intelligent people committed to this cause. I would also like to thank the Societat Barcelonesa d’Amics del País for the economic support they provided for my stay at the Middlebury Institute of International Studies at Monterey in the United States. i A special word of gratitude goes out to all the past and present members of office 2.20 (a.k.a. Babel): Esther, Carlos, David, Andrea, Kasia, Ljubica, Leticia, and Cai, and the rest of the members of the virtual 2.20 (Alberto, Alba, Anca, Sara, Irene, and Mireia). Thank you for so many shared memories, my brothers and sisters in arms! I could not leave out the people who were far away physically but remained with me in my journey, people I now consider friends. Thank you, Casper and Raphael, for the fun times. Thank you, Lubna, for your kind heart. Thank you, Boris, for our surprise meetings, even if they are on the other side of the world! I would also like to thank all the members of the Graduate School of Translation, Interpretation and Language Education at the Middlebury Institute of International Studies at Monterey, and in particular to Dean Renée Jourdenais, who accepted my international stay and permitted me to carry out very enriching interviews with experts in foreign-language education. A special thank-you is for Jean L. Turner, who, apart from allowing herself to be interviewed, gave me invaluable feedback on my thesis, in particular regarding methodology and statistics. A special word of gratitude goes to Oliver Valero Coppin, who helped me with the statistical analyses. Last but not least, I would like to thank my family for providing me the much needed psychological support in this undertaking. A thank you goes out to my mom, for always reminding me that erudition is vital; to my dad, who always believes in me and encourages me to conquer new heights; to my sisters, who are the fun part of my existence; and of course to my husband and friend, who has been by my side and has dealt with my busy Saturday mornings and endless trips.
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