1.7. Limitations and Delimitations of the Study. 15

 

 

Delimitation. 16

 

 

CHAPTER II 17

 

 

Review of the Related Literature. 17

 

 

2.1 Introduction. 18

 

 

2.2 Thinking. 18

 

 

2.3Characteristics of a Critical Thinker. 19

 

 

2.4 Critical Thinking Skills. 21

 

 

2.5. Teaching Critical Thinking. 22

 

 

2.5.1. How to Teach Critical Thinking. 23

 

 

2.5.1.1. Critical Thinking and Inferences. 25

 

 

2.5.1.2. Critical Thinking about Points of View.. 25

 

 

2.5.1.3. Purpose. 26

 

 

2.5.1.4. Evidence. 26

 

 

2.5.1.5. Beliefs. 26

 

 

2.5.1.6. Conclusions and Decisions. 26

 

 

2.5.1.7. Assumption. 26

 

 

2.6. Evaluation of the Quality of Translation. 27

 

 

26.1 The History of Translation and TQA.. 30

 

 

2.6.2The Main Approaches toward TQA.. 35

 

 

2.6.2.1Mentalist Views. 35

 

 

2.6.2.2 Response Based Approaches. 35

 

 

2.6.2.2.1 Behaviorist Views. 35

 

 

2.6.2.3 Text and Discourse Based Approaches. 36

 

 

2.6.2.4 Functionalist Approaches: Skopos Relate Approach. 36

 

 

2.6.2.5. Literature-oriented Approaches: 36

 

 

2.5.2.5.1 Descriptive Translation Studies. 36

 

 

 

2.6.2.5.2 Post-Modernist and Deconstructionist Thinking. 37

 

 

2.6.2.6 Linguistically-Oriented Approaches. 37

 

 

2.6.2.6.1 A Functional Pragmatic Model of Translation Evaluation: 38

 

 

2.7. Different Models of Evaluating Students’ Translations. 39

 

 

27.1 Farahzad‘s Model of TQA.. 39

 

 

2.7.2. Waddington‘s Model of TQA.. 40

 

 

2.7.3 Al-Qinai‘s Model of TQA.. 43

 

 

2.7.4. Sainz’s Model of TQA.. 44

 

 

2.8. Conclusion. 45

 

 

Chapter III 47

 

 

Methodology. 47

 

 

3.1. Introduction. 48

 

 

3.2. Participants. 48

 

 

3.3 Instruments. 49

 

 

3.3.1. Instructional Material 49

 

 

3.3.2. Preliminary English Test (PET). 49

 

 

3.3.3. Pre Translation Production Test. 50

 

 

3.3.7. Post Translation Production Test. 50

 

 

3.4. Procedure. 51

 

 

3.5. Design of the Study. 54

 

 

3.6. Statistical Analysis. 54

 

 

CHAPTER IV.. 55

 

 

Results and Discussion. 55

 

 

4.1. Introduction. 56

 

 

4.2. Participant Selection. 56

 

 

4.3. Discussion. 71

 

 

CHAPTER V.. 73

 

 

CONCLUSIONS AND PEDAGOGICALIMPLICATIONS. 73

 

 

5.1. Introduction. 74

 

 

5.2. Conclusion. 74

 

 

5.3. Pedagogical Implications. 75

 

 

5.4 Suggestions for Further Research. 75

 

 

References. 77

 

 

References. 78

 

Abstract

 

 

This study was conducted to investigate whether critical thinking had any significant effect on translation performance of translations students. To this end, 75 male and female English translation students at the 7th semester at BA level were chosen from Azad University, Shahr-e-Ghods branch. The participants were non-randomly selected on the basis of the scores they obtained on a pre-piloted Preliminarily English Test (PET) and a translation test before conducting the study. The division of the participants to the experimental and control groups was done randomly..Both experimental and control groups were taught using the same material in  translation classes and they received the same amount of instruction .The only difference was some techniques of critical thinking that were  taught to the experimental group to be used in their translation. A posttest of translation was given to the participants after the treatment, and the results of the data analyses showed that there was no statistically significant difference between the two groups in terms of their posttest performance

 

CHAPTER I

 

 

BACKGROUND AND PURPOSE