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first questionnaire, was intended to investigate the effectiveness of the current program through instructors view. They believed that theory and practice must be connected together in some translation courses in a way that firstly a number of key theories of the field should be presented and after that and directly in that course some practical training should be given. Some instructors agreed that because of the discrepancy among students’ levels and backgrounds and lack of motivation among the students, they have difficulty in introducing up-to-date sources. Finally, almost all instructors stated that the program length is sufficient as other universities of the world do. They stated that the content of the program has some shortcomings and it is not meant to offer professional training in the way it is offered around the world.

4.3. Courses for meeting the defined instructional objectives
The second research question was about the level of importance of courses, i.e. compulsory or optional to attain the instructional objectives of the current English Translation curriculum.
2. What do students and instructors think about the courses included in M.A. English Translation curriculum?

According to the second question, students and instructors were given a questionnaire asking their perception on existing compulsory and optional courses with 5 points scale 5=Quite Sufficient, 4=Sufficient, 3=somehow sufficient, 2= Not Sufficient and 1=Completely Insufficient
Table 3 illustrates the frequencies and percentages for students’ conceptions on the frequency of time and material sufficiency of compulsory courses included in the program. As can be seen in the table, the amount of time and material allocated to the courses seminar, thesis, translation models, translation criticism, and theories of translation respectively were enough while it can be inferred that less time and material were allocated to the courses Persian literature, advanced research and translation, advanced evaluation and translation, translation Workshop, linguistics in translation, literary criticism and Morphology and Equivalence

Table 4.3: Students’ conception of compulsory courses included in the current M.A. English translation program

Compulsory Courses
Quite sufficient
sufficient
Somehow sufficient
insufficient
Completely
insufficient

F %
F %
F %
F %
F %
Persian Literature
7

5.8

16

13.2
30

24.8

39

32.2

28

23.1

Advanced Research and Translation
9

7.5

13

10.7

37

30.6

32

26.4

29

24

Linguistics in Translation
15

12.4

25

20.7

58

39.7

24

15.7

13

10.7

Theories of Translation
68

56.2
31

25.6

12

10.0

6

5.0

3

2.5

Translation Models
71

58.7
38

31.4

8

6.6

3

2.5

0

Translation Criticism
61

50.4

49

40.5

10

8.3

0

0

Advanced Evaluation and Translation
10

8.3

17

14.0

31

25.6

20

16.5

42

34.7

Seminar
89

73.6
26

21.5

5

4.1



0

Translation Workshop
10

8.3

17

14.10

31

25.6

20

16.5

42

34.7

Literary Criticism
14

9.7

24

16.7

35

24.3

28

20.1

19

12.5

Morphology and Equivalence
16

11.1

11

7.6

25

17.4
52

36.1

16

11.1

Thesis
80

55.6

16

11.1

8

5.6

7

4.2

9

6.9

Total
120
100
120
100
120
100
120
100
120
100

Table 4 reports the frequencies and percentages for students’ conceptions on the frequency of time and material sufficiency of the optional courses included in the program. As can be seen in the table, there should be more time and material allocation for the courses writing research paper, methods of translation training, computer in translation, principles of oral translation, analysis of translation of literary masterpieces, translation of scientific texts and discourse analysis and literature.
Table 4.4: Students’ conception of optional courses included in the current M.A. English translation program

Optional Courses
Quite sufficient
sufficient
Somehow sufficient
insufficiet
Completey
insufficiet

F %
F %
F %
F %
F %
Writing research paper

10

9

8.3
9

7.4

101

83.5

Language Teaching Methods
9

7.4

15

12.4

21

17.4

48

39.7

27

22.3

Sociology in Translation
19

15.7

40

33.1

22

18.2

27

22.3
12

9.9
History of Translation in Iran
17

14.0

29

24.0

34

28.1

25

20.7

15

12.4
Discourse Analysis and Literature
10

8.3
8

6.6

10

8.3

32

26.4

60

49.6

Translation of Scientific Texts
6

5.0

5

4.1

11

9.1

18

14.9

80

66.1

Computer in Translation
5

4.1

10

8.3

4

3.3

11

9.1

90

74.4

Translation and Culture
30

24.8

49

40.5

21

17.4

12

9.9

8

6.6

Contrastive Stylistics in Translation
37

30.6

50

41.3

20

16.5

9

7.4

5

4.1

Analysis of Translation of Literary Masterpieces
4

3.3

6

5.0

6

5.0

23

19.0

81

66.9

Principles of oral translation
2

1.7

6

5.0

3

2.5

23

19.0

86

71.1

Methods of translation training
1

0.8

2

1.7

5

4.1

21

17.4

91

75.2
Total
100
120
100
120
100
120
100
120
100
120

Table 5 shows the frequencies and percentages for instructors’ conceptions on the frequency of time and material sufficiency of the compulsory courses included in the program. As can be seen in the table, almost all instructors felt that there is fairly enough time and material for a
ll the courses.
Table 4.5: instructors’ conception of compulsory courses included in the current M.A English translation program
Compulsory Courses
Quite sufficient
sufficient
Somehow sufficient
insufficient
Completely
insufficient

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F %
F %
F %
F %
F %
Persian Literature


9
30.0
13
41.9
8
25.8


Advanced Research and Translation


10
30.7
10
30.7
9
29.0


Linguistics in Translation
8
23.3
17
56.7
5
20.0




Theories of Translation
27
86.7


1
3.3
2
6.5


Translation Models
22
70.0
2
6.5
3
13.3
2
6.5
1
3.3
Translation Criticism
21
66.7
5
16.7
2
10.0
1
3.3
1
3.3
Advanced Evaluation and Translation
3
6.5
12
41.9
2
6.5
8
25.8
5
16.1
Seminar
30
100








Translation Workshop
2
6.5
1
3.3
15
48.4
8
25.8
4
12.9
Literary Criticism
7
22.6
17
54.8
2
56.7
2
6.5
2
6.5
Morphology and Equivalence
9
29.0
8
25.8
3
9.7
8
25.8
2
6.5
Thesis
14
45.2
4
16.1


4
16.1
3
9.7
Total
30
100
30
100
30
100
30
100
30
100

Table 6 illustrates the frequencies and percentages for instructors’ conceptions on the frequency of time and material sufficiency of optional courses included in the program. As can be seen in the table 6, in line with students’ perception there should be more time and material allocation for writing research paper, computer in translation, discourse analysis and literature and principals of oral translations.

Table 4.6: instructors’ conception of optional courses included in the current M.A. English translation program

Optional Courses
Quite sufficient
sufficient
Somehow sufficient
insufficint
Completely
insufficient

F %
F %
F %
F %
F %
Writing research paper






4
13.3
26
86.7
Language Teaching Methods

17
56.7
13
43.3




Sociology in Translation
4
13.3
15
50.0
11
36.7




History of Translation in Iran
6
20.0
19
63.3
5
16.7




Discourse Analysis and Literature
3
10.0
2
6.7


3
10.0
22
73.3
Translation of Scientific Texts
4
13.3
10
33.3
3
10.0
2
6.7
11
36.7
Computer in Translation
1
3.3
1
3.3


6
20.0
22
73.3
Translation and Culture
14
46.7
16
53.3






Contrastive Stylistics in Translation

19

63.3

11

36.7


Analysis of Translation of Literary Masterpieces
7
23.3
3
10.0
5
16.7
3
10.0
12
40.0
Principles of oral translation
1
3.3
2
6.7
4
13.3
5
16.7
18
60.0
Methods of translation training
1
3.3
2
6.7
2
6.7
5
50.0
10
33.3
Total
30
100
30
100
30
100
30
100
30
100

The second question in the interview was about the courses and the time and material allocated for each one. Almost most of them believed that there are a variety of courses for M.A. degree in different universities around the word emphasizing upon a number of particular subjects to prepare M.A. students in translation studies in one subject. Most of them considered that there is sufficient time and material allocated for each compulsory course but because of the discrepancy among students’ levels and backgrounds and lack of motivation among the students, they couldn’t cover all the material in allocated time. On the other hand nearly all of them stated that 90% percent of students have poor writing research paper which influences their term paper activities, seminar and accordingly and most importantly their thesis.
4.4. Arrangement of the courses for attaining the instructional objectives
The third research question was about courses arrangement to meet the instructional objectives of the current M.A. English Translation curriculum.

3. What do students and instructors think about the arrangement of the courses in the current M.A. English Translation curriculum?

In this part, students and instructors were given a questionnaire asking their perception on the arrangement of compulsory and optional courses with 5 points scale 5= strongly agree, 4=agree, 3= uncertain, 2=disagree, 1=strongly disagree. Table 7 illustrates the frequencies and percentages for students’ conceptions of the arrangement of courses in the program. As can be seen in the table, 33.3% (one-third) of the students were not certain about the sequence of courses presented within the program. 61.8% agreed about the continuity and sequence of curricula while 39.7% and 30.6 %( about two-third) of students disagreed about integrating notions of various disciplines to develop to develop a specific learning topic. 35.8% and 26.8% (more than half) students believed that courses did not relate to the other subject areas to increase unity in the student’s outlook, skills, and attitude which is in line with the obtained results from item 3 of the questionnaire.

Table 4.7: students’ conception of the arrangement of the courses of the current M.A. English Translation curriculum

Arrangement
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree

F %
F %
F %
F %
F %
The sequence of courses presented within the program properly address course pre-requisites and/or co-requisites

32

26.0

23

18.7

41

33.3

11

8.9

13

10.6

The vertical continuity of courses are appropriate to meet students’ needs

76

61.8

32

26.0

3

2.4

8

6.5

1

8.0

The horizontal continuity of courses are appropriate to meet students’ needs

9

7.5

15

12.4

11

8.9

48

39.7

37

30.6
courses are related to the other subject areas to increase student’s outlook, skills, and attitude


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