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Akbari, E., Karimnia, A. (2017). Learning Style Preferences in Male and Female Professional Translators. Journal of English Language Pedagogy and Practice, 10(20), 1-16.
Elham Akbari; Amin Karimnia. "Learning Style Preferences in Male and Female Professional Translators". Journal of English Language Pedagogy and Practice, 10, 20, 2017, 1-16.
Akbari, E., Karimnia, A. (2017). 'Learning Style Preferences in Male and Female Professional Translators', Journal of English Language Pedagogy and Practice, 10(20), pp. 1-16.
Akbari, E., Karimnia, A. Learning Style Preferences in Male and Female Professional Translators. Journal of English Language Pedagogy and Practice, 2017; 10(20): 1-16.

Learning Style Preferences in Male and Female Professional Translators

Article 1, Volume 10, Issue 20, Summer and Autumn 2017, Page 1-16  XML PDF (233.5 K)
Document Type: Research Paper
Authors
Elham Akbari1; Amin Karimnia email 2
1Department of English Language, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
2Department of English Language, Fasa Branch, Islamic Azad University, Fasa, Iran
Abstract
This study investigated learning style preferences among professional translators. The purposes of the study were to (a) find the prevailing learning style among the Iranian professional translators; (b) reveal any significant difference in the translators’ learning style preferences in terms of gender; and (c) find any significant difference between individual learning style and translation competence of the male and female translators. To this end, 110 professional translators from 35 translation centers in three Southern Provinces of Iran (Fars, Hormozgan, and Bushehr) were selected through non-probability sampling. The data pertaining to learning style were collected through an adaptation of Honey and Mumford’s learning style questionnaire, and translation competence was examined through a text that the participants translated. Findings revealed that the translators’ predominant learning style was Reflector, followed by Pragmatist, Activist, and Theorist, although those preferring the Theorist style showed better performance. Furthermore, the findings did not show any significant difference between translators’ gender and learning style preferences. Finally, results of one-way ANOVA revealed that there was a statistically significant difference across the groups in terms of learning style preferences and translators’ translation competence. Some pedagogical implications were also discussed.
Keywords
learning style preferences; Iranian professional translators; Translation competence; male and female translators; Performance
References

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