Analysis of the Russian-Persian translation training program in Iran and ways to overcome existing problems

Asadi Sangachin Zeinab PhD student, Russian department, University of Tehran 15 Kargar Shomali Str., Faculty of Foreign Languages and Literature, Tehran region, Iran, 1439813164 kocmocas34@yahoo.com Sheikhi Jolandan Nakhid PhD in Philology Candidate of Philological Sciences, Assistant Professor, Russian department, University of Tehran 15 Kargar Shomali Str., Faculty of Foreign Languages and Literature, Tehran, Iran, 1439813164 sheikhinahid@ut.ac.ir

Valipur Alireza Doctor of Philology Professor, Russian department, University of Tehran 1439813164, Iran, Tehran region, Tehran, Kargar Shomali Street,, Faculty of Foreign Languages and Literature alreva@ut.ac.ir

IntroductionThe question of the learnability of translation, like other scientific disciplines, has long been a non-controversial issue and this is the basis for modern professional linguists to direct their research towards translation studies, translation training, translation criticism and other areas related to translation.

Translation training is a new and independent discipline in modern science. This means that it is gradually necessary to explore new methods of teaching translation and adapt old methods with new scientific and educational innovations. Such adaptation not only leads to an improvement in the quality of education, but will also further increase the quality of translation, i.e. graduates of translation educational institutions will be qualified translators.

Thus, this article examines the key features of the translation training system in several leading countries of the world in connection with translation, and the results of the study are compared with the features of teaching Russian-Persian translation in Iran.

The main presentation of the materialRussian Russian translation educational institutions are few in Iran, and in connection with the Russian language, it should be stated that this is limited exclusively to universities where Russian as a foreign language (RCT) is studied.

Russian Russian It is clear that in such a system students simultaneously learn a new foreign language, i.e. Russian, and the basics of translation from Russian into Persian and vice versa. This joint training lasts 4 years, after which graduates can work as a translator of the Russian language. Before describing the features of the translation training system in Iran, we want to briefly get acquainted with the features of the translation training program in several leading countries in the field of translation, in the universities of which future translators will be professionally trained.

Let's start our review with Austria, where the University of Vienna is a member of CIUTI (Conf?rence Internationale Permanente d'instituts Universitaires de Traducteurs et Interpr?tes).  Translation training at this university is divided into two stages: preparatory and basic. At the first stage, students specialize in oral or written translation, as well as improve their knowledge of both languages used in the translation process, they also need to master two foreign languages. At the end of their studies, students must defend a thesis in the field of translation theory, linguistics or translation criticism.

The second country is Germany, where you can get a translation profession at many public universities (several of them are members of CIUTI), private institutions or specialized higher schools. Here, too, as in Austria, training is divided into preparatory and basic stages. At the end of the first stage, a specialty in interpretation or translation is selected. As in Austria, two foreign languages are taught, as well as the native language (stylistics, oral speech skills). The important nature of translation training in Germany is that each university works in one translation specialty. Sometimes there are also internships abroad during training. The final exams will consist of 5 parts, which also include the defense of the thesis.

The third country is France.  In this country, the translation training program lasts 3 years. The specialty of interpretation or translation is determined from the very beginning of training. Students speak two foreign languages. Practical translation begins with the first year of study and there are few theoretical disciplines. Each year of study is dedicated to a specialty in translation. All universities, institutes or higher schools have a program of preliminary knowledge of 1-2 languages at the bilingualism level and lasts 1-2 years ^[2].

Russian Russian translators' training program in Iran is being implemented in the framework of the specialty "Russian language" at several universities. The training lasts 4 years, during which in the first semester students get acquainted with the alphabet of the Russian language, and at the end of the semester they pass the A1 level exam. From the second semester, other levels of Russian language proficiency and translation subjects begin simultaneously. Almost all the lessons are aimed at translation and there is no division of the specialty in translation or interpretation at all. Students translate texts of various fields, i.e. scientific translation, artistic, legal, journalistic translation, etc. Russian Russian language students get acquainted with the techniques of translation of various texts from Russian into Persian and vice versa. Russian Russian Language Diploma is awarded to students at the end of their studies, after the final exams, and at the same time they can work as Russian-Persian translators.

Comparison of the translation training program in Iran with other countries listed above

· Let's start the comparison with the fact that in all these countries, at least one university is a member of CIUTI, but in Iran, universities working in the field of Russian translation are not members of CIUTI, which means that the training program is not a standard program and has many disadvantages.

·         In all these countries, students choose a specialty in interpretation or translation. However, in Iran, all students take translation lessons together without defining their specialty. As we said earlier, the subjects are mostly devoted to translation, and students are expected to master interpretation on their own during practical work.

·         In all three countries, students speak 2 foreign languages at the bilingualism level, in addition, stylistics and oral speech skills of the native language are taught in Germany, but in Iran, only knowledge of Russian and native (Persian) language is an important factor for translation, and the level of proficiency in these languages is not important, since translation lessons they begin with the first year of teaching the Russian language and no subject is devoted to the native language.

· Another factor is the subject of study. In these countries, the theoretical foundations of translation, the methodology of translation and practical lessons on translation are taught, but in Iran, without teaching translation theory, students begin the practice of translation in the classroom and such an unreasonably practical course continues until the last semester.

·         The last point is final exams. In Austria and Germany, students defend a thesis to become a translator, but in Iran, a thesis on translation is not required. Thus, at the end of the training, the quality of translation and the knowledge of graduates about translation skills are not evaluated, but only the assessment of the level of proficiency in the Russian language is the main factor of graduation.

Thus, it turned out that the translation training program in Iran is much different from the program of the leading translation training centers in the world. The most important drawbacks in this program are:

· The specialty of future translators in oral or written translation is not determined during their studies; that is, they are not engaged in a private theory of translation – a theory that studies various forms and types of translation, including oral or written translation ^[8].

·         Students do not have the opportunity to get acquainted with translation methods, modern achievements of translation specialists, and new techniques of full-fledged translation. Thus, translation didactics is a branch of translation studies, the task of which is to develop appropriate skills and abilities among students, namely, teaching translation techniques based on knowledge gained by general and particular theories of translation, has no place in this program [Ibid.].

·         The subjects of translation courses only consist in the translation of texts, and exercises are not used to develop different skills of translators. general knowledge and ideas about translation by themselves do not yet provide the ability to adequately form the goal of a translation action. This requires special exercises [7: 133]. About this, E. I. Passov writes that each type of speech activity is assimilated through exercises in this particular type of activity [9: 8]

·         At the end of their studies, students cannot evaluate the quality of their translation with the help of a thesis or a translation of one book.

· Future translators cannot supplement their knowledge of their native language, which contributes to a decrease in the quality of translation, as I. S. Alekseeva writes, the correspondences existing between the units and structures of the languages involved in this process are widely used in the translation process [1:21]. It is clear that without familiarity with the rules of the native language, it is unthinkable to translate from foreign languages.

· The most important disadvantage of teaching translation in Iran is that teaching translation practically does not differ from teaching a foreign language, since translation has traditionally been used in teaching a foreign language as a means of introducing, consolidating or controlling the assimilation of educational material [4:11].

The following table shows different signs of translation training in Austria, Germany, France and Iran, with the help of which it is possible to assess the advantages and disadvantages of the translation training system in these countries.

Table 1

Comparison of signs of learning to translate in different countries

It is clear that all existing problems in the program of translation from Russian into Persian and vice versa in Iran will be resolved if the founders of this type of training plan a new program that meets CIUTI standards. Thus, Iran can also become a member of CIUTI, which ensures a high quality of education for future translators. As V. N. Komissarov writes, the results of studying any academic discipline depend not only on the correct choice of the purpose and content of training, but also on how this discipline is studied, on the teaching methodology [5:17].

Conclusion

  This article attempts to reveal the main features of teaching translation from Russian into Persian and to find out the existing shortcomings that will reduce the quality of translation. Thus, we can say that the main problems in the training program for future translators in Iran are the following elements: - modern methods of teaching translation are not used; - CIUTI standards are not observed; - the world standards of education of translators are not observed; - the training of translators is not based on scientific principles and methods. If all these problems were resolved, the new translation education system in Iran would be one of the modern and best education systems for translators in the world.