Measuring Translation Competence through Considering Task-based Translation Teaching Model

The purpose of the present study was to explore the impact of task-based translation teaching on the development of translation competence (TC). To do so، in the first phase of the study، a questionnaire of translation competence acquisition (TCA) was developed and validated for the Iranian context using Cronbach’s coefficient alpha and Confirmatory Factor Analysis as assessed by LISREL 8. 8 and SPSS 16. In the second phase، two main types of translation tasks، i. e. technical tasks، and textual tasks، were selected and applied on the participants of two experimental groups. At the beginning and at the end of the treatment، both experimental groups received the TC questionnaire. The statistical analysis of the data revealed that there was a strong statistical difference between the mean score of TC in pretest and posttest. Also، considering TC components in Expansion and Semantic group (ESG)، there was a considerable and statistically meaningful increase from pretest to posttest. Likewise، as for all TC components in Generic Texts group (GT)، there was a substantial and statistically meaningful raise from pretest to posttest. Finally، all TC components were compared individually in both ESG and GT groups to find out in which group the increase of TC components were statistically meaningful. The results showed that bilingual and instrumental sub-components had more significant growth in ESG group، while the other four components grew predominantly in GT group.