The Effect of GBI Training on Translation Ability of Translation Students in Mazandaran Province Based on Pak’s Analytical Framework

The purpose of this study was to investigate the effect of Genre-Based Instruction (GBI) on Iranian Translation students’ translation ability. In this study, 60 students of intermediate level were selected randomly and assigned to two groups, experimental and control groups. The pre-tests of translation were administered to both groups. The test was designed to afford a potential measure of learners’ translation quality. While the participants in the experimental group were trained to translate through genre-based translation, the participants in the control group received translation instruction just through mainstream translation activities. After providing the specific instructions, both groups received a translation post-test. The results of test scores, rated by two raters, were compared to ascertain the effective instructional treatment. Upon reviewing the results of the paired samples t-tests, it was revealed that both types of instruction were significantly effective in improving the Iranian translation learners’ translation ability. However, the results of the independent samples t-test showed that the experimental group significantly outperformed the control group after the intervention, indicating that using the GBI was quite successful in enhancing the students’ translation quality. The findings of this study offer some theoretical and pedagogical implications for teachers, translator educators, curriculum and material developers, and policymakers in an EFL context.