Determining the Level of Written and Oral Translation Skills of Students of Language Institutions of Higher Education

Abstract

This research investigates the proficiency of written and oral translation skills among students in language higher education institutions through a detailed evaluation process. Employing a mixed-methods approach, this research assesses the competencies of 200 students across various academic years and linguistic pairs. The study aims to assess both the theoretical and practical aspects of translation competencies that students acquire through their academic programs. The study reveals significant variances in skill levels, influenced by pedagogical practices, exposure to real-world translation scenarios, and linguistic complexity. The research is structured to achieve three main objectives: 1) to assess the current proficiency in written and oral translation skills among students, 2) to identify factors influencing skills, and 3) to provide recommendations for enhancing translation training within higher education. The research involves detailed evaluations of written translations and oral interpreting tasks, complemented by surveys and interviews with both students and instructors. The study employs a mixed-method approach, combining quantitative assessments through standardized translation tests and qualitative evaluations via interviews and observational analysis. Students will be tested on various text types and oral translation scenarios to gauge their performance comprehensively. This research provides valuable insights into the effectiveness of translation training programs and highlights potential areas for curriculum enhancement. The findings aim to guide educators in refining teaching strategies and developing more targeted training modules to improve translation competencies in future language professionals. Recommendations are provided based on the results of both quantitative assessments and qualitative feedback. The results reveal that while final-year students generally demonstrate higher proficiency, there are notable challenges in specialized translation tasks and consecutive interpreting. Performance varies across different linguistic pairs and academic levels, indicating a need for targeted pedagogical strategies. The conclusion contributes to the broader understanding of effective translation training and its implications for preparing students for professional translation careers.