الفهرس 
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Abstract
Chapter Five
Summary, Conclusions & Recommendations
This chapter presents a summary of the study in terms of statement of the problem, hypotheses of the study, instruments and participants of the study. Moreover, it reviews some important findings, recommendations and suggestions for further research.
5.1. Summary of the Study
The problem of this study is that student-teachers of English face difficulty in translating the idea, style and original composition from Arabic into English especially in translation subskills; tense, passive, conditionals, adverbs and adjectives, limiters, compounding, modal verbs and collocations due to lack of knowledge on translation and language sub skills. Tense, passive, conditionals, adverbs and adjectives, limiters, compounding, modal verbs and collocations are skills to master any language. In order to handle such problem, the study attempted to answer the following main question:
What is the effectiveness of a suggested remedial program on enhancing English language majors’ translation skills?
To answer the previous question, the following sub questions should be answered:
1- What is the status quo of student teachers’ translation skills?
2- What are the translation sub-skills that student-teachers in the faculty of education need to improve?
3- What is the framework of a proposed program for improving student teachers’ translation skill?
4- What is the effectiveness of a suggested remedial program in enhancing student-teachers’ translation skill?
5- How far are student-teachers satisfied with the program?
In order to answer these questions, the researcher carried out a pilot
Study – diagnostic test- to figure out the status quo (see appendix (D)
The results of the pilot study were analyzed and showed weaknesses in tense, passive, conditionals, adverbs and adjectives, limiters, compounding, modal verbs and collocations. All these weaknesses led to lack of appropriateness in translation and writing.
The pilot study, in addition to literature and related studies as well as interviews with professor of grammar and applied linguistics at Ain Shams University, was an indicator of what student-teachers need to develop. So, the researcher decided to investigate the sub-skills of language and translation and they were listed as follows: tense, passive, conditionals, adverbs and adjectives, limiters, compounding, modal verbs and collocations. After that, the researcher adopted analytic translation rubrics and discrete point test to measure the impact and the progress of the suggested program on every single skill and on the overall skills as well.
In a subsequent stage, the researcher reviewed literature and previous studies related to both translation errors, and language skills and the suggested remedial approach in order to understand and design the features of the suggested program. The program consisted of 17 sessions; the first 5 sessions were related to tense, passive, conditionals, adverbs and adjectives and limiters through the current political affairs, the sixth and the seventh sessions were related to compounding and modal verbs in print-media reports while the last 3 sessions were related to collocations through economic translation.
The study was based on the one-group design. The sample of the study was a group of 38 fourth year English majors students who voluntarily agreed to participate in the sample from amongst the English Department at the Faculty of Education, Ain Shams University in the academic year 2018.
Before designing the program, the researcher conducted a diagnostic test to measure participants’ translation skills and after conducting the experimentation, the researcher administered apre test and a post test. The results were analyzed statistically and qualitatively and they were in favor of the post test. The mean score of the students in the post administration of translation test as a whole was (75.45) with a large effect size at (0.78), which was higher than their mean score in the pre administration of the translation test
(12.36). The t value was significant at the level of (0.05). So, it can be concluded that the suggested remedial program was effective in developing the 4th year English majors’ language and translation skills.
A satisfaction questionnaire was administered to measure the participants’ satisfaction and results showed that participants were satisfied with the overall program.
5.1.3. Instruments of the Study
There were four main instruments which were used in the study:
A diagnostic test was designed to determine translation and language
skills. skills.
An analytic translation rubric was designed to determine the translation- A pre-posttest was developed to judge and assess the students’
performance before and after the experimentation.
A student satisfaction questionnaire was designed in order to check to what extent the students were satisfied with the program.
There are some other findings which cannot be ignored:
5.2. Findings
After analyzing the data and the results, it can be stated clearly that the suggested program was effective in developing student-teachers Translation skills (sub-skills) .i.e. and the following hypotheses were verified: the overall mean score in the posttest was 75.45 percent higher than their overall mean score in the pretest which reached 12.36. By the end of the program, a satisfaction questionnaire was administered in order to investigate and check how much students were satisfied with the suggested program. The students who participated in the program were satisfied with the suggested program.
1- There is a statistically significant difference between the mean scores of the study group participants on the tesnse pre and post test administration in favor of the post test means scores.
2- a) There is a statistically significant difference between the mean scores of the study group participants on the translation pre and post test administrations regarding passive in favor of their post test mean scores.
b) There is a statistically significant difference between the mean scores of the study group participants on the translation pre and post test administrations concerning adverbs in favor of their post test mean scores.
c) There is a statistically significant difference between the mean scores of the study group participants on the translation pre and post test administrations regarding limiters in favor of their post test mean scores.
d) There is a statistically significant difference between the mean scores of the study group participants on the translation pre and post test administrations concerning Adjectives favoring their post test mean scores.
e) There is a statistically significant difference between the mean scores
of the study group participants on the collocation pre and post test administrations regarding conditionals in favor of their post test mean scores.
f) There is a statistically significant difference between the mean scores of the study group participants on the translation pre and post test administrations concerning compounding in favor of their post test mean scores.
3- There is statistically significant satisfaction with the proposed program which was measured by the satisfaction questionnaire.
5.3. Recommendations
In view of the findings of the current study the following recommendations seem pertinent:
Incorporating customized remedial programs tha have clear objectives intoconsideration when teaching translation and give more focus to practice. English majors in the first year should learn the first fundamental aspect of translation, i.e, the idea in a text. In the second year, style and textuality could be incorporated with certain length of texts, and finally original compositions in later years.
-Setting programs that are based on contrastive anslysis rather than one monlingual program
- Using suitable strategies that facilitate teaching when the number of
learners are big, i.e zigsaw, teaching centers, project-based learning
-Using real materials and topics for teaching tenses and conditionals while translating should be organized in themes because students may learn better when conditionals and tenses are handled in them-based lectures.
- Setting translation objectives that are measurable
TOEFL and IELTS parts on structures, adverbs, and limiters, passive should be incorporated in the curriculum of translation to link teaching to the materials students will face in real life situations.
-Affixation is an essential part of any translated text, so it should be on the agenda of translation courses of English majors.
Using theme-based or content-based courses and programs in Translation should be put into considerations by faculty staff members.
- Adopting authentic materials in Translation teaching creates authentic and meaningful learning and requires authentic methods of assessment.
-Using remedial programs in teaching translations, especially in
teaching idea, style and original composition should be put into consideration in EFL courses at the Faculties of Education, English Departments.
Learners’ needs and expectations should be taken into consideration starting from the planning phase till the assessment phase.
-Dictionaries on modals, tenses should be designed in Arabic and English with example sentences from authentic materials to help users decode,
i.e. comprehend texts.
-Using effective ways of assessing translation with special focus on collocations through open discussions and in-class translation assignment would enhance EFL majors’ collocations proficiency.
Many kinds of collocations, especially the ‘verb + noun’ type, can be learned by students with intermediate vocabulary ability, for example: play a game, feed a bird, have a trip, do bed, take action. If ESL learners are exposed early enough to large numbers of collocations, vocabulary usage may not become fixed or fossilized in their second language learning.
The teaching of collocations should be simplified by using contrastive analysis of lexical collocations. Those with direct Arabic equivalence sometimes do not have to be taught, e.g. lose one’s patience, logical/persuasive argument, shake one’s confidence, furnish/offer/provide information, etc. However, this guideline cannot invariably apply to all lexical collocations that have Arabic counterparts.
Engaging students in a translation project where each student or a group of students are supposed to do a research on certain problematic areas in translation, i.e translation of limiters ”only” in different contexts is not on the agenda of English departments in Egypt. Translation strategies are ignored in teaching translation courses, i.e the functional shift strategy.
5.4. Suggestions for Further Research
More studies are suggested in the area of translation didactics in general. Here are some of the topics that deserve investigation:
-A study that uses cooperative learning in teaching English as a foreign language with various educational stages to investigate the effectiveness of using the cooperative approach on developing translation skills.
-A study that uses cooperative learning approach in teaching translation as a foreign language with prospective Egyptian teachers of English investigate the effectiveness of using cooperative learning approach on writing and translation skills.
-More studies should be conducted on translation remedial programs that focus on contrastive anaysis of translation and on the impact of the source language in EFL acquisition because studies in the Egyptian context are very rare.
-More studies should be carried out on assessment of other types of language skills and pragmatics. A study that uses active learning techniques appropriate to students’ level to promote their English language translation skills.