Should Math Tools and Quantitative Methods be Part of University-based Translator and Interpreter’s Training? Russian Graduates’ Voices in the Focus
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Peoples’ Friendship University of Russia (RUDN University), Moscow, RUSSIA
Anastasia Atabekova   

Head of the Foreign Languages Department, Law Institute, Peoples’ Friendship University of Russia (RUDN University), Moscow, Russia
Online publication date: 2017-08-16
Publication date: 2017-08-16
EURASIA J. Math., Sci Tech. Ed 2017;13(8):5295–5310
The current importance of the research stems from the fact it identifies the reasons regarding translators’ and interpreters’ attitudes towards math tools and methods in their training program curriculum, and there has been no previous research on the topic. Another point to be mentioned in this regard is that research data and findings contribute to the overall significance of reliability, validity, and objectivity of the measurement and interpretation of the data within the landscape of multifaceted Humanities studies in general, and theoretical and applied aspects of professional activities in the field of Translation and Interpretation, in particular. The goal of the research is to explore the attitudes to the above-mentioned tools and methods as part of academic curriculum regarding Russian graduates of Master’s programs on Translation and Interpretation. The goal was reached through a number of steps, including the analysis of the MA programs on Translation and Interpretation curriculum within the international framework, the identification of general trends regarding graduates’ perception and the study of those components that shape their attitudes. The research methodology combined theoretical studies, qualitative and quantitative types of analysis. The empirical data was collected through the survey of graduates of various Russian universities who were part of Academia or Industry related to Translation and Interpretation. Cluster, factor, discriminant types of analysis were implemented. The SPSS was used for data processing. The research results confirmed the hypothesis that graduates’ attitudes to mathematical tools and methods in general and to the respective module inclusion in the University-based translator and interpreter’ training in particular depend on the two following factors. First, it is quality of MA program students completed in terms of the program module/course on math tools and methods for translation studies and second, graduates’ working requirements. The research significance derives from the confirmed importance of the curriculum that should integrate research, math tools, technology and employers’ requirements. Moreover, the research specified the above curriculum particular requirements regarding translators and interpreters.
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