کاربست متون موازی در آموزش ترجمه متون حقوقی میان فارسی و عربی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
این مقاله، با هدف معرفی روشی برای آموزش ترجمه متون حقوقی میان فارسی و عربی به بررسی قابلیت های «متون حقوقیِ موازی» می پردازد؛ یعنی متونی حقوقی که در ژانر و موضوعاتِ مشابه به دو زبان فارسی و عربی نوشته شده اند. مطالعه با بهره گیری از روش تحلیلی- توصیفی و با تکیه بر تحلیل مقایسه ایِ متون حقوقیِ موازی به دنبال ارائه یک چارچوب آموزشی است که در آن دانشجویان در فرآیند یادگیریِ ترجمه نقش فعال تری بیایند. در ابتدا، متون حقوقی از منظر ترجمه بررسی و در چهار دسته «قانون گذار، قضایی، خصوصی و علمی» دسته بندی می شوند. سپس با تحلیل و مقایسه نمونه هایی از این متون به فارسی و عربی، مزایای استفاده از آنها در آموزش ترجمه تشریح می گردد. یافته های این مطالعه نشان می دهد که متون حقوقی موازی میان فارسی و عربی بر اساس میزان شباهت به سه دسته تقسیم می شوند: متونی با مطابقت حداکثری، متونی با ساختار اطلاعاتی مشابه و متونی با تشابه محتوایی. این مطالعه همچنین مجموعه تمرین های متنوعی را متناسب با هر یک از این دسته ها پیشنهاد می کند که موجب می شوند دانشجویان با مقایسه و تحلیل این متون، مهارت های ترجمه خود را به طور فعالانه ارتقا دهند. این رویکرد، با محوریت قرار دادن دانشجویان و تأکید بر یادگیری از طریق عمل، می تواند گامی مؤثر در جهت بهبود آموزش ترجمه حقوقی میان فارسی و عربی باشد.The Application of Parallel Texts in Teaching Legal Translation between Persian and Arabic
This article introduces a method for teaching legal translation between Persian and Arabic by exploring the potential of parallel legal texts—legal texts written independently in both Persian and Arabic that share similar genres and subject matter. Using a descriptive-analytical approach and relying on a comparative analysis of parallel legal texts, the study presents an educational framework in which students play a more active role in the translation learning process. Initially, legal texts are examined from the perspective of translation and categorized into four groups: legislative, judicial, private, and academic. Subsequently, by analyzing and comparing examples of these texts in Persian and Arabic, the study elucidates the advantages of using them in translation education. The findings demonstrate that parallel legal texts between Persian and Arabic can be divided into three categories based on their degree of similarity: texts with maximum correspondence, texts with similar informational structures, and texts with content similarities. Furthermore, the study proposes a variety of exercises tailored to each category, enabling students to actively improve their translation skills through comparison and analysis. This student-centered approach, emphasizing learning through practice, can serve as an effective step toward improving legal translation education between Persian and Arabic. Introduction In legal translation education, instructors typically provide source texts for students to translate, followed by error correction and the provision of a final translation. This method, commonly found in textbooks (e.g., Abdi & Rezvani Mofared, 2018; Homayouni & Madani, 2020), while offering certain benefits, confines students to the instructor’s knowledge and potentially stifles creativity. Furthermore, the provided translations often adhere more to the source language’s structure than to the stylistic norms of the target language, raising concerns about fidelity. This approach therefore warrants critical evaluation. This article proposes an alternative method for teaching legal translation between Persian and Arabic, predicated on the use of parallel legal texts. Parallel texts are defined as corresponding texts on identical legal subjects written independently in Persian and Arabic. The central research question is: How can these parallel texts be utilized in translation education? The hypothesis posits that parallel texts, by providing authentic examples of legal concepts expressed in both languages, can facilitate comprehension and analysis, support the identification of appropriate equivalents, and aid in reconstructing target-language stylistic features. This approach is informed by the author’s teaching and translation experience. Employing a descriptive-analytical methodology, this study comparatively analyzes the linguistic characteristics of parallel legal texts and outlines practical methods for their application in legal translation instruction. Literature Review Numerous theoretical studies have explored the complexities of legal translation. Adel and Rahimi (2018), in their article “Principles of Translation of Legal Texts” , emphasized the significance of meaning-based translation and the translator’s mastery of legal knowledge. Sadrzadeh (2011), in “Legal Translation: Modern Challenges and Theories” , examined various translation theories, the typology of legal texts, and translation criteria. Haghani (2004), in “Translation Teaching: Language Learning or Translation Training” , critiqued traditional translation teaching methods, highlighting the need for creativity and innovation in translation. Mobaraki and Aminzadeh (2013), in “Theory and Translation Competence” , emphasized the importance of learner-centered approaches in translation instruction. Nazari and Ghasemi Mousavi (2015), in “Issues, Problems, and Solutions for Teaching Translation” , stressed the necessity of revising curricula and developing practical, exercise-based, and student-centered syllabi in Arabic language translation education. Fattahipour (2020), in “University Textbooks for Official (Legal) Translation: Reviewing and Proposing a Model for Textbook Development” , critiqued existing textbooks and identified their inadequacy as a major cause of the disconnect between translation classrooms and the demands of the job market. Hajmalek and Aghamohammadi (2022), emphasizing participatory and student-centered methods, highlighted the need for new approaches in translation instruction in Iran. Delzendehrouy (2015), in “Using Parallel Texts in Translation Education” , underscored the importance of using parallel texts in translation pedagogy. Baqeri and Fekri (2020), in “The Challenges Characterising Arabic–Persian Translation Pedagogy at Iranian Universities from Professors’ Standpoint” , pointed to the use of parallel texts and language corpora as effective solutions for improving translation instruction. Despite these contributions, few studies have specifically addressed the development of new teaching methods for Persian–Arabic translation. Research Methodology This research employs a descriptive-analytical approach. Parallel legal texts in Persian and Arabic are comparatively analyzed. First, legal texts are defined and categorized, followed by an examination of the benefits of utilizing parallel texts in translation education. Finally, by analyzing examples of parallel legal texts, the study presents practical methods for incorporating these texts into the teaching of legal translation. Results The use of parallel texts in legal translation instruction constitutes an active-learning approach that emphasizes learning through comparison and analysis. This method transforms the instructor’s role from that of a translator-dictator to a facilitator and advisor, supporting students in self-directed learning and fostering their independence in acquiring translation skills. To organize parallel texts, categorizing them into four groups—legislative, judicial, private, and academic—is recommended. This classification provides a comprehensive understanding of the diverse structures and functions of legal texts. Textual relationships between parallel texts can be divided into three categories: texts with complete correspondence, texts with similar informational structures but differing in detail, and texts with content similarities but differences in expression. This classification establishes an appropriate order of priority for presenting texts to students. Each of these three types of textual relationships lends itself to specific translation exercises. These include extracting equivalent elements, comparing information coverage, finding appropriate equivalents, analyzing writing styles, and practicing imitation, which help students become familiar with specialized legal terminology.
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