عبدالرشید خزایی فیض آباد

Translation Studies seems to in establishing itself as an area of inquiry for scholars. Patterns of flourishing this discipline with its diverse audience are not well studied, though. The present study employed scientometric and bibliometric analyses to identify and assess topics and trends of Translation Studies as evidence of evolution over the course of time. Documents (from 1931 to 2021) were extracted from Scopus to examine relevant indicators, including document types, top journals, authors’ networks, institutes/universities, organizational support, countries and interdisciplinary contributions. In addition, VOSviewer, network and cluster density visualization and word co-occurrences were utilized to analyze and evaluate the development of the field. The analyses revealed that over a 90-year time span (1931-2021), 13916 documents were published by 21509 authors from 16323 institutes/universities that contributed to the scientific development of Translation Studies. Authors’ cooperation from 124 countries emerged in four clusters led by the US, the UK, Spain and China. In its course of development, Translation Studies witnessed a remarkable proliferation of documents since the 2000s. Relevant topics were demonstrated by keywords analysis, and interrelationships of Translation Studies with other disciplines were explored. The findings offer analyses of trends and topics in Translation Studies, as evidence of scientific evolution, attested by the interdisciplinary contributions and bibliometric findings.

The present study aimed toassess the target and present reading comprehension needs and abilities of Iranian medical students with different levels of Englishlanguage proficiency. A total of 283 medical students and 23 ESP instructors were chosen through cluster sampling. The data collection instruments included the Persian version of Atai and Nazari’s (2011) needs analysis questionnaire and a 40-item language proficiency test. The obtained results indicatedthat ‘general vocabulary’and ‘medical terminology’were considered ‘important’ in facilitating the comprehension of medical texts. In addition, the findings revealed that medical students need to improve all reading sub-skills. Furthermore, the respondents’ perceptions were significantly different with regard to students’ target needs and present abilities in reading comprehension. Finally, there was no statistically significant difference in students’ target and present needs and abilities across different levels of language proficiency. The findings have potentialimplications for the improvement of medical EAP courses.