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Corpus-driven Translation Pedagogy: An Empirical Study

Alramadhan, Mohammed H.
http://orcid.org/0009-0005-6001-6965
http://rave.ohiolink.edu/etdc/view?acc_num=kent1741711350867805

Abstract Details

2025, PHD, Kent State University, College of Arts and Sciences / Department of Modern and Classical Language Studies.
Corpus-based approaches have seen substantial growth across different areas of applied translation studies, with translator pedagogy emerging as a key area of focus. This is evident in the broad range of academic literature, alongside the current ongoing projects, dedicated to this field. While considerable research has already examined the role of different corpus types in translator education, relatively little has been done with parallel corpora to empirically validate the underlying assumptions reviewed in the literature, particularly in terms of English-Arabic translation. This study seeks to bridge this gap by conducting a more systematic and empirical investigation of parallel corpus-based translation teaching (PCBT), taking into account two primary areas of enquiry: 1) if and how the incorporation of parallel corpora has an impact on the quality of student translations, and 2) if and how students find this approach conducive to learning to translate. Student translations and survey responses were analyzed to gain insight into the effectiveness of PCBT. The findings reveal that PCBT has led to an improvement in translation quality, as seen in its capacity to mitigate error occurrences in student translations. Furthermore, the findings point to the potential of PCBT in fostering more constructive learning through students’ engagement in data-driven learning, a process that included observation, negotiation, evaluation, and critical thinking. Finally, the responses from the survey demonstrate that the students exhibited positive attitudes toward PCBT, recognizing its impact not only in terms of improving their translation accuracy and quality but also in terms of reinforcing positive attitudes toward translation.
Brian J. Baer (Committee Chair)
Richard K. Washbourne (Committee Member)
Ryan R. Hediger (Committee Member)
Bridget K. Mulvey (Committee Member)
Ryan T. Miller (Committee Member)
202 p.
Education; English As A Second Language; Foreign Language; Language; Linguistics
translation; corpus linguistics; translator education; parallel corpora; translation quality

Recommended Citations

Citations

  • Alramadhan, M. H. (2025). Corpus-driven Translation Pedagogy: An Empirical Study [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1741711350867805

    APA Style (7th edition)

  • Alramadhan, Mohammed. Corpus-driven Translation Pedagogy: An Empirical Study. 2025. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1741711350867805.

    MLA Style (8th edition)

  • Alramadhan, Mohammed. "Corpus-driven Translation Pedagogy: An Empirical Study." Doctoral dissertation, Kent State University, 2025. http://rave.ohiolink.edu/etdc/view?acc_num=kent1741711350867805

    Chicago Manual of Style (17th edition)

kent1741711350867805
42
© 2025, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.