A Study of Theoretical Approaches on Translation Criticism: Research and Pedagogical Implications

This paper intends to analyze the attitudes of translation criticism researchers in order to present a theoretical map for translation criticism studies, extract the investigators' learning resources, infer translation criticism criteria, and determine the kind, quality, and degree of interrelationship between translation criticism variables. The linguists, translatologists, and translators' views have been investigated from descriptive, comparative, and critical points of view. The results of the study reveal that 62.7% of the total 43 researchers, in this survey, believe that the process of translation itself is the major teaching-learning resource and there is a meaningful and positive relationship between the theoretical approaches to translation criticism and the principles of language testing. Moreover, 39.5% of researchers have approached text analysis from different perspectives expressing the positive interaction between the textual and social variables. Also, 69.7% of the investigators maintain that there is a positive interaction between the criteria for translation criticism and linguistic, literary, cultural outlooks. All of the researchers in the survey hold that translation criticism is basically a research oriented phenomenon. Therefore, this positive, interactive, and cause and effect relationship should not be taken for granted in the process of material development, translation education and evaluation. Since, in relevant areas such as linguistics, semiotics, socio-cultural studies, and language education a large number of scientific investigations have been carried out, their foundations can be analyzed, classified, and finally applied creatively and innovatively in order to establish a well-organized, scientific, and educational system for translation.