* اطلاعات ناب و بی نظیر در مورد اینکه:
- چرا باید در آزمون های آزمایشی شرکت کنیم؟!
- چگونه تشخیص دهیم جامعه آماری کدام مؤسسه بالاتر است؟!
- چگونه تشخیص دهیم کیفیت سؤالات کدام مؤسسه مطلوب تر است؟
- چگونه بهترین مؤسسه را برای آزمون های آزمایشی انتخاب کنیم؟


تحلیل آزمون دکتری 93 ترجمه

دانلود سؤالات تخصصی آزمون دکتری 93 ترجمه
دانلود سؤالات تخصصی آزمون دکتری 92 ترجمه

نگاهي به آزمون نيمه متمركز دكتري سال 1392

تحلیل آزمون دکتری ترجمه 93

This is the third year in which the PHD Entrance Exam is administered in a semi-centralized format. There are still fluctuations as to the number questions devoted to each subject, yet as usual translation theories enjoyed a majority. However, there are alterations to the number of questions as coming from different sources in this respect. Unlike the two past exams, Routledge Encyclopedia of Translation Studies had a major play with around 30% of the questions in translation theories (mainly from the 1st edition of the book published in 1998). Munday’s Introducing Translation Studies was still a dominant source with almost an equal number of questions (8 out of 30). This seminal book will perhaps remain the main source for the MA and PHD exams in the coming years. Albeit, as the items in the exam testify, a deep reading of these sources is crucial so thatevery and each preposition must be studied carefully. Unlike last year, other sources such the Routledge Companion to Translation Studies and The Translation Studies Reader had very low frequencies of tests. The other tests came from other rather less influential books and articles. William and Chasterman’s The Map was the main source for the questions in translation research methodology. The tests coming from the book accounted for more than 55% of the tests on this subject (11 out of 20); however, an exact reading of the book is important entailing all definitions, categorizations, and examples. The other questions in this subject came from general knowledge of research methods, and like the previous PhD exams, quantitative research was not included in the exam: luckily, the tests were devised to be applicable to real translation research circumstances. Juliane House’s and Katherina Reiss’s works on translation assessment and criticism made the most substantial contributions to the criticism section with 25% and 20%, respectively. Other sources for the tests mainly came from distinguished figures such as Newmark or Popovic, Schaffner, and ‎Hatim and Mason.Angelelli and Jacobson’s Testing and Assessment in Translation and Interpreting Studies, which was extensively used in tests on assessment and translation competence last year, seems to have been fully exhausted for this year’s exam.
Overall, a good reading of the key sources including Munday (2008; 2012), Baker (1998), William and Chasterman (2002), Reiss (2000), and House (1977; 2001) could have proved very fruitful, which would yield at least 45% of the tests on translation studies in general (theories, research, and criticism). Nonetheless, as the comparison of the exams held this year and last year reveals, except for the major sources, the extent to which minor sources are exploited for the exam is subject to radical changes!

 
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