Successful Cognitive Learning Style Preferences in Text Translating Process among Iranian University English LanguageTranslating Students

Studies on language learning styles and cognitive leaning style could be traced back to the past thirty years of research. cognitive leaning style employed by learners may vary according to different tasks and skills. Cognitive leaning style develop over times as learners achieve knowledge and get experienced through learning (Cohen, ۱۹۹۸). The aim of This study is to investigate and distinguish different cognitive learning style preferences and determine which types of styles is more successful in translating process among Iranian University English Language Translating Students. To this end, ۴۰ students in different ages (۱۹-۲۲) studying translating English language at different universities (Payam-e-Noor and Bu-Ali university) in Hamedan took part and randomly were chosen. Data gathered from participants by using essay typed question to translate and a questionnaire. Translating test and a learning style questionnaire (Cohen,A. D., Oxford, R. L., & Chili, J. C. ۲۰۰۱) were given . The instruments were piloted to measure time required for completing and their reliability, and they translated into Persian, and checked by some English language teachers for the correctness of the translation. The analysis of date among EFL learners showed the following results: ۱) different cognitive learning style preferences were recognized, and ۲) the more successful cognitive learning style preferences in text translating process were established. The overall findings of research indicated the students have different styles ; moreover, reflective learners were more successful in text translating among others. Some useful implications were proposed in order to help the learners, teachers, and researchers to be aware of students cognitive learning styles more effectively.

کلیدواژه ها:

cognitive learning styles ، text translating