English Department, Imam Reza International University, Iran (firstname.lastname@example.org)
English Department, Imam Reza International University, Iran (Omidakbari@imamreza.ac.ir)
Department of English Language and Literature, Ferdowsi University of Mashhad, Iran (Ghonsooly@um.ac.ir)
The present study examines the relationship between Cognitive style Field dependence/independence (FDI) and translation achievement. The participants included 100 (73 female and 27 male) BA senior students studying English translation as their major at Imam Reza International University and Khayyam Institute of higher education. Both male and female students responded to the Group Embedded Figures Test (GEFT) .They were divided into field-dependent and field-independent groups according to the scores gained in the GEFT. The results of the study indicated that students’ Cognitive style FDI have a positive and significant relationship with their translation achievement. Field Independents outperformed Field Dependents in their translation task and it also revealed that as translation students’ Cognitive style FDI increases, their translation achievement increases significantly. Cognitive style as psychological construct, has been the focus of attention in recent decades, therefore, the findings of current study will result in higher translation achievement of students and will help translation instructors plan better for the improvement of their students.
Keywords: cognitive style; translation achievement; field dependence; field independence