the relationship between efl learners’ explicit knowledge of source language and their translation ability

The purpose of this study was to investigate the relationship between students‘ explicit knowledge ingrammar and their translation ability. the importance of grammatical knowledge and its effectiveness intranslation quality motivated the researcher to run this study and consider grammatical knowledge in persianas the source language of iranian students. it is clear that grammar is an area that may merit somelevel of explicit teaching in english translation curriculum, particularly if explicit knowledge is in thegrammar of the source language. through a language proficiency test, explicit knowledge of persiangrammar test, and translation ability test, the explicit grammatical knowledge in persian and the translationability of 60 translation students at islamic azad university were measured. the result demonstratedthat there was a moderately significant relationship between the students‘ grammatical knowledge andtranslation ability. on the other hand, the explicit knowledge of persian grammar provides a significantimpact on the quality of translation from english to persian among iranian undergraduate english translationstudents. an implication of this study is that awareness assists practitioners to employ some practicaland useful techniques of translation in order to consider more practical knowledge of structural differencesexisting between languages as well as to reduce the learners‘ misunderstandings and to talk over thelearners‘ needs in translation.