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2. I would like to thank my dear teachers who have taken all the trouble to come to this remote place in upper Egypt the professors

3. Professor Dr. Ali Hussein Former Dean Of Beni Sweif Faculty of Education Cairo University

4. Professor Dr. Munir Nazir Professor of TEFLFaculty of Education Assuit University

5. Professor Dr. Atta Taha Zidan Dean Of Minia Faculty of Education Minia University

6. Professor Dr. Nasrallah M. Mahmoud Former Dean of Qena Faculty of Education South Valley University

7. Dr. Mohammad Abolyosr Mohammad Lecturer in TEFL MethodologyQena Faculty of Education South Valley University

8. Professor Dr. Sabry Al Ansary Present Dean of Qena Faculty of Education South Valley University

9. Professor Dr. Sameh Ryhan Vice- Dean of Qena Faculty of Education South Valley University

10. Professor Dr. Fathy Abdul Rasoul Vice- Dean of Qena Faculty of Education South Valley University

11. Professor Dr. Mohsen Abdel Kader Head of the Dept. of Curricula & Instruction Qena Faculty of Education South Valley University

12. A Suggested Programme for Developing Some Basic Translation Skills of English Majors and its Effect on their Attitudes towards Translation

13. Statement of the Problem: • A large number of English majors in the faculty of Education lack the basic translation skills required for producing appropriate translations. • The traditional method adopted does not provide students with the systematic training that can help them understand and control the various aspects of the process of translating, nor do most current translation courses. • Most of the current evaluation techniques are perceived to be neither valid nor reliable

14. Purposes of the study • The main purposes of the study are: • to assess the effectiveness of the suggested programme in developing some basic translation skills, • to assess the difference between students' achievement in the pre and the post test of translation • to assess student’s attitudes towards studying translation. • to assess the difference between students' achievement in the pre and the post test of general language proficiency. • to assess the correlation between students' achievement in translation and their attitudes towards translation

15. Significance of the study The study • provides first year English majors with some necessary translation skills. • proposes a systematic programme in teaching translation. • is a step in the direction of developing teacher education materials in the faculty of Education. • proposes reliable testing instruments for evaluating translation skills. • enhances students' attitudes towards translation. • develops students' language proficiency level.

16. Design of the experiment • The study has a one group design; all the students have been involved in the experiment after taking a proficiency (EPEE) test and a pre test in translation. The subjects were 58 students enrolled in the first year English Department, at Hurghada Faculty of Education, a sub-division of Qena Faculty of Education. The experiment lasted for 30 hrs.( five weeks, twice a week, for three hours each session.)

17. Findings • After the study was conducted, “t” test was used in analyzing the data obtained. • Scores of subjects in all the tests were analyzed and compared. • Results revealed and confirmed a remarkable degree of improvement in students’ achievement in the post test of basic translation skills.

18. Findings • There was a positive correlation between subjects’ level of language proficiency and their achievement in the posttest of basic translation skills, • and a positive correlation between students' achievement in translation and their attitudes towards translation.

19. Recommendations In the light of the results of the study the following recommendations are made: • There should be a clear course description of the translation course taught in the faculty of Education. Such description should indicate objectives of teaching translation, needs, skills, practice areas, types of readings, supplementary materials, teachers' guidelines, and testing criteria for each of the four years of instruction.

20. Recommendations • Teaching translation in Arab universities is recommended to implement intensive training in both English and Arabic for students of the English department. • Translators' workshops should be encouraged as language teaching techniques that stimulate students to work in groups and undertake a project. This also can develop their attitudes towards their study.

21. Recommendations • Setting translation tests should follow a systemic and, as much as possible, an objective approach, by stating the scoring rubrics and the rating scales. • Scoring translation tests should be undertaken by at least two different raters, with the final mark represented in the mean of the two raters, to minimise raters' subjectivity.

22. Recommendations • Translation theory should be integrated in translation courses in the form of graded activities that are related to the practical translation skills presented in each course. • New technologies are recommended to be implemented for the proper teacher education programmes such as using computer software, electronic dictionaries, discussion lists, online translation tasks, and online translator and teacher association links.

23. THANKS Antar