عنوان مقاله [English]
The present study, as an initial attempt, examined the relationship between translation students’ cognition and their translation ability from English into Persian language. Initially, the researchers tried to find out the most commonalities emerged from the interviews with the experts and University teachers regarding translation students’ cognition. The construct validity of the factor structure of the questionnaire was determined through EFA, including two phases of pilot study. Using Structural Equation Modeling, the validity of the measurement models was also examined through goodness-of-fit indices. The validated questionnaire, named Translation Students’ Cognition (TSC), included four underlying constructs. Then, the researchers examined the relationship between students’ scores on TSC and translation ability, and the results revealed a large, positive correlation between learners' cognition and their ability on translation [r=–.65, n=42, p<.05]. An implication of the study is for translation learners to focus on those aspects of their mental life that motivate or re-motivate them to involve themselves in translation.