STUDENTS’ PERSPECTIVES ON THE THEORY-PRACTICE GAP IN TRANSLATION PEDAGOGY

Abstract

This study investigates students’ perspectives on the theory–practice gap in translation pedagogy, focusing on how theoretical knowledge is perceived, applied, and integrated within classroom contexts. Employing a mixed-methods design, data were collected from 60 undergraduate translation students through questionnaires and semi-structured interviews. The quantitative findings indicate that while students highly value theoretical frameworks, they experience difficulties in applying them to real-world translation tasks. Moderate levels of perceived integration, confidence, and motivation suggest that the effectiveness of learning is closely tied to how theory is embedded in practice. Additionally, assessment practices were perceived as misaligned with practical competence. Qualitative findings further reveal that abstract theoretical instruction, limited exposure to authentic tasks, and product-oriented assessment contribute to the persistence of the gap. The study concludes that bridging the theory–practice gap requires more integrative, experiential, and competence-based pedagogical approaches. These findings provide important implications for curriculum development, teaching strategies, and assessment design in translation education.