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SummaryTITLE: The Efficiency of a Proposed Program to Develop Some Informational Translation skills for Educational Information Students at The Faculties of specific EducationUsing translation skills at the university (Faculty of Specific Education, Informational section) is a matter of great concern. It is necessary to determine students’ actual needs of learning Informational Translation. Students need to study translation courser associated with their specialized studies and careers. They feel that they are not freely allowed to bring materials outside their field of study or career. The result is that students resist such materials and study them just to pass examinations.One of the ways of facing this problem is including translation skills into translation courses. These courses help students eliminate the current separation between language instruction and subject-matter classes which exists in most of our educational settings. This integration makes students learn the content of an academic discipline and improve their language at the same time. The students acquire information via both the English language and the Arabic one, then develop these language skills and finally transfer the developed skills to other courses which are taught in both languages and related to their specialization.The students of the Informational Section at the faculties of Specific Education study translation for three / four years. The Informational Translation materials taught to them at some universities were investigated. Results indicated that these materials are irrelevant to the students’ field of study. In a pilot study conducted at Mansoura FOSE, students of IE section preferred to study translation related to their content area. They also referred to the importance of some translation skills that are necessary for them during and after graduation where they are involved in dealing with both Arabic and English languages. A translation test based on the skills used in both Arabic and English translations was administered to FOSE, students. The results showed that students are weak in the translation skills necessary for them during and after graduation.Hence, the problem of this study lies in both the irrelevant Informational Translation materials that are currently presented to the Informational Section Students at the faculties of specific education and the lack of Informational translation skills that are necessary for them at the university and after graduation. So, the objective of the study as follows:1- Identify the informational translation skills that are necessary for the students during and after graduation.2- Design a program to develop the determined informational translation skills that are necessary for the target population.3- Assess the effectiveness of the proposed program in developing the identified skills.So as to achieve those objectives, the following questions were posed:1- What are the most important informational translation skills that are necessary for information students?2- What are the most important academic and educational subject matters and their related topics through which the determined skills can be developed?3- What are the main content elements of the proposed program?4- To what extent is the proposed program effective in developing the determined skills?The experimental study yielded the following results:1- A statistically significant difference at the level of 0.01 one tailed) between the mean score of students’ performance on the achievement pre-test and the mean score of their performance on the achievement post-test in favor of the achievement post-test (t-value = 92.16).2- A statistically significant difference at the level of 0.01 (one tailed) between the mean score of students’ performance on the proficiency pre-test and the mean score of their performance on the proficiency post-test in favor of the post-one (t. value = 57.04).3- Of all the measured skills, (in the achievement test) the highest t-value (54.87) was for the fourth skills, followed by the fifth skills (54.08) and then by the second skills (47.66). The first skills were also improved, the t-value is (34.13). the minimum difference of t-value was for the third skills (26.93).4- While these measured skills, (in the proficiency test) here showed that the highest fourth (52.85) was for the fourth skills, followed by the first skills (26.2) and then by the second skills (22.1). The fifth skills were developed; the t-value is (19.04). The minimum t-value was for the third skills (13.19).5- Based on the observation by the rese3archer during the implementation of the experimental study, there was a notable involvement of the subjects in the materials and activities of the experimental component of the program. This involvement appeared in pair work and students desire to participate. It is also noticed their satisfaction with the proposed program.Considering the results discussed in chapter four, the following conclusions could be drawn:1- The first year course, which was experimented, formed 33% of the whole proposed program. The significance of t-value of the achievement and proficiency test proved the course to be effective and its effectiveness might indicate that of the whole program.2- The highest t-value (in the achievement test) are for the fourth skills, the fifth, and the second. This means that those three kinds of skill are more important and easier to be achieved than other skills.3- With slight difference, (in the proficiency test) the highest t-value are for the fourth skills, followed by the first, then the second. This indicates the importance of these skills to be improved than others in this stage.4- Students’ motivation and participation are maintained if the teaching materials presented to them are relevant to their field of specialization and work after graduation.5- Informational translation program helps students to improve their translation ability, develop some informational translation skills, and deepen their academic achievement.6- Learning is useful if based upon students’ needs.7- Learning outcome is effective if based upon students’ previous experience.
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