| Summary: | In this investigation, we have chosen to quantify the key components of ability in the field of translation studies in light of Vygotsky’s sociocultural theory and Bronfenbrenner’s nested eco-system model. The estimation of key components which have effect on willingness to translate (WTT), will be valuable for the translator instructors to wind up noticeably ready to recognize which factors influence WTT in classrooms. The exploration inquiries of this paper brought as following: Is there any noteworthy connection between ability to translate and recurrence of translation use in classrooms among Iranian translation MA students? How is the revealed ability to translate among Iranian translation MA students as measured by WTT scale identified with the announced recurrence of translation use in classrooms? Does utilizing Think-Aloud technique, while the members translating the content, demonstrate any sign on their level of readiness to translate? We have directed the investigation to 15 translation MA students whom were male and their age ranged between 22 and 30, chosen from two distinctive branches of Islamic Azad University. The strategy of the exploration finishes up WTT survey, interview, utilizing TAP and afterward investigating information utilizing SPSS and Amos. The outcome has shown recurrence of translation use in classrooms as the most affecting variable on WTT. Utilizing Amos adaptation 4.0, basic condition demonstration showed that WTT influences revealed translation utilize recurrence in classrooms. Factors fundamental WTT were additionally analyzed, supporting the aftereffects of the contemplate. Despite the fact that a way from willingness to translation was not observed to be critical in the first investigation, it was observed to be noteworthy in the present replication.
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