Research proposal by_leidy_aquino
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This document proposes a translation of the chapter "The Development of Comprehension" from the book "Handbook of Reading Research" into Spanish. The translation aims to describe reading comprehension and how it develops in students of different ages and education levels. It will also discuss theories that can help teachers improve student comprehension. The objectives are to faithfully translate the chapter and thoroughly describe the translation process and any difficulties encountered. The methodology will involve in-depth analysis, dictionary use, drafting multiple versions, and comparing to the original.
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Translation involves transferring the meaning of a text from one language to another. While some argue translation is boring and non-communicative, the document outlines arguments for how translation can develop students' communicative competence. When teaching translation, teachers should select relevant, manageable texts and prepare students by explaining vocabulary and structures. Students then work in groups to translate paragraphs before coming together to ensure coherence. By following these steps, translation lessons can develop students' grammatical, socio-linguistic, discourse and strategic competence in a communicative way.
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Abstract
"Translation is that which transforms everything so that nothing changes." - Grass Günter. Doing that requires a high skills and it might be hard but not impossible. A translation is the reflection of its author, it shows the knowledge and background of the translator. This work aims to offer the reader a trustworthy translation of the text “Analysing Business Goals and Constraints” which shows us how to use a systematic, top-down process when designing computer networks. The main purpose for this monographic study is to be analysed using the techniques proposed by Molina and Hurtado Albir as well as reading material for Network Design students.Pedagogical uses of translation
This document discusses several topics related to translation, including its pedagogical uses, arguments for and against translation in language learning, and current issues in translation such as its role in intercultural communication, studies of the translation process, corpus studies of translation, and the relationship between translation and globalization.
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This document is a research proposal for translating a document about teaching inferential comprehension strategies in English L2 and their impact on Spanish L1. The proposal provides background on translation and defines it. It discusses the rationale, objectives, and significance of translating this document. The literature review covers important translation techniques like direct (word-for-word, literal, linguistic borrowing, calque) and indirect/oblique (transposition, modulation, equivalence, adaptation, reduction, omission). The methods section outlines the translation process using Vinay and Dalbernet's techniques, including understanding the text, drafting, revising, and contrasting with the original. References and a timetable are also included.
Materials for the specific purpose
ESP refers to teaching English for specific purposes like business or academic fields. It focuses on the needs of learners by selecting appropriate content and teaching approaches. ESP covers a wide range of topics but is defined by its aims being more focused than general English courses. There are two main branches - English for Occupational Purposes and English for Academic Purposes. Needs analysis plays an important role in ESP to determine what language skills and content are needed. Authentic materials from relevant fields can be adapted for ESP learners. Evaluation from both learners and teachers is important for improving ESP materials.
Essay On Equivalence In Translation
This document discusses translation equivalence theories and approaches. It begins by reviewing previous studies on translation equivalence, noting two opposing ways of translating - formal equivalence (word-for-word) and dynamic equivalence (focusing on meaning and readability). It then discusses Nida's distinction between formal and dynamic equivalence, and Newmark's semantic and communicative translation approaches. The document concludes that a translator may use any equivalence concept applicable to their translation.
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What is esp in general
1. ESP emerged for three main reasons - the demands of technology and commerce after WWII which created a need for an international language, developments in linguistics which showed language varies by context, and an emphasis on learner-centered approaches.
2. ESP has undergone five phases of development - from register analysis to discourse analysis to target situation analysis to emphasizing skills/strategies to a learning-centered approach. It is an approach, not a product, based on analyzing learner needs rather than predefined language varieties.
3. Designing an effective ESP course involves considering descriptions of language, theories of learning, and needs analysis to understand how learners will use and learn the language. The interdependence of these three factors is key to
Extensive Reading
📌Free webinar on "Extensive Reading"
Extensive Reading (ER) is an approach to second language reading. When learners read extensively, they read very easy, enjoyable books to build their reading speed and fluency. Another way to say this is students learn to read by actually reading rather than examining texts by studying the vocabulary, grammar and phrases. It is instructive to compare Intensive Reading (IR) with Extensive Reading.
Purpose:
The purpose of an extensive reading webinar is to encourage reading fluency, so students should not be stopping frequently because they do not understand a passage.
Seminar translation final project
This document provides a research proposal for a translation project of selected chapters from the book "Hitler, Triumphant" from English to Spanish. The proposal outlines the student's rationale for choosing this project, which is to provide translated texts to help a history teacher and students at their school who have limited English proficiency. The proposal describes the objectives of demonstrating translation skills and techniques while maintaining the original meaning and message. An extensive literature review covers the history of translation, common techniques like borrowing words and literal vs. oblique translations, text types, and translation institutes. The student aims to help improve understanding of history topics through this translation work.
Grammar Translation, The Direct Method and Bilingual Skills
The future aims of learners of English vary widely. For some they may be clearly defined. They may want to study in an English-speaking environment, or to keep up to date with what's in the English-speaking press, or to get by on holiday in an English-speaking country, or to conduct business meetings in English. These aims don't necessarily involve a deep-seated interest in English-speaking people and their culture, though that may develop.
Other learners may have a more general motivation and, rather than seeing learning English as a means to an end, see it as a more educational and personal experience. This sort of interest usually is characterized by a wish to gain a deeper understanding about people's ways of life and values. The ultimate goal of this group may even be to become bilingual. Although bilingualism is not a big issue in EFL, many teachers are interested in the extent to which other languages should be used in the classroom. Some teachers see the use of the mother tongue in language learning simply as a helpful transition to L2. Others see it as a way of developing bilingual skills. Yet others see it as a dangerous distraction from the learning of L2. I'll return to the question of L1 use in class in a moment. Meanwhile, let's sort out what we mean by bilingual and bilingual skills.
Now read the information that follows and see if you are still happy with your definition. Change it if you want to. (As you read this, bear in mind the interesting point that worldwide being bilingual to some degree is more common than being monolingual.)
People with the following sorts of skills have all been described as bilingual by different linguists and psychologists. A bilingual person could be someone who is able to:
- get on the right bus in another language
- understand a current affairs program on the radio
- write a letter to their child's school about arrangements for meals
- give a simultaneous interpretation of a speech at an international conference
- use two languages often, but not necessarily very well
- speak two languages, but cannot read or write them both.
Standard definitions range from insisting on native-like competence in two or more languages (which is comparatively rare) to some second-language proficiency in one of the four skills (listening, speaking, reading and writing). I personally go for something between these two extremes, reserving a term like 'totally bilingual' for people equally at ease in all situations in either language.
If your answer to the previous activity was something like: 'Being bilingual means knowing two languages', on the face of it that seems clear enough. But apart from the variety you saw in the list above, there is also a difference between the person who is able to operate equally well in both languages in all contexts and the person who has acquired two languages completely separately.
Source: https://ebookschoice.com/grammar-translation-the-direct-method-and-bilingual-skills/
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Research proposal by_leidy_aquino
- 1. English-Spanish translation of the chapter “The Development of Comprehension” RESEARCH PROPOSAL ENGLISH LANGUAGE PROGRAMME Leidy Stephany Aquino Pérez 08-09274 General Line of Research: Applied linguistics Nature of Research: Documentary research (Translation)
- 2. Abstract Description of reading comprehension and the understanding of this field in students from all scholar levels will be found in this translation. This is from a chapter entitled “the development of comprehension” which is a theme of the book “Handbook of Reading research”. The aim of this translation project is to provide important informations about the theme of his chapter which talks about the process of reading comprehension in students and, also, about some theories that can help teachers to enhance this ability on them. A detailed theoretical analysis of applied techniques, procedures and strategies are involved in the translation process that is provided. A translation requires of certain procedures such as understanding the text, writing a first and a second draft, and revising the text and the techniques so that it will give the final work.
- 3. Objectives to translate faithfully and clearest way, the chapter “reading comprehension of the Handbook of Reading Research Volume IV,” a topic related to education to thoroughly describe the translation process, including explanations and descriptions of the translation difficulties encountered during the process and the techniques used to solve them.
- 4. Background In the content of the text it will be found the importance of the listening and reading comprehension process in children, adolescents, and young adults, also it will be found some studies which reveal or help teachers and educator to understand student s capacity of comprehension depending of theirs age and level of study Kamil, Pearson, Moje, Afflerbach, (2011.) Moreover the text explains how teachers and educators can foster this ability in children because for some time students in the preschool and early elementary school classroom have been suffered of a lack of attention in this abilities. It is as a result of a deficiency in the teaching in order to understand children’s language learning and, also, having limited ideas about what to do inside the classroom to foster their language development.
- 5. Review of Literature In this traslation monograph will be found techniques proposed by JeanPaul and Jean Dalbernet in 1958 and some compiled by Alessio Zanier in 2011 . These direct and oblique translation are listed bellow: Borrowing Calque Literal translation Transposition Modulation Equivalence Adaptation Addition or amplification Reduction or omission
- 6. Methodology Procedures be used to carry out this translation monograph, such as: An in-depth understanding Look for unknown words First draft Looking for a better version Contrasting the translation with original version
- 7. Methodology tools will be used to carry out this translation monograph, such as: Dictionaries on-line and printed Articles Experts in translation
- 8. References Englund B. (2005). Expertise and Explicitation in the Translation Process. Philadephia: John Benjamins Publishing Company. Venuti L. (2003). The translation Studies Reader. London and New York: Taylor & Francis e-Library. Zanier A. (2011). Apuntes sobre técnicas de traducción. Chetumal Nida Eugene and Taber. (1969). The Theory and Practice of translation. Leiden: E. J. Brill. http://muawanah66.wordpress.com/2012/04/30/translation-definition-kinds-of-translation-and-equivalence/ Catford J. C. (1995). A Linguistic Theory of Translation. Oxford: Oxford University Press. Namit Bhatia. (1992). The Oxford Companion to the English Language. http://en.wikipedia.org/wiki/Translation De Valenzuela, Julia Scherba. (1992). American Speech-Language-Hearing Association (ASHA): Guidelines for Meeting the Communication Needs of Persons with Severe Disabilities. http://en.wikipedia.org/wiki/Communication Merriam-Webster Online Dictionary copyright © 2013 by Merriam-Webster, Incorporated http://www.merriam-webster.com/dictionary/communication Kamil M, Pearson p, Moje E, Afflerbach P. (2011). Handbook of Reading Research Volume IV. New York, NY: Taylor & Francis e-Library.