This document discusses various methodological issues in teaching translation. It outlines the key differences between pedagogical translation done by students versus real translation done by professionals. It proposes creating more life-like situations in translation classes by having the teacher take on the role of client and asking authentic questions. The document also examines different approaches to error correction, such as process-oriented versus product-oriented methods. It argues that correction strategies should resemble those used by professional editors and revisers.
Overview mary massoud's translate to communicateImad Hassanein
An overview of Massoud's “Translate to Communicate, a Guide for Translators”, a quick introduction to the field of translation. The overview offers a brief summary of problems translators face, obstacles that must be overcome, and the basic qualifications for anyone hoping to succeed in this area of expertise.
Overview mary massoud's translate to communicateImad Hassanein
An overview of Massoud's “Translate to Communicate, a Guide for Translators”, a quick introduction to the field of translation. The overview offers a brief summary of problems translators face, obstacles that must be overcome, and the basic qualifications for anyone hoping to succeed in this area of expertise.
Using translog to investigate self correctionsin translationRusdi Noor Rosa
This article is a pilot study using an exploratory case study (Berg, 2001) as a method to study the English into Indonesian translation process done by the student-translators. Translog software (Jakobsen, 1999; Jakobsen & Schou, 1999) was used as an instrument to investigate self-corrections during the translation process. This study takes two students of Master Degree Program of Linguistics Department majoring translation studies at University of Sumatera Utara without any professional experience on translation business. The participant selection criteria also consider linguistic competence including Test of Bahasa Indonesia proficiency (UKBI), Test of English proficiency (TOEFL), and Test of typing speed by using TQ (TypingQueen) typing test. The participants (the student translators) translated the English text of 310 words into Bahasa Indonesia (their native language). The translations processses are recorded by using Translog and the use of online dictionaries and resources is allowed. This study found seven types of self-corrections among which word deletion (WD) is the most frequently used. The finding of this pilot study is expected to give clues to the contribution of self-corrections to the quality of the translation product.
Drills and dialogues are among the most traditional materials used by languageteachers. The content of drills and dialogues and how much we use them haschanged considerably over the years. This is because teachers and materials devel-opers have been paying more and more attention to ways of providing studentswith meaningful materials and content that allow them to engage in “real” commu-nication. Role plays and plays, which are often forms of extended dialogues, arepart of the repertoire of practice activities and materials.
Part of a full series of ppts on curriculum development available on EFL Classroom - https://community.eflclassroom.com/forum2/topics/elt-curriculum-development
Teaching Language Skill: Speaking and WritingUNY Pasca PBI-B
presented by : Musfera NV and Awaliawati W. in RBL class.
source: McDonough, J., Shaw,C., & Masuhara ,H.,
(2013) .Materials and methods in ELT. John
Wiley&Son.
Using translog to investigate self correctionsin translationRusdi Noor Rosa
This article is a pilot study using an exploratory case study (Berg, 2001) as a method to study the English into Indonesian translation process done by the student-translators. Translog software (Jakobsen, 1999; Jakobsen & Schou, 1999) was used as an instrument to investigate self-corrections during the translation process. This study takes two students of Master Degree Program of Linguistics Department majoring translation studies at University of Sumatera Utara without any professional experience on translation business. The participant selection criteria also consider linguistic competence including Test of Bahasa Indonesia proficiency (UKBI), Test of English proficiency (TOEFL), and Test of typing speed by using TQ (TypingQueen) typing test. The participants (the student translators) translated the English text of 310 words into Bahasa Indonesia (their native language). The translations processses are recorded by using Translog and the use of online dictionaries and resources is allowed. This study found seven types of self-corrections among which word deletion (WD) is the most frequently used. The finding of this pilot study is expected to give clues to the contribution of self-corrections to the quality of the translation product.
Drills and dialogues are among the most traditional materials used by languageteachers. The content of drills and dialogues and how much we use them haschanged considerably over the years. This is because teachers and materials devel-opers have been paying more and more attention to ways of providing studentswith meaningful materials and content that allow them to engage in “real” commu-nication. Role plays and plays, which are often forms of extended dialogues, arepart of the repertoire of practice activities and materials.
Part of a full series of ppts on curriculum development available on EFL Classroom - https://community.eflclassroom.com/forum2/topics/elt-curriculum-development
Teaching Language Skill: Speaking and WritingUNY Pasca PBI-B
presented by : Musfera NV and Awaliawati W. in RBL class.
source: McDonough, J., Shaw,C., & Masuhara ,H.,
(2013) .Materials and methods in ELT. John
Wiley&Son.
Translation studies
Equivalence at word level
When analysing STs, translators recognize words as single units aiming to find a direct ‘equivalent’ in the TL.
Translators should consider a number of factors such as number, gender and tense.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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3. Pedagogical translation:
function: translation is a tool (to
improve L proficiency: consciousness
raising, practice, test)
object: learner provides information
about his/her proficiency
addressee: teacher/examiner,
wanting to find out about the L
proficiency of the learner (compelled
to find mistakes
4. Real translation:
function: translation is the goal of real
translations (to develop translation
skills)
object: the translator communicates
information about reality
addressee: reader, wanting
information about reality
real translator training starts where
FL teaching ends
5. Creating life-like situations in the
teaching of translation
paradox: the teaching situation itself
makes real translation impossible
(teacher is not a real customer or
consumer)
question: How to bring teaching
closer to life, i.e. how to create life-like
situations in the translation class?
6. Solution 1: in translation classes realistic
situations should be created, in which the
teacher acts as a “requester”. Can act as a
client and answer questions, like:
Who wrote the source text?
Who are the target group?
What is the context of use?
Has the source text been translated into
other languages?
What is the status of these translations?”
etc.
Solution 2: real translation situations can be
created through the selection of authentic
texts.
7. Solution 3: realistic communicative
needs should be translated, i.e. texts
that are commonly translated in the
case of a particular language pair in
either direction (e.g., the users'
manual of a car is obviously more
often translated from German to
Portuguese than vice versa)
Solution 4: not only teachers should
read translations, but they should be
exchanged among students and
assessed together in groups
8. Teacher vs. editor or reviser
if the end-point of the "translation chain" is
the teacher, then we cannot speak of real
translation
teacher should act as a reader or editor
difference between editors and teachers: in
error correction strategies
aim of teachers' error-correction strategies
= to develop students' translation skills
(process- or product-oriented approach)
aim of editors' error-correction strategies =
to make sure that communication between
the SL writer and the TL consumer is
achieved (always product-oriented
approach)
9. Different approaches to error
correction
Process-oriented approach:
radically denies the importance of
error correction;
teachers do not expect perfect end
products from students, but use
translations to gain insights into the
process of translation and raise
questions rather than criticise.
10. Different approaches to error correction cont.
Product-oriented model:
3 methods:
(1) method of systematic feedback
(2) method of student-centred
correction,
(3) humanistic approach to students’
errors.
11. Different approaches to error correction cont.
Method of systematic feedback
(Dollerup, 1994):
corrections in translations which the
students have handed in
oral discussion in the class covering
adequate as well as inadequate
renditions,
feedback form assessing strengths
and weaknesses with each student
12. Different approaches to error correction cont.
Student-centred approach (Sainz, 1994):
(1) the human rights of students should not
be disregarded in error correction, that is,
students have the right to know the criteria
according to which their translations are
evaluated and also who assessed their
translations, etc.
(2) error correction should not be
aggressive (recommendation: Correction
Card, filled in by the students for self-
assessment)
13. Different approaches to error correction cont.
Humanistic approach (Seguinot,
1989):
regards errors committed by
translators not as violations of
linguistic norm, but rather as valuable
pieces of information: "…the surface
manifestations of the phenomena
which are the object of study” (p.74).
14. Different strategies in error
correction
strategies NOT for PROFESSIONAL
translator training
strategies for PROFESSIONAL
translator training
15. Strategies NOT for PROFESSIONAL
translator training (would be misleading,
professional editor is not so tactful):
Teachers should avoid
(1) making corrections in the text they should write
their suggestions on the margin.
(2) making corrections in the text they should attach
their remarks on a separate sheet of paper.
(3) making a list of the mistakes and attach it to the
translation.
(4) correcting errors they should appreciate good
solutions, and disregard incorrect ones.
(5) including their correct solutions in the text,
because this would suggest that those are the only
correct solutions, and it is well known that all
translation problems have several possible good
solutions.
16. Strategies for PROFESSIONAL translator
training:
(1) The work of teachers of translation should resemble
the work of revisers and editors in publishing houses,
which is of course only possible if the teacher has
practice and experience in translation, revising and
editing.
(2) The teacher-student relationship should resemble the
relationship between an experienced translator
(reviser, editor) and a beginner translator.
(3) Pedagogical corrections should be similar to revisers’
corrections (teachers should use the standard
correction symbols and not wavy, dotted or broken
lines).
(4) All errors should be corrected, and not only those that
are interesting from the pedagogical point of view.
(5) Corrections must be included in the text.
(6) Corrections must be made not only on the sentence
level but on the discourse level as well, the outcome of
which should be a coherent, publishable text.
(7) Each and every text should be of publishable quality.
17. Assessment criterion of
translations:
= how much work (correction, editing)
is needed to obtain a publishable
translation.
If revising and editing takes more
time than the translating itself, then
the translation is obviously
unusable as a translation.
18. Difference between revising/editing
and marking tests:
Marking tests = underline mistakes
and indicate them on the margins to
prepare a subsequent pedagogical
discussion,
Editing/revising = making the text
publishable
19. Types of translation tasks
Text-preparation tasks
Aim: familiarising students with the texts before
translating them
students should be taught to read as translators
do: asking questions like
(1) Could you make a guess as to who ordered the
translation of the above article and with what
purpose?
(2) Is it for internal use or for publication?
(3) Is it for the radio or for the printed media?
(4) To what extent does the supposed use of the
translation affect the translator's solutions?
(5) What is the text about?
(6) Mark the key words of the paragraphs. (“sign-
posting”)
(7) On the basis of the key words, summarise briefly (in
5-10 sentences) the main points in the text, etc.
20. Types of translation tasks cont.
Lexical preparation
= consists of dictionary research
separate genre-specific general
vocabulary and topic-specific special
vocabulary. Both can give rise to
problems
work with various dictionary types
(monolingual, bilingual, specialised,
dictionaries of synonyms, slang, etc.)
21. Types of translation tasks cont.
Suggested translation with variants
students begin to translate
to help them in translations, they are
sometimes given "multi-option"
translations, in which several different but
possible translation options can be found
students are required to evaluate the
options offered, and with this help they can
choose their own version of the text.
22. E.g., (Bart, Klaudy and Szőllősy 1996, p.149)
THIRTY YEARS OF ROCK
Suggested translation with variants
The (highly) popular singer Kati Kovács will
celebrate thirty years as performer tonight at a
gala concert to be held at the Buda Park Theatre
(...) The singer is against / not enthusiastic/ far
from enthusiastic/ less than enthusiastic about the
commercialisation of today’s pop culture. She is
planning nevertheless two new CDs.
Within a few short months /the space of just a
couple of months/ within a couple of months /
within a matter of months, in the mid-sixties Kati
Kovács, a doctor’s assistant from Eger became a
nationally known singer, a real star. (...) In the
wake of Kati Kovács’s first/ early successes there
soon came film offers too/ in addition / as well.
(...)
23. Types of translation tasks cont.
Guided translation
= certain parts of some TL sentences have
been translated in advance by one of the
authors of the book., and the authors ask
the trainee translators to include them in
their translations.
Aim: to develop translators' word selection
and sentence construction skills by making
them do things they would not have done
otherwise.
24. E.g., (Bart, Klaudy and Szőllősy 1996, p.75)
THE GREAT BRITISH BANGER
Guided translation
The sausage (1) is one of the oldest forms of processed
food (2). The name is derived from Latin “salus”, meaning
salted - and thereby preserved - meat or mixtures of
meat encased in animal gut (3). The first authentical
reference (4) appears in the Greek poet Homer’s
Odyssey, written (5) around the 9th century BC. Later (6),
Greek literature frequently mentions(7) sausages using
the term oraye (8).
1. a virsli- vagy kolbász (készítés)
2. az élelmiszer feldolgozásának
3. ami ... (és ezáltal ... ) ... töltött húst jelent
4. hiteles említés / utalás .... (kolbászra)
5. íródott
6. a későbbiekben
7. esik/ történik említés
8. .... néven/ -nak neveznek
25. Types of translation tasks cont.
Revising
= comparison with the original
It is by no means easy to correct
somebody else's translation: many would
rather translate the text instead of
bothering with corrections.
Translators must learn to do corrections
"with the least possible effort", which does
not involve rewriting the text, but "mending"
it to make it functionally "usable".
***