Translation Exercises Research Articles

Volition and control in law and in brain science: neurolegal translation of a foundational concept.

The law assumes that healthy adults are generally responsible for their actions and have the ability to control their behavior based on rational and moral principles. This contrasts with some recent neuroscientific accounts of action control. Nevertheless, both law and neuroscience acknowledge that strong emotions including fear and anger may "trigger" loss of normal voluntary control over action. Thus, "Loss of Control" is a partial defense for murder under English law, paralleling similar defenses in other legal systems. Here we consider the neuroscientific evidence for such legal classifications of responsibility, particularly focussing on how emotional states modulate voluntary motor control and sense of agency. First, we investigate whether neuroscience could contribute an evidence-base for law in this area. Second, we consider the societal impact of some areas where legal thinking regarding responsibility for action diverges from neuroscientific evidence: should we be guided by normative legal traditions, or by modern understanding of brain functions? In addressing these objectives, we propose a translation exercise between neuroscientific and legal terms, which may assist future interdisciplinary research.

Middle school teachers’ views and recommendations about using translation exercises in L2 reading comprehension classes

Reintroducing translation exercises in EFL classes has been advocated by theorists and scholars in the field. They highlighted the facilitative role of translation and called for paying attention to its position in FL teaching, especially with regard to the four skills (Deller and Riuvolucri, 2002; Atkinson, 1993, 1987; Auerbach, 1993). However, it is noted that little attention has been paid to suggesting practical pedagogical and methodological recommendations of a possible use of translation exercises in EFL teaching. In the present paper, we aim at exploring teachers’ views and recommendations towards using translation exercises in the teaching of reading comprehension to beginners in Moroccan middle schools. To do this, the study employed a qualitative method of research. Despite Covid-19 discouraging conditions and the difficulty of finding teachers who have been teaching English in middle schools continuously, ten teachers who use the same textbook with the same level of learners were interviewed. Analysis revealed that the interviewees are positive about using translation in beginners’ reading comprehension classes on condition that the activities are short and well-controlled, should come in the initial and the final stages of the lesson, particularly with culture-based reading material.

The Application of Writing Skill in Arabic Writing for Students in Middle School

This study aims to reveal the application of maharah kitabah in Arabic writing of seventh grade students at MTs Uswatun Hasanah Binjai. The importance lies in the realization that writing skills in Arabic are a major component in the Arabic language learning process. This research uses a qualitative descriptive approach, namely the field study method. Respondents of this study were seventh grade students of MTS Uswatun Hasanah Binjai totaling 30 students, while the data collection techniques were observation, interview and documentation. Data processing techniques, namely data reduction, data presentation, conclusion drawing and verification. To test the credibility of the author using triangulation techniques with various data collection techniques and various data sources. The research subject focuses on the person who applies maharah kitabah, namely the seventh grade Arabic teacher of MTS Uswatun Hasanah and the seventh grade students of MTS Uswatun Hasanah Binjai. Research results found in this study are learning materials Arabic teachers use Student Worksheets (LKS) as one of the learning tools, in the learning process of maharah kitabah, teachers apply thematic methods where all learning elements are integrated in one topic in one learning session. The technique used is writing, which involves writing a simple sentence or number of sentences from the LKS material used. students do a personal demonstration of expression by doing writing exercises, starting from forming letters into words, combining words into sentences, and involving translation exercises between Arabic and Indonesian.

Reescribir para descodificar: traducción radicante en <i>El libro de Tamar</i> de Tamara Kamenszain y <i>Tratado de arqueología peruana</i> de Roberto Zariquiey

The purpose of this article is to unveil the gesture of rewriting as an exercise of sign translation, which is presented as one of the territories of radicant writing in the works El libro de Tamar by Tamara Kamenszain and Tratado de arqueología peruana by Roberto Zariquiey. For this purpose, it has been decided to guide the research through a comparative literary study of the corpus, which is achieved based on the definition offered by Nicolas Bourriaud on contemporary art in his book The Radicant (2009). In these works we identify an incursion into that “translation-oriented modernity” that Bourriaud himself proposes, since the acts of appropriation that are developed constitute a translation of past voices, which help to clear the signs of previous passages that are contained in hermetic archives, in order to build the present from them.

A MIXED METHOD APPROACH IN GRAMMAR TEACHING (BUKOVYNA, THE FIRST HALF OF THE XX CENTURY)

The unique aspect of studying other languages is not only the acquisition of basic information, but also the development of communicative competency abilities, which are practical skills required in everyday practice or communication with representatives of foreign-speaking societies. Our present research focuses on the devlopment and implementation of a mixed method of learning for teaching grammatical material in English and German in Bukovyna schools during the first half of the twentieth century. The purpose of our research is to compare the prerequisites for the development and formation of the methodology of teaching English and German grammatical competence in Bukovyna schools between 1932 and 1940, as well as to reveal the peculiarities of the formation of reproductive and receptive grammatical skills in the specified territory and within the defined time for further study of listening, reading, and speaking. Consequently, instructional tactics demonstrated the right selection and organization limits. The development of fundamental grammar abilities is seen as critical in teaching foreign language grammar, since it serves as a foundation of grammatical information. The explanation of grammatical phenomena in German and English was given in the original language, supported by examples from the texts, and strengthened by the completion of exercises. The structure of the grammar appendices, which included extra exercises to reinforce grammatical constructions and the authors' personal explanations of the textbooks in addition to rules and tables, also made a difference in the way the grammatical material of the languages mentioned was taught. The most recent strategy in textbooks at the time was to promote communicating with native speakers (for example, via correspondence), which improved grammatical and lexical mastery of a foreign language. It came to light that acquiring grammatical content using a mixed technique was an approach for producing grammatically and lexically correct spoken speech. Practical application (speaking) demonstrates comprehension of the fundamental principles of grammar and their proper application. Authentic literary reading was essential for developing grammatical knowledge. Translation exercises examined different languages' grammatical structures, with the goal of improving the capacity to use them in context and accurately acquire them when speaking.

Breaking Traditional Boundaries in Translation Pedagogy; Evaluating How Senior Lecturers Have Incorporated Digital Tools to Enhance Translation Teaching

Digital technology has brought significant transformation in translation pedagogy, mainly in helping lecturers integrate digital tools in teaching translation courses. However, it is significant to gain insights from the experiences of the senior lecturers who are gradually accepting the integration of technology in translation pedagogy. The focus of this paper is to gain insights from Professors in translation pedagogy on their challenges in transiting from traditional teaching systems to digital technological systems, also sharing their solutions to the challenges. Through the use of both survey questionnaires and semi-structured interviews, data was gathered from 93 extensively experienced professors in translation. The gathered data was analyzed using thematic analysis and statistical measures. The results of the data from the interviews showed four main themes, including the theme of transition challenges, the theme of assessment and evaluation challenges, the theme of inclusion and accessibility in digital technology, and the theme of actions the professors had taken in digital technology. The professors confirmed actions such as “finding appropriate online platforms that allowed for real-time cooperation" (Professor 2), "using virtual translation technologies that enabled real-time collaboration on documents" (Professor 5), and "encouraging collaborative translation exercises in real-time Google Docs" (Professor 2)”. The data from the survey questionnaire unveiled specific ways in which digital tools have assisted the senior lecturers in teaching translation courses, including teaching materials for translation courses are now prepared more quickly due to AI technologies, and automated grading systems driven by AI have reduced assessment time and generated feedback for students' translation projects. The Professors generally accepted the impacts of technological advancements, mainly AI tools, in teaching translation and improving the general performance of the learners.

Metabolomic and proteomic applications to exercise biomedicine.

'OMICs encapsulates study of scaled data acquisition, at the levels of DNA, RNA, protein, and metabolite species. The broad objectives of OMICs in biomedical exercise research are multifarious, but commonly relate to biomarker development and understanding features of exercise adaptation in health, ageing and metabolic diseases. This field is one of exponential technical (i.e.,depth of feature coverage) and scientific (i.e.,in health, metabolic conditions and ageing, multi-OMICs) progress adopting targeted and untargeted approaches. Key findings in exercise biomedicine have led to the identification of OMIC features linking to heritability or adaptive responses to exercise e.g., the forging of GWAS/proteome/metabolome links to cardiovascular fitness and metabolic health adaptations. The recent addition of stable isotope tracing to proteomics ('dynamic proteomics') and metabolomics ('fluxomics') represents the next phase of state-of-the-art in 'OMICS. These methods overcome limitations associated with point-in-time 'OMICs and can be achieved using substrate-specific tracers or deuterium oxide (D2O), depending on the question; these methods could help identify how individual protein turnover and metabolite flux may explain exercise responses. We contend application of these methods will shed new light in translational exercise biomedicine.

Translational exercise biomedicine – where do we go?

Translational exercise biomedicine – where do we go?

Toward an integrative approach to translational exercise biomedicine

Toward an integrative approach to translational exercise biomedicine

Assessment of Levels of Bi-Literacy Among Bilingual Learners at The Middle-Basic Education: The Case of Abia and Nassarawa States of Nigeria

Going by the language provisions of the National Policy on Education (NPE), every Nigerian child in school is bilingual. Bilingual in the sense that the NPE provides for mother tongue (MT) or Language of the immediate environment/community (LIE/LIC) medium of instruction at the first three years of primary education otherwise called the Early Basic and transition into the English medium from primary 4 (The Middle Basic). The implication is that at the early basic, both the MT or the LIE/LIC as a subject and the other content subjects would be taught in the prescribed medium of MT/LIE while English studies would be taught in English medium and conversely at the Middle Basic where English is the medium except for MT/LE as a subject. Some of the basic skills targeted at the primary education level are functional literacy and numeracy skills. Literacy, simply is defined as the ability to read and write in a given language. The purpose of this study is to ascertain whether the bilingual pupils in Abia and Nasarawa states of Nigeria are also achieved bi-literacy, (that is acquire literacy skill in both the Ìgbò/English and Hausa/English) respectively. It also sought to compare the learners’ level of literacy between Ìgbò and English and Hausa and English respectively, between male and female bilinguals and between Abia and Nasarawa bilinguals. Three research questions and three hypotheses guided the study. The population of the study was purposively the grade 5 Middle Basic while sample of 302 pupils (121 from Abia and 181 from Nasarawa states) were randomly selected from 5 primary schools proportionately selected in Aba North LGA of Abia State and Akwanga LGA of Nasarawa state respectively. Data was collected through researchers- constructed tests titled, Bi-literacy Reading and Writing Test (BRWT) comprising simple comprehension passages in English and its equivalents in Ìgbò and Hausa languages as well as translation exercises from English sentences into Ìgbò and Hausa respectively. The instrument had face and content validity. Data was analyzed using Mean and Standard Deviation for the research questions. Hypotheses1was tested with paired t-test while hypotheses 2 and 3 were tested using MANOVA. Findings include: both the bilingual Basic 5 pupils in Abia and Nasarawa states are bi-literate in their MT and English. There is a significant statistical difference in the biliteracy levels of bilingual Basic 5 pupils in Igbo/English and Hausa/English respectively. Hence, Abia bilinguals are more literate in English than in Igbo while the Nasarawa bilinguals are more literate in Hausa than in the English language. There is no significant statistical biliteracy difference between male and female Abia and Nasarawa bilingual Basic 5 pupils, the difference in their Mean scores is negligible. Finaly, there is a statistically significant biliteracy difference between the Abia Basic 5 bilinguals and their Nasarawa counterparts with the Abia bilinguals found more biliterate than the Nasarawa bilingual Basic 5 pupils. While Abia is recommended to get more intentional with MT/LIC medium at the basic levels of education, Nasarawa state is recommended to teach English in English and not in Hausa medium.

A study of L2 incidental vocabulary acquisition through different translation tasks

To date, most studies have focused on IVA through reading, speaking and listening, with few research on the function of translation tasks. This study investigates the effectiveness of different translation tasks on college student L2 IVA and retention. 60 Chinese College students taking English as L2, were divided into 2 parallel groups, finished different translation tasks (L1-L2 and L2-L1) respectively, and then underwent immediate and delayed vocabulary post-tests. The results showed that (1) both translation tasks facilitate learners’ L2 IVA with L1-L2 translation task performing better; (2) L1-L2 translation task generates a higher level of productive vocabulary knowledge; (3) the IVA of both tasks decrease dramatically over time, and the advantage of L1-L2 in promoting higher level of vocabulary knowledge gradually vanishes. The findings enrich the scope of IVA study, verify the value of translation exercise on L2 IVA and provide useful and practical implications for IVA teaching and learning.

Diversified Teaching of English Translation Courses in Colleges and Universities Based on the Integration of Multiple Features

Abstract The development of informatization in education has provided the possibility of using resource libraries to enhance English translation courses. Facing this new demand, this paper adopts an entity-based approach to connect multimodal entities with other structured entities, to construct a multimodal knowledge graph for English translation courses in colleges and universities. On this basis, the recommendation model of collaborative filtering is introduced to provide students with personalized English translation exercise recommendation services according to the mastery of knowledge points processed by the knowledge graph. After the model is designed, the knowledge points of the English translation course in a university are firstly extracted physically, and then two classes are selected in the university for controlled experiments. The number of successes in terms of vertical depth strategy is 264, the success rate is 88%, and the success rate of recommendation based on the centrality of knowledge points and contribution value is 94.66%. The mean score of the experimental class was 72.12 and the control class was 67.48. The significant difference in the scores can be confirmed by the fact that the p-value of the independent square root test for the two classes was less than 0.5. English teachers can benefit from this model’s assistance in evaluating English translation resources and providing a variety of teaching methods.

Michael Swan's Poems in Translation on Social Media – An Exercise in Rendering Poetic Images and Encouraging Translating Communities

Translating poetry is an exercise that stimulates both the cognitive and the emotional potentialities of students. Poetic texts are the essence of what poets thought and are therefore more difficult to decipher given the minimal linguistic input. The present study is the result of the work with two groups of students who had classes online during the coronavirus pandemic. Facebook as an accessible social media platform proved to be a great hub for launching the challenge of translating poetry and having students post their versions of translations. Their work was thus exposed to the assessment and appreciation of their fellow students who became thus part of a translating community. The poems chosen for this exercise in translation were selected from Michael Swan’s volume tiger dreams/ vise cu tigri POEMS/ POEME. The bilingual edition appeared at Niculescu Publishing House Romania and served as a consistent basis for the translation practice with the students from the “Alexandru Ioan Cuza” University of Iași who were specializing in Applied Linguistics - Translation and Interpreting. The resulting versions of the texts prove that language in poetry is pulsating with meaning anchored in the reality of the author’s imagination and in the translators’ efforts to mediate that reality and make it accessible to the contemporary public.

Навчальний переклад і лінгводидактика

Due to the increase of the importance of translation in the modern world, the profession of translator has gained some popularity — especially among those who study foreign languages. The article discusses the role of translation in teaching Ukrainian as a foreign language, where translation is suggested as the fifth language skill (following speaking, writing, etc). The possibilities for the development of translation competence together with the role of didactic translation in a Ukrainian class for foreign language learners have been analyzed herein. Moreover, the article presents some methodological recommendations for a variety of text types as well as a choice of useful translation exercises for teaching Ukrainian as a foreign language.

CHILDREN’S AUDIO DESCRIPTION FOR THE PRACTICE OF MEDIATION AND THE ACQUISITION OF VOCABULARY IN FOREIGN LANGUAGES

Even though teaching methods have evolved, translation remains an important and useful tool in the second language classroom (Lertola, 2018). Teachers have been adapting translation exercises to the new teaching trends, and this has allowed AVT to gain a new dimension as a didactic tool (Alonso Pérez & Sánchez Requena, 2018). Some researchers have already conducted projects to implement AVT modes to enhance students’ linguistic skills, but also to encourage intercultural education. Regarding DAT studies, the main modes that have been employed are dubbing and subtitling. However, accessibility modes like AD and SDH have not yet received as much academic attention as they deserve. A type of AD that has been ignored in academic fields is children’s AD. When creating a script for a children’s program, it is crucial to consider the specific needs of this group. This article discusses a case study in which an interactive activity based on children’s AD is employed to help English as a foreign language students practice their mediation skills and acquire vocabulary related to feelings and emotions while also developing their creativity. The results of the experiment show that students perceive that they have developed their creativity and their vocabulary and that the activity has helped them be more aware of the importance of accessibility nowadays. Keywords: accessibility, adaptation, children’s audio description, didactic audiovisual translation, language teaching

“Sprinkling Death”: Using the Subversive Humor of Mock-Translation in the Classroom

Four students in the third-year undergraduate course CHN 3003: Reading and Translating Chinese at the University of Malta worked together to create a mock-translation of a fast-food menu. This article examines this collaborative task and evaluates its strengths and weaknesses against the theoretical framework of mock-translation, while also taking into account the socio-cultural particularities of the Maltese context. Malta is a small island nation in the Mediterranean and a former British colony. Students at the University of Malta, including those who study Chinese, are often bilingual in English and Maltese (a Semitic language) or another European language. Instructors working in the Chinese-English translation classroom may find the collaborative translation exercise a useful tool for getting students to consider the intersection between theory and practice.

Exploring Challenges in Textual Translation Proficiency Among Iraqi Learners of English as a Foreign Language (EFL)

This research investigates the determinants of underperformance among students majoring in English in their textual translation skills. It delves into students' viewpoints on translation and emphasizes the influence of instructional methodologies. The study is restricted to fourth-year students at Al-Noor University College, during the academic year 2022-2023. To achieve this, a survey is conducted to gain insights from EFL learners concerning the factors contributing to subpar textual translation. A cohort of twenty-five college students is chosen for the investigation. The findings underscore that the principal obstacle to students' challenges is the employed teaching approach, coupled with inadequate time designated for translation exercises. The research underscores the necessity for heightened emphasis on translation education, specifically textual translation, as students recognize it as a potent tool for effectively conveying the culture of the target language, distinct from free and literary translation forms.

Students’ Abilities in Translating Personal Pronouns from Khmer to English

Unlike personal pronouns in English, personal pronouns in Khmer do not have the different forms of subject pronouns and object pronouns since a certain word can function both as a subject and as an object of a sentence. Another fact is that the personal pronouns in Khmer have many alternative words for one specific kind of personal pronouns based on the context in terms of age, social position or status, and intimacy. Therefore, the current study aims at investigating students’ abilities in translating personal pronouns from Khmer to English. Specifically, it intends to measure the proportion (percentage) of correct and incorrect translation, and explore types of errors within the translation. The qualitative study employed a set of translation exercises given to 40 students in a class of grade 10 in the first semester of the academic year 2022-2023. To investigate the kinds of errors, the researcher employed the framework of Corder (1974) which categorized errors into 4 types namely error of omission, addition, selection, and error of ordering. The results of the study showed that 82% of exercises were translated correctly. In addition, three types of errors were found. The error of omission was (51%) followed respectively by the error of selection (46%), and the error of addition (3%) but the error of ordering could not be found. The results suggested that the teacher should focus specifically more on the problematic areas of personal pronouns to help the students translate and learn personal pronouns better.

Media technologies in the english lesson as a technical tool and media education

While presenting at English language lessons in ordinary Karakalpak schools, you can often see students sitting passively at desks and trying to speak only when the teacher calls them. Due to the fact that most students do not have the opportunity to speak foreign language outside the classroom, learning English turns into memorization of grammatical forms and vocabulary, exercises in translation from Karakalpak into English and vice versa. With the spread of new information technologies, teachers have received opportunity use various media for enrichment language environment of their class. If in the 80s of the last century in the teacher’s arsenal foreign language were audio recordings and educational TV shows (language labs in special schools and language departments of universities), and at the end o f 90s a n d the beginning of XXI century on helping teachers computer CD-ROMs, video, satellite TV and the Internet came into our life

Enhancing Students’ Critical Thinking through Translation Practice: A Narrative Review

This paper delves into one of the primary challenges in higher education, which revolves around the methods employed by educators to cultivate enhanced critical thinking skills in students. While certain majors such as philosophy, logic, and literary criticism inherently demand higher levels of critical thinking, there exists a pressing need to investigate the efficacy of practical exercises like translation in fostering critical thinking abilities among university students (Ghazala, 2008; Beylard-Ozeroff, Lev?, & Popovi?, 1998). In this context, this narrative review embarks on an exploration of the intricate relationship between critical thinking and translation. While previous research has predominantly concentrated on the influence of critical thinking on translation quality, this study takes a novel perspective by assessing whether engagement in translation activities can indeed augment the critical thinking capabilities of students. Through an extensive literature review, this study examines existing research that elucidates the correlation between critical thinking and translation skills. Furthermore, it scrutinizes the fundamental constituents of critical thinking and the cognitive processes intricately involved in translation. The findings from this investigation unveil a positive connection between the practice of translation and the enhancement of critical thinking skills among students. Consequently, this narrative review not only contributes valuable insights but also underscores the potential educational advantages of incorporating translation exercises into curricula as a means to foster critical thinking.