Translation Teaching Research Articles

Teaching Translation: Challenges and Strategies

Translation requires a profound understanding of languages, cultural nuances, and context. An all-encompassing strategy that incorporates academic understanding, practical expertise, and critical thinking skills is necessary for effective translation instruction. In order to give teachers useful insights to improve their teaching approaches, this study discusses numerous difficulties and strategies in teaching translation.

ИНФОРМАЦИОННО-КОМПЬЮТЕРНЫЕ ТЕХНОЛОГИИ В ОБУЧЕНИИ ПЕРЕВОДУ СТУДЕНТОВ ЯЗЫКОВЫХ СПЕЦИАЛЬНОСТЕЙ

This article is dedicated to the process of teaching translation and interpreting to students of language specialties using information and computer technologies. The authors substantiate the importance of mastering translation skills for a successful professional career as a translator in the future. The authors also formulate a number of didactic principles for teaching students the skills of translation. It is already difficult to imagine the modern methods of teaching foreign languages in general and translation in particular without the use of modern ICT tools, since their use greatly facilitates and enriches the teaching process and translation work. The effectiveness of using ICT in teaching translation largely depends on how they are used, on how competently the teacher knows the methodology of working with ICT, on the ability of the teacher to solve the difficulties that arise when working with ICT, as well as on the ways of interacting with students. The purpose of this study is to analyze modern ICT used for text translation, as well as to develop methodological recommendations and exercises for teaching translation and interpreting to students of language specialties. The theoretical significance of the study lies in identifying the features of teaching translation and interpreting, taking into accounts the differences between Russian and English. The practical significance, on the one hand, is represented by methodological recommendations proposed by the authors of the study and a set of exercises for developing translation skills in the classroom in a foreign language. On the other hand, it is represented by other linguistic disciplines that are not directly related to translation, but are related to the teaching and learning of foreign languages and foreign language communication.

Investigating Students' Strategies and Methods in Translating English Text into Indonesian

In this era, England plays an important role in all fields, especially in education. Someone demanded to know the meaning and function of an English word. Thus, translation is also one of the four skills of mastering the English language, in addition to listening, speaking, reading and writing, translation also has a main function. The purpose of this work was to find out if students are committed to translating an English text, to describe the method used by students in translating an English text, to observe the ability of the students to translate an English text. Therefore, this study seemed very suitable for a case study because it tried to explore and explore student strategies in one class of 23 students. In this study, the researcher administered the test to students. In the test technique, the researcher gave an English text and asked the students to translate the English text as best as possible. There are four criteria to evaluate a student's translation, they are accuracy of message content, distinctiveness of message, appropriateness of language use and lastly mechanical appropriateness. The researcher also interviewed the translation teacher who was considered a key informant who really knew how far the student's ability to translate an English text was. The result of the interview was given to the teacher; showed that the students of the 4th semester still had many difficulties, they used only one technique for translation. In particular, these words are rarely found in English textbooks. In addition, the lecturer must be creative to find a suitable translation method for the students of the 4th semester to translate the English text into Indonesian, also the lecturer always motivates the students to understand the text by translating the source language into their target language. Right in Indonesian. At the same time, the students also needed a longer time to practice the translation of the text from the English text to the Indonesian language, because they do not have the right method to translate the English text and the lack of vocabulary, although the lecturer. Had already practiced the practice of the English text, but it was not enough to interest the students in practicing the translation of the English text.

Project-based Learning in Translation Teaching: A Case of Audiovisual Translation Project

Project-based Learning in Translation Teaching: A Case of Audiovisual Translation Project

Retracted: Design and Research of College English Reading, Writing, and Translation Teaching Classroom Based on 5G Technology

Retracted: Design and Research of College English Reading, Writing, and Translation Teaching Classroom Based on 5G Technology

Baker’s Translation Strategy on God and Self-Related Words and Expressions in The Alchemy of Happiness

Certain expressions related to something intangible may be difficult to translate and need special translation strategy. The study’s objective is to classify the strategies conducted by translators to translate SL to TL of God and Self-related words and Expressions from English into Indonesian. This research can be a reference for future research on the topic of translation, especially in the discussion of words or above words and expressions. Furthermore, it is insightful research for readers of this research as well as readers of the book to gain some knowledge in translation terms. This qualitative study compares Indonesian and English versions of the book The Alchemy of Happiness. The Indonesian version is translated by Haidar Bagir and the English is the work of Claud field. The results revealed that there were 209 data found. The translation strategies used come from Baker (1992). However, only 3 out of 4 were found in the data. The most strategy used were translation using similar meaning and form with 102 data (48,80%) and the least was translation by paraphrasing with only 27 data (12,92%). The findings show that the translation using similar meaning and form is a functional strategy to translate the God and self-related words and expressions. Moreover, this study has pedagogical implications for translators in general, translators of God-related texts, as well as students and teachers of translation.

THE USE OF PARALLEL CORPORA IN TEACHING LANGUAGES AND TRANSLATION PRACTICE

Nowadays the methodology of teaching foreign languages and translation practice involves using and development of modern computer applications called parallel corpora of texts of various genres. Such developments haven‘t been developed in Kazakhstan yet, though parallel texts or so-called bitexts were used for comparative analysis in applied linguistics long before.In teaching translation practice, parallel corpora can be applied for getting referential information, for getting samples of translation made by professionals. They can be used for studying the techniques and methods of translation. In teaching a foreign language, parallel corpora can be applied to choose the most appropriate equivalents of the studied vocabulary, trace its meaning in authentic contexts.The paper considers a number of methodological techniques when using corpora, methods for their construction, types of corpora, as well as the use of special programs for parallel texts. Currently, machine translation itself is based on parallel texts. In the future, a parallel corpus with fully aligned and marked translation units will bring translation studies in the Kazakh language to a new level. Such a corpus can act as a translation memory for the creation of professional machine translation applications, including a simultaneous interpreter program for a conference, an application for translating the spoken text into written text in another language.

Development and validation of the Self-Regulated Translation Learning Strategy Scale (SRTLSS)

Self-regulated learning (SRL) has been highlighted as a critical aspect of translation learning. However, past work in translation learning has rarely sought to synthesize translation learning strategies under a self-regulated learning paradigm. Further research would be confined by the paucity of a psychometrically sound instrument to measure learners' self-regulated translation learning strategies. This study aimed to develop a reliable and valid self-regulated translation learning strategy scale (SRTLSS). Based on relevant literature, we hypothesized a hierarchical model and generated items for the SRTLSS. Drawing on the response from 873 Chinese English majors, the validated SRTLSS had 25 items addressing five dimensions: self-control, meaning fulfillment, value and interest, text processing, and retrieving strategies. Results demonstrated the SRTLSS has good measurement validity and reliability with strong invariance across undergraduate and graduate students. The SRTLSS can be used as a complementary tool to diagnose learners' weaknesses and strengths in translation teaching and learning.

Is 50% of Arabic Enough to Teach English? The Problematic Use of Translation in the 21st Century Moroccan English Classroom

One of the perennial controversies in an EFL/ ESL classroom is whether to use or not to use translation in bi/ multilingual contexts. And here, I am referring to the use of Modern Standard Arabic (MSA)/ Moroccan dialect (Darija), Amazigh, or French in the Moroccan English classroom. To understand the complexity of this inter-lingual aspect, this paper aims at verifying the impact of using translation on the learning process of bilingual/ multilingual learners of English. It espouses the contention that the use of the existing linguistic repertoire is cognitively and practically unavoidable, especially in a mobile digital era. For assessing the credibility of this claim, a mixed methods approach is chosen to weigh out the adoption or rejection of using translation in foreign language learning and teaching. 52 middle and high school teachers were randomly selected to investigate the amount of translation used to teach English in their classes, and how it affects the students’ acquisition of this language. Through classroom observations, unstructured interviews, and a questionnaire, the data were collected to measure the consistence of an inter-language phenomenon that has kept haunting EFL/ESL theoreticians and practitioners alike. The findings show that more than half of the instructors favor the moderate use of translation in their teaching. By taking into consideration the learning experience of the teacher, the age of the learners, and the motivation factors that correspond with the rising of the mobile and communication technologies available, the need to use translation is seen as inescapable. Hence, it is calling for a judicious adoption that would prioritize the fulfillment of communicative, cross-linguistic, and cross-cultural competencies in foreign language learning.

Integrating technologies in translation teaching: a study on trainers’ perceptions

ABSTRACT In recent years, the language industry has undergone a technological revolution, and professionals are increasingly required to have strong technological knowledge and expertise. Undergraduate translation programmes have tried to adapt to these changing market demands, albeit at a much slower pace. However, there still seems to be a significant gap between the increasingly challenging technological demands of the translation market and training in translation technologies (TT) in university degree courses. A previous empirical study investigating the presence of technology in undergraduate translation module syllabi showed that there is little integration of TT into translation modules. This paper presents a follow-up study, the primary goal of which is to comprehensively describe this situation with the testimonies of a cohort of translation trainers in Spanish higher-education institutions at undergraduate level. We expect to contribute to the field by reporting on the challenges experienced by trainers who are trying to integrate technologies into their practical translation modules. Findings show that there is little integration of TT into the teaching methodology of translation modules. This is due, in most cases, to factors that are beyond trainers’ control.

Application of hybrid teaching mode in translation teaching from the perspective of ecological concept teaching

Blended teaching is a model of teaching that combines traditional classroom teaching with online teaching. The integration of blended teaching is not only the integration of carrier means but also the breakthrough of teaching mode and the expansion of teaching time and space. Based on the theory of education ecology, this paper first analyzes the mixture of college English translation teaching modes and indicates that the college English translation teaching system from the dimension of the language training system, cultivation system, and communication dimensions cultural dimensions of three parts, and communicative dimension culture contains three platforms, four interaction, five links. Then, the hardware and software of the hybrid teaching ecosystem are designed to realize translation teaching. In the test to verify the system performance in this paper, it was found that the overall iteration value of the system presented a rising trend with the increasing number of tests, and in 6 tests, the maximum iteration value of the system in this paper was always 3-12 higher than the maximum iteration value of the teaching system in the traditional protocol data test group. Therefore, the hybrid teaching ecosystem designed in this paper has obvious advantages in reliability and practicality.

Quelle méthode de traduction des métaphores de l’espagnol vers les langues camerounaises en contexte d’apprentissage ?

Translating Metaphors from Spanish to Cameroonian Languages: Which Method in a learning context?
 Metaphor, in its various forms, poses substantial constraints when one undertakes to translate it, given that it is a model of expression of a culture, a mode of thought, singularised through each language and in permanent construction. After clarifying some conceptual and theoretical points about the process of metaphorisation and the typology of metaphor, this study qualitatively analyses the way in which 29 students from a translation institute in Cameroon translated some forty metaphors from Spanish into Cameroonian languages. Given the difficulty of collecting metaphors in their diverse and unclear typology, the study is limited to the category of fixed metaphors, particularly idioms. It is found that because of the cultural connotations they carry and the acrolectal style they are supposed to convey; metaphors are difficult to translate by translator-learners who have not been introduced to a specific method for doing so. Most students make numerous errors (non- translations, lack of meaning, and loss of meaning) that betray the precariousness of their translation process. Following this observation, this study, which is both descriptive and prescriptive, recommends some specific methodological points that should be taught to translator-learners to enable them to translate metaphors from Spanish into Cameroonian languages effectively. The said methodological points are built on the basis of the work of Barnwell (1990), Misri (1990), Hagström (2002), Jamet (2003), and more around the seven strategies advocated by Newmark (1981) for metaphor transfer, namely reproduction of the same image (literal translation), replacement with a standard image, replacement with a simile that retains the image, replacement with a simile with explanation, conversion of the metaphor into an explanation of its meaning, omission, and reproduction of the original metaphor combined with an explanation. However, the study recommends that such a draft method, in order to be effective and beneficial, should be accompanied by didactic reforms in the teaching of Spanish translation in relation to Cameroonian languages. In this perspective, it would be appropriate for translator-learners to be more exposed to metaphors in Spanish, and that bridges and didactic "pretexts" be created to enable them to rub shoulders with experts in Cameroonian languages and cultures.

Problems of Translating Kurdish Legal Texts into English

جذبت المشاكل التي تحتويها ترجمة النصوص القانونية انتباه المحامين و المترجمين و اللغويين و الباحثين على حد سواء، و درس العلماء هذا الموضوع من نواح مختلفة في مختلف اللغات، تتشارك النصوص القانونية في مشاكلها و لكن صعوبتها قد تزداد حسب عوامل مختلفة. تهدف هذه الدراسة لتقديم التعاريف المتداولة للترجمة القانونية و تعريف اللغة القانونية و ميزاتها اللغوية، و بعد ذلك تحديد الطرق و التقنيات التي يوظفها المترجمون القانونيون المحترفون ثم التحقق منها في العينات المختارة لتقييم مدى فعاليتها. ولتحقيق الاهداف المذكوره اعلاه تم وضع الفرضيات التالية: اولاً، ان عدم وجود لغة كوردية موحدة تشكل عائقا للمترجمين عامة و للمترجمين القانونيين خاصة، ثانياً، ان اهمية الصيغة في النصوص القانونية قد يدفع المترجم القانوني الاستمرارفي اتباع الترجمة الحرفية حتى في اماكن غير مناسبة، ثالثاً، المصطلحات التقنية هي غالبا ما تشكل عائقا للمترجم القانوني بسبب ارتباطها بمجتمع و النظام القانوني في مكان معيين، رابعاً، المترجمون القانونيون لا يواجهون صعوبة في ترجمة تركيبات الجمل في النصوص القانونية الكوردية، خامساً، استخدام الطريقة او الاستراتيجية المناسبة يمكنها سد الثغرات التي تنشأ من الاختلافات في النظام القانوني و اللغة، سادسا، يرتكب اساتذة قسم الترجمة اخطاءاً قواعدية و املائية اقل من المترجمين المحلفين. وتشتمل عينة البحث على نصيين قانونيين باللغة الكوردية قام بترجمتهما الى اللغة الانجليزية اربعة مترجمين. وللتحقق من صحة الفرضيات، تم تطبيق النموذج المختار على العينات و تم اثبات صحة الفرضيات و كيف ان استخدام استراتيجيات الترجمة المناسبة يمكنها حل هذه المشكلات، و توصل الباحثان لاستنتاج ان ترجمة اساتذة قسم الترجمة اكثر احترافاً و تحتوي اخطاءاً اقل و لكنهم يواجهون الصعوبة ذاتها التي يواجهها المترجمون المحلفون عند ترجمة المصطلحات القانونية.

Urgent problems of teaching translation with the emphasis on actual sentence division

The paper is devoted to the description of the teaching process at the Foreign Language Faculty of Samara State University of Social Sciences and Education, concerning students of Linguistics, namely, the experience in teaching translation activities with the emphasis on the actual division of the sentence. The authors state the importance of taking into account the actual division of the sentence for correct rendering of the statement meaning in another language, relying on the experience of prominent scientists and specialists in the sphere of syntactic interference and syntactic calque, outline the existing common problem that arises in translation and teaching this subject, and point out the importance of paying attention to this complex aspect in a comprehensive manner, that is not only in translation classes, but also within both practical and theoretical grammar lessons. The authors present a number of exercises, which contribute to solving of the problem, provide examples of exercises aimed at the analysis and understanding of the thematic-rhemetic division of the sentence and, therefore, improving the quality of student translations. The paper also provides a number of typical translation models with different types of thematic division, using various morphological means and syntactic constructions, and analyzes students mistakes. The authors conception is based on authoritative sources in the spheres of linguistics, translation study, while the paper includes both the authors and authentic language material.

Retracted: Design and Exploration of College English Reading, Writing, and Translation Teaching Classroom Based on Machine Learning

Retracted: Design and Exploration of College English Reading, Writing, and Translation Teaching Classroom Based on Machine Learning

Application of improved image restoration algorithm and depth generation in English intelligent translation teaching system

Application of improved image restoration algorithm and depth generation in English intelligent translation teaching system

The Implementation of Formative Assessment in the Teaching of CET-4 Paragraph Translation

The Implementation of Formative Assessment in the Teaching of CET-4 Paragraph Translation

Implementing Holistic and Humanistic Approaches in a Remote Flipped English Translation Module

A holistic approach encourages meaningful learning, creativity, risk-taking, and mutual empathy within a learning environment and challenges the traditional pedagogical approaches based on mono-referential methods. Rethinking these approaches entails placing learners at the core of the teaching process, including their inner personal spheres. Grounded in a case study of an Italian university setting, this study underlines the contribution to learner centrality of holistic and humanistic approaches to flipped learning and suggests how to implement such an approach in a remote English translation module. The study was conducted via a structured questionnaire completed anonymously by 148 Italian students aged 18–19 at the end of their English module. The outcomes highlight the students’ appreciation of the holistic approach combined with a humanistic teaching approach (HTA), which they perceived as pushing the boundaries of formal, mono-referential teacher–learner relationships while maintaining these roles. The present study thus holds implications for the wider teacher community regarding the benefits and challenges of implementing flipped learning with an HTA in other translation courses or modules. Rather than simply guiding and assisting students in learning for themselves, teachers have a crucial role as holistic learning facilitators. By redesigning a typical flipped learning class, the study enhances teachers’ awareness of this role and provides insightful suggestions on how a holistic approach can be applied in remote English translation teaching.

Factors Affecting Learners’ Attitudes to Peer Feedback from the Perspective of Activity Theory -- A Case Study of Non-corrective Feedback in Translation Teaching

In the field of second language teaching, many studies have confirmed the effectiveness of peer feedback in promoting learning. However, the practical effect is also influenced by learners’ attitudes. The existing research conclusions in this regard are not consistent, and there are few studies on the factors that influence learners’ attitudes from the learners’ perspective. To fill the research gap, this paper focuses on non-corrective feedback in translation teaching with a feedback model of translating based on Activity Theory to investigate learners’ attitudes towards peer feedback and to explore influencing factors through questionnaires and interviews. The finding suggests that, overall, today’s learners have a positive attitude towards non-corrective feedback provided by peers. However, due to a series of factors in the feedback model, different learners hold different attitudes towards specific aspects of peer non-corrective feedback.

Discourse analysis of texts on Iraq-Iran War: A case study of Persian to English narrations

While critical discourse analysis has gained solid ground in war literature and narratives, few studies have used this analytical tool to scrutinize the translation of ideology in the literature relating to war. This study aimed to analyze how ideology was (re)produced and translated in the Iraq-Iran War narrations. To this end, a sample from a corpus of such narrations was selected and analyzed based on Farahzad’s (2012) CDA model. The results showed that ideologies produced in the proto-texts were rendered in the meta-texts with a few alterations at the textual level and with no change at the semiotic level. The findings indicated the role of ideology in shaping the translated text and revealed how language can be manipulated as a social practice to support ideologies, maintain power, and serve the interests of powerful groups in society. Such materials could also shape the reader’s mind about war. Parallel studies would shed more light on the function of ideology in war literature, narratives and translation processes. This research has implications for professional translators, translation educators, translation teachers and students as well as policymakers for publications of translated texts loaded with ideologies, raising their awareness regarding the importance of critical discourse analysis in translation studies to trace hidden ideologies in texts and meta-texts.