Translation Class Research Articles

Difficulties in Translating and Employing Word Collocation for Undergraduate Students at Al-Baha University

The point of the study is to assess the difficulties that Al-Baha University undergraduate students face in implementing word collocation. The study aims to demonstrate how collocation was used in translations by thirty Arabian bilingual undergraduates in a translation class, as well as to identify barriers to using collocation with participants translating text during the fall semester of the 2020–2021 academic years. The descriptive analytical method was used in this study. In this research, descriptive and analytical methodologies are used. The research utilized 20 Arabic sentence exams to outline the research topic, and the 30 second-tier degree students, currently studying English at Al-Baha University in Beljurshi, participated. According to the data, students failed to translate word collocations because they employed the word-for-word translation technique, not comprehending that any word paired with another results in a distinct meaning of the collocation, a lack of social and cultural information in the language, and an inadequate awareness of each other. This is due to the variety of meanings of the same term in a language other than the mother tongue. There are many meanings in English, making collocation translation difficult, and students' ignorance of the differences between Arabic and an English collocation is blamed for the difficulties in translating collocations. Collocations that were not covered by the study, such as countable noun collocations, sound collocations, and simile collocations, should be researched further.

Teaching Visually Impaired Translators and Interpreters in Romania: Available Tools and Inclusive Teaching Methods

Abstract This article explores the teaching methods used in university classes of Translation and Interpreting with visually impaired students. It is the first essay on this topic applied to the context of Romania. Therefore, it offers basic suggestions of implementing international teaching methods for visually impaired students in Translation and Interpreting in Romanian universities, while also raising awareness about the challenges they face. The literature review is divided into two categories: digital skills and professional skills. In presenting the most essential digital skills a visually impaired translator and interpreter must acquire, the article makes reference to Kornacki’s model which groups technologies according to the necessary skills. The professional skills are discussed in three articles from two different universities, namely the University of Trieste in Italy and the University of Mainz/Germersheim in Germany. The German study described in two articles – one in German and its shorter version in English – gives a detailed perspective on the topic, being the core of the theoretical ideas mentioned in this article. The knowledge acquired by reading this article will most certainly lead Romanian professors to using the optimal approach when teaching emerging visually impaired translators and interpreters. The teaching methods can be put into practice if the right equipment is available and accessibility is implemented in all aspects regarding translation and interpreting.

Translating the untranslatable: The vernacular in transgressive fiction of Irvine Welsh and Martin Amis

Standard English seems to reign supreme in ESL classes. A vernacular is occasionally present in translation classes, albeit to a limited extent. However, the introduction of colloquial language into English courses might enrich both standard and specialised courses, particularly those that focus on dialect translation. The article examines excerpts from two novels (Irvine Welsh’s Glue and London Fields by Martin Amis) in which protagonists speak in vernacular and use slang. The passages have been compared with their Polish translations. The aim of the article is to show that colloquial language used in transgressive fiction can be effectively analysed in class. The article also presents transgressive fiction as a valuable source of language teaching materials.

Adopting Project Based Learning in Translation Class to Facilitate Translator Emergent Competences

Background: 
 The teaching of language-related skills in universities and colleges needs to equip students with relevant skills suitable for work after graduation. One way of building students’ skills to meet the related industry’s demands is by adopting project based learning (PBL) in teaching. There have been several studies on the topic of PBL in translation courses, but none of them have provided a step-by-step classroom procedure.
 Methodology: 
 The study was a case study to describe the model of project-based learning adopted in the English Department of one Polytechnic in Java island, Indonesia. The object of the study was the Localization and Transcreation class. The data sources included the teacher and 24 sixth-semester students taking the class. Questionnaires and interview were used for the data collection. The questionnaires were used to know the students’ perceived competences. The interview was used to get more information on how the PBL was conducted and students’ further opinion about it. Before a class was started, the students were asked to fill in the provided questionnaire on the status of their competence at the time. Then, the PBL was employed to teach the class. After the PBL was done, the students were asked to fill in the same questionnaire to report their competences at the time. The researcher analyzed the results. Finally, an interview was conducted with the teacher and three students who answered the questionnaire most comprehensively.
 Findings: 
 The findings of this study show that PBL could be employed to teach translation in vocational higher education and the students saw PBL positively. Based on the students’ opinion, this research found that PBL in the translation class helped students develop their translation skills, teamwork skills, workplace skills, communication skills, and self-confidence.
 Conclusion: 
 In conclusion, PBL employed in the translation class has shown its effectiveness in improving students’ translation and other competences.
 Originality: 
 The Ministry of National Education of the Republic of Indonesia has promoted project-based learning. To date, no clear model has been developed for the teaching of translation in Indonesian universities. This article describes project-based learning developed and practiced in a Polytechnic and how students react and the improvement of their competences or skills.

IS TRANSLATION IN HIGHER EDUCATION AN ACADEMIC OR VOCATIONAL FIELD?

<p>Undergraduate higher education in many countries are common to teach translation theories in a class while the students need more practice as close as the professional translator does. The purpose of this study is to explore how undergraduate higher education institution administering the translation class in Indonesia. This study used an exploratory case study method on a translation class of an English Education study program year 2022 with data gathered are from the learning documents, lecturers, and students. The data are analyzed using thematic analysis following steps familiarization, coding, generating, reviewing, defining, naming theme and writing up. The themes are validated using data triangulation that cross checking among the collected data. This study shows that the undergraduate level prepares the academic field of translation that will serve as a base of knowledge to pursue advanced level in the academic and/or goes to specialize for becoming professional translator later. It is recommended to have further study on how to teach the academic field of translation, such as translation teaching model, teaching method, assessment and so on.</p>

A Study on the Application of Case-based Learning Method in Translation Class for Master of Translation and Interpreting

A Study on the Application of Case-based Learning Method in Translation Class for Master of Translation and Interpreting

Analyzing Translation Errors in Indonesian-English Business Letters

This paper discussed the translation error from a business letter made based on American Translation Association (ATA's) made by EFL Learners'. In this research, the researchers used a descriptive qualitative method. The data source in this research is two EFL Learners' who are in translation class with better English skills than other data. Data collection in this study was carried out by taking two data from a total of 36 business letter translating task data given by translation class lecturers. The data is classified based on the type of error according to ATA's Framework for Standard Error Making Classification. The results of the analysis show that there are 18 translation errors in 11 types of 26 types of translation errors with style error as the most frequently found error. Style error is the error that has the highest nominal by appearing five times out of 18 the number of errors with a percentage 27,8%. Finding errors from the two data proves that EFL Learners' who are studying translation studies still have deficiencies. Educators and students must work together so that translation errors produced by EFL Learners' can be reduced.

Translation and Multilingual Proficiency Between Pedagogy and Ideology in Higher Education: The English Alternative in a Postcolonial French-Tethered Morocco

This study investigates the possibilities of an English-oriented reform in Moroccan universities as far as the development of an English-dominated proficiency is manifest in translation classes. Two-hundred seventy-six students were surveyed to determine their attitudes and achievements in translating from and into English. The paper claims that this pursuit has been vulnerable to the premises of postcolonial pedagogy and language policies adopted in/by the Moroccan higher education system since 1960s. It concludes that the insufficiency of reading rates, limitedness of writing skills, and the postcolonial linguistic compulsions emanating from the French/English connection hinder faster education reform achievability in Morocco.

EVALUATING AND DEVELOPING TEXTBOOK FOR TRANSLATION CLASS BASED ON STUDENTS’ SATISFACTION AND NEED ANALYSIS

University Course Textbook or “Buku Ajar” is a handbook for a specific course/subject/class written by the lecturer of that course in accordance with the curriculum and syllabus of the course. The textbook is a crucial addition to support the teaching and learning process in the classroom. A good textbook will provide the users (lecturers and students) a one-stop place for lesson, exercises and practices. A good textbook will motivate students to learn, enable students to follow the flow of learning, and allowing an opportunity for elaboration. Translation class at English Education Study program had been using the same textbook since 2014. Thus, it was time to revise and improve the textbook according to the changing curriculum from KKNI to Merdeka Belajar Curriculum. This research was conducted in Translation Class in 2020 and 2021. In 2020, students were asked to evaluate the 2014 textbook to obtain students feedback for the improvement. In 2021 a new revised textbook was completed and used in the class. The students were later asked for their feedback and evaluation of the new textbook. The instrument used was an online questionnaire with close-ended and open-ended items. It was divided into 3 Assessment Aspects: Textbook Content and Face Evaluation, Classroom Activity Experience and Feedback from students. The result shows that 2014 textbook received an overall low satisfaction and feedback. The new and revised textbook that was developed based on these feedback and evaluation received an overwhelmingly positive feedback and high satisfaction rate on all aspects.

Транслатологическое обоснование создания многоязычных ресурсов Интернета

The article analyses the determined character of forming multilingual Internet space in terms of the status of language in the system of world languages and in the set of languages of website content. Multilingualism is considered as a new stage in the development of web communication, replacing the brief periods of English dominance and the emergence of Internet segments in national languages. The tendency towards representation of content in different languages reflects an attitude towards considering users as participants in institutional discourses. The study uses the examples from material that has undergone a detailed interpretation stage in translation classes and during the preparation of final qualification papers by students in translation. The basis of translatological logistics of a multilingual resource consists in the fact that a site hypertext is objectively conditioned by a set of linguistic characteristics of the original content and the pragmatics of creating translated versions. Therefore, creating a global version in English involves not only changing the site structure, reducing texts and neutralising linguistic and cultural markings, but also ensuring that content is understandable to a wide audience owing to appropriate translation techniques application. Translation into German may be driven by marketing factors, French versions occur in response to high demands of linguistic "purism" in the state and society, while translation into Russian allows expanding the audience of potential users. It is revealed that the use of machine translation in the material reviewed is restricted by the purposes of the discourse and the sociopragmatics of the recipient of the translated version. The refusal to translate using a built-in browser extension reflects the sender's focus on effective communication and his desire to meet the recipient's "horizon of expectations". It is stated that the Internet space development is not determined by regulatory mechanisms, but by the orientation of resources towards the objectives of discourses and the needs and capabilities of their participants.

Contributions to the Translation of Paremias

The unique nature of paremias or short, sententious sentences, presents several translation problems. This article shows how the use of ICTs to the study and preservation of paremias contributes to the existence of different types of consultation sources (journals, monographs, repertoires, didactic proposals), which facilitates both the search for correspondences as well as the teaching / learning of them in the translation classroom. After explaining the concept of the word “paremia” and the typology of the different types of paremias, we explain the translation techniques that have been disseminated thanks to ICTs, to afterwards present different publications on paremias freely available on the Internet: a selection of multilingual databases, articles in journals, activities and didactic units for the translation class. Particular emphasis will be placed on reference sources concerning paremias in Spanish, such as multilingual databases: the Gotzon Garate collection (Fundación Bilbao Bizkaia Kutxa), the Refranero multilingüe (Centro Virtual Cervantes, Cervantes Institute) and ParemioRom (University of Barcelona).

Polyatomic logics and generalized Blok–Esakia theory

Abstract This paper presents a novel concept of a polyatomic logic and initiates its systematic study. This approach, inspired by inquisitive semantics, is obtained by taking a variant of a given logic, obtained by looking at the fragment covered by a selector term. We introduce an algebraic semantics for these logics and prove algebraic completeness. These logics are then related to translations, through the introduction of a number of classes of translations involving selector terms, which are noted to be ubiquitous in algebraic logic. In this setting, we also introduce a generalized Blok–Esakia theory, which can be developed for special classes of translations. We conclude by showing some systematic connections between the theory of polyatomic logics and the general Blok–Esakia theory for a wide class of interesting translations.

Training Translation Skill Improvement for Indonesian People

Community service focus on training translation skill for our people or the translator in Indonesia which become from difference background (province and culture). The purposes of conducting of community service by online to Improvement knowledge, each share one to other participants and also the keynote speaker. Community service method used Training because the servant used some of sequence event likes: gives materials, Question and answer session, Quiz and Evaluation. by conducting Training Translation skill by online many participants are more understanding about how to good translation, more confidence while doing translation and participants suggested that there should be online and scheduled translation classes facilitated by the ngampooz platform

Characterizing attributed tree translations in terms of macro tree transducers

It is well known that attributed tree transducers can be equipped with “regular look-around” in order to obtain a more robust class of translations. We present two characterizations of this class in terms of macro tree transducers (MTTs): the first one is a static restriction on the rules of the MTTs, where the MTTs need to be equipped with regular look-around. The second characterization is a dynamic one, where the MTTs only need regular look-ahead.

The role of online learning in enhancing the performance of introverted female Saudi students in translation

PurposeThe purpose of the current study was to examine the role of distance learning in enhancing introverted students’ lack of communication and social interaction to improve their performance in translation class. Cain (2013) and Kuzeljevich (2017) agreed that identifying “introverted” and “extroverted” students is important for meeting their learning needs. While extroverted students have strong social skills that allow them to interact comfortably in different learning environments, introverted students tend to be more shy, quiet, and silent, thus, requiring more careful planning in classroom settings. Therefore, educators need to support introverted students in reaching their full academic and social potential.Design/methodology/approachThe present case study adopted a qualitative research method to explore the role of online/distance learning during the COVID-19 pandemic in enhancing introverted students’ performance and communication abilities in translation classes. The researcher of the current study spent a considerable time observing and set herself as part of the group (i.e. translation students of level 6 class) to understand the phenomenon, events and the new situation of having translation students interact in online settings. Data collection was based on this observation, interviews with the participants and archival documents. To enhance the validity and credibility of this research, the researcher employed the method of triangulation.FindingsThe results (see Appendixes A, B and C) revealed the level of students interactions in translation classes and their attitudes toward online learning. Based on the observations made by the instructor, the researcher found that the involvement of the introverted students during online translation learning was remarkable, as they provided their translation outputs in the chat window of Microsoft Teams with no hesitation. Consequently, 65% of the students were providing their translation output through the chat window, which indicates that they are more introverted and preferred not to speak. Comparing this result to face-to-face translation class, the researcher found that 25% of the students provided their translation outputs through oral participation.Originality/valueThis study contributes to the field of translation and education. Previous studies have not sufficiently examined the role of distance learning in enhancing the performance and communication of introverted students in translation classes. The current study is also expected to provide insight into the field of technical translation in remote teaching and learning settings.

A BRIEF DISCUSSION ON MOTIVATION OF CHINESE LANGUAGE LEARNING FOR STUDENTS MAJORING IN TRANSLATION STUDIES AT CONFUCIUS INSTITUTE OF SOUTH UKRAINIAN NATIONAL PEDAGOGICAL UNIVERSITY NAMED AFTER K. D. USHYNSKY

As the object and subject of teaching activities, the learners’ subjective motivation in learning has a crucial influence on the final learning effect. Therefore, the exploration of learners’ motivation and its influencing factors is of great practical significance to the development of teaching activities and the final achievement of teaching results. In this paper, we take the second-year translation class 2 of Confucius Institute as the object of teaching observation and motivation of Chinese language learning. By finding and analysing the relationship between students’ problems in Chinese learning and their motivation in the new Chinese learning cycle, we try to select a targeted method from the perspective of maintaining and further stimulating students’ Chinese learning motivation and make adjustments according to the actual application effect of the method. The aim is to find out a set of strategies for motivating students’ Chinese language learning in three different stages: before, during and after classes, so that students can gradually move from being able to learn to learning well and enjoying learning.

Minimizing Students' Disengagement in Translation Classes through Utilizing Student Portfolio

Minimizing Students' Disengagement in Translation Classes through Utilizing Student Portfolio

Communicative Language Teaching Impact on Students’ Cognition and Writing Motivation in Translation Practice

Language teaching aims to develop communication competence that results in interaction. From the higher education perspective, students are not merely expected to be competent in their particular disciplines but also capable of interacting with people in global cultures. Thus, the teacher should take into consideration the essentials of EFL teaching methods. For this purpose, this study investigates the students’ cognitive involvement and motivation in translation activities as part of language learning. The sample group consisted of 62 (control group = 30; experiment group = 32) students from the engineering and economics departments of two universities in North Sumatra, Indonesia. We designed the materials for translation tasks using Indonesian as the source language (L1) to be translated into English (L2). We distributed a questionnaire consisting of 15 items after the completion of each translation task session. The questionnaire items were developed to investigate cognitive involvement and motivation and were categorized into four factors. We analyzed, summarised, and compared student responses on each item. The findings reveal that cognition involvement and writing motivation improved with the application of communicative language teaching in translation classes.

Students’ Perception on the Using of Google Translate in Translation Class at the 4th Semester of English Departemet of UIN Sjech M. Djamil Djambek Bukittinggi

The using of Google Translate in translation class has been an issue whether it has to be avoided or not. The problem of this research was different perceptions among English students about the using of Google Translate in translation class. The purpose of this research was to find out students’ perception on the using of Google Translate in translation class based on cognitive, affective, and connative aspect. This research used a quantitative approach witha survey design. The population of this study were the students who had taken translation class at the fourth semester of English Departement in academic year 2021/2022 consisting of 37 students from 4 classes. The researcher used total sampling because the population are less than 100 students. Instrument of this research was questionnaire which consisted of 30 items. The researcher did the validity instrument through three experts. In analyzing the data, the researcher used quantitative descriptive analysis. Total percentage of data analysis was 67.07% for cognitive aspect, 69.77% for affective aspect, 57.99% for connative aspect. The average of three percentage was 64.94%. This percentage was good criteria. It means that the perception of the students was good. Thus, the result of the research showed that students who had taken translationclass dominantly agree the use of Google Translate in translation class.

Exploring Computer Science Students’ Skill In Translating Technology and Computer Terminologies

This research explores the skill of computer-science students in translating technology and computer terminologies. It is a mixture of qualitative and quantitative. The data is collected by a survey. The participants are students of Amikom Purwokerto University. The analysis is executed using the Molina-Albir theory of translation techniques. It is then continued by evaluating the type of equivalency using theory from Kade. The result shows that the students' skill in translation varies. The techniques applied help the students to deliver the meaning from the source text to the target text. Unfortunately, only a half of the whole data reaches the total equivalence because of its changes in the form. Hence, the finding confirms that background knowledge of the participants in technology and computer science is provenly helpful to deliver and interpret the meaning. It also arisen an assumption that the combination of their knowledge and linguistics considerably can help the students in establishing the equivalency. Therefore, it is expected that the findings of the research give the novelty to the translation studies and also for the lecture in giving the lesson and activity for English and translation class because it is beneficial and gives contribution to solve the-real-world challenges.