Choosing an Empirical-Experimental Model for Investigating Translation Competence

Beeby, Allison

doi:10.4324/9781315759951-4

Cited by 10 publications

(10 citation statements)

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“…Some aspects of authenticity of the projects, collaborative learning, focusing on process instead of result, and real-work learning environment are favorable as they join the class to acquire professional translator competence (Kiraly, 2015;Zhang, 2016). This is because PBL is based on problems occurred in the real working environment; hence, it offers ample opportunities for students to learn and practice performing translation like a professional translator (Alkhatnai, 2017;Beeby, 2017).…”

Section: Discussionmentioning

confidence: 99%

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Enhancing Students’ Translation Skills using Project Based Learning: A Case of An Islamic University

Putra¹,

Retnaningsih²,

Nugroho³

2022

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This study aims to shed some light on the use of Project Based Learning (PBL) in teaching translation at an Islamic university. Involving 35 students of English department, a Classroom Action Research (CAR) in two cycles and semi-structured interview were adopted to examine the effectiveness of PBL and to explore the students’ perspectives toward strengths and weaknesses of the method. The results revealed that PBL was proven effective to enhance students’ translation performances (p-Value 0.000 < 0.05). The results further demonstrated that PBL was an effective method to develop students’ soft-skills such as communicative competence, critical thinking, problem solving ability, and creativity. However, the students also pointed out that doing translation project using PBL method required sufficient time allocation since it based on contexts and experiences as in real working environments. The results contribute to providing fruitful insights for teachers and college authorities to incorporate PBL as an alternative method for teaching translation. Last but not least, it is a worth saying that project based learning is a promising method for teaching translation at university level.

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Section: Discussionmentioning

confidence: 99%

“…There are a number of knowledge aspects involved in the process of translation, i.e. instrumental, linguistics, culture, and psychological perspectives (Beeby, 2017). Hence, the choice of methods and approaches in teaching translation plays a crucial role in developing the students' translation skills.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Students’ Translation Skills using Project Based Learning: A Case of An Islamic University

Putra¹,

Retnaningsih²,

Nugroho³

2022

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“…This directive came from the ULB, which oversees the implementation of the language policy in the entire university. Besides holding a doctoral degree, the translators also have extra-linguistic competence (Beeby, 2000); for example, some are renowned authors of literary works as well as professional translators. Therefore, they possess the requisite linguistic competence, which includes knowledge of linguistic and/or translation theories and knowledge of how both English and isiZulu languages work in different contexts.…”

Section: Commissioning Of Translators: Translator's Role and Competencementioning

confidence: 99%

Intellectualization of Indigenous Languages of South Africa: Translation Twists and Turns

Dlamini¹

2022

MyRES

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This paper provides an overview of the intellectualization of the indigenous languages of South Africa through a translation of academic texts and using isiZulu by way of example. The intellectualization of a language means the advancement, upliftment, and enrichment of a language, enabling it for use in different domains as a language of research, science and technology, and teaching and learning. The point of departure for this paper is the value of translation as an enabler for the intellectualization of languages. Using Nord’s functionalist theory, this paper seeks to provide an overview of the process of translation of doctoral abstracts from English into isiZulu as a contribution towards the intellectualization of isiZulu at the University of KwaZulu-Natal (UKZN), South Africa. The aim of this qualitative study, therefore, was to explore the intricacies involved in the journey to the intellectualization of languages that belong to different language families, specifically English and isiZulu. The data used were 12 doctoral dissertation abstracts randomly selected from a pool of abstracts from various disciplines submitted for translation from English into isiZulu at UKZN as part of the initiative of intellectualizing isiZulu. The study established an acknowledgment of the intricacies involved in the translation of academic texts and suggests possible practices to be followed to contribute successfully to the intellectualization of indigenous languages of South Africa, isiZulu in particular.

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“…Hence, competence is a broader term than competency. Some TS scholars (Roberts, 1984;Delisle, 1992;Vienne, 1998) use the term 'translational competence' as the broader term to refer to 'translation competence', while 'translation competence' is part of this translational competence, while many more recent TS scholars (Shreve, 1997;Fox, 2000;Beeby, 2000;Schäffner, 2000;Kelly, 2007;Hurtado Albir, 2015;Cheng, 2017) prefer to use the term 'translation competence' as the umbrella term. Thus, the present paper will apply the term 'translation competence' following the more recent trend.…”

Section: Translation Competencementioning

confidence: 99%

“…Fox (2000) specified five translation subcompetences, such as communicative competence, socio-cultural competence, language and cultural awareness, learning how to learn, and problem solving goals. Beeby (2000) offered four sub-competences of translation competence for Spanish to English translation, and they are (1) transfer competence, (2) contrastive linguistic competence, (3) contrastive discourse competence, and (4) extra-linguistic competence. Schäffner (2000) proposed six translation sub-competences: (1) linguistic competence, (2) cultural competence, (3) textual competence, (4) domain/subject specific competence, (5) research competence, and (6) transfer competence.…”

Section: Sub-competences Of Translation Competencementioning

confidence: 99%

Translation Competences for Indonesian Novice Translators

Dewi

2019

JOLL

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Translation competence is a concept that everyone who would like to become a translator should know and understand. Moreover, novice translators or translation students need to achieve all translation competences if they desire to become professional translators. Thus, they must be taught about these translation competences. This paper is the result of a conceptual study, not an empirical one. It explores the literature on translation competences from Translation Studies scholars and adapts them for Indonesian novice translators to learn and achieve. This paper provides explanation, examples, and recommendations for translation students to accomplish translation competences. From the study, 13 translation competences are acquired and those are considered the most suitable with the recent situation of the translation industry in Indonesia. The number of these competences is a not a fixed one as it may decrease or increase in the future following the trends in the translation world.

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Choosing an Empirical-Experimental Model for Investigating Translation Competence

Cited by 10 publications

References 0 publications

Enhancing Students’ Translation Skills using Project Based Learning: A Case of An Islamic University

Enhancing Students’ Translation Skills using Project Based Learning: A Case of An Islamic University

Intellectualization of Indigenous Languages of South Africa: Translation Twists and Turns

Translation Competences for Indonesian Novice Translators

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