Practical knowledge vs translation theory: assessment of students’ knowledge

Fedyuchenko, Larisa

doi:10.18355/xl.2018.11.03.11

Cited by 2 publications

(3 citation statements)

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“…There are many linguistics devices need to consider in its process. The result is strengthened by other researches (Fedyuchenko, 2018;Harto & Handayani, 2018;Saleh & Weda, 2018;Sukmaningrum & Hawa, 2021) that comes to the same conclusion.…”

Section: Students' Challenges In Translating Poetrysupporting

confidence: 54%

“…Those challenges are mostly caused by the dynamic of poetry translation that involves many aspects in its process. The dynamics of poetry translation are described by Newmark, (1988) as follows: (Newmark, 1988) Furthermore, many translation experts (Baker, 2012;Bassnett, 2013;Carter, 2005;Larson, 1984;Newmark, 1988), state that a translator of literary works needs to have the Poetry translation has long been seen as an important issue among scholars and researchers (Awabdeh, 2014;Bednarova-Gibova, 2017;Burnshaw, S., Fitts, D. & Peyre, 1995;Fedyuchenko, 2018;Harto & Handayani, 2018;Rutherford, 2009;Saleh & Weda, 2018;Zarandona, 2002) who discussed the challenge of translating poetry. These studies have enhanced our understanding of the problems in translating poetry or literary works.…”

Section: Introductionmentioning

confidence: 99%

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Students’ Challenges in Translating Poetry

Sukmaningrum

Setyaji

Hawa

2023

borju. borneo. educational. j.

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This article drawn from the local tracking study of how college students perceive the process of translating poetry. The aim of this study is to investigate the students’ challenge in translating poetry. The current study based upon the benefit of understanding poetry to build harmony in the society. Writers used descriptive qualitative research as the design of this study. The subject of the study were the sixth semester students of English Education Department of Universitas PGRI Semarang who had passed the Translation 1 subject and join the Translation 2 at the present time. The population of this study was 143 students in sixth semester. Writers then chose 20 students as the sample of this study. Students were assigned to translate English poem entitled ‘Huesca’ into Indonesian. The poem was written by John Conford, an American soldier who was endured on World War. After the assignment project, they were asked to respond the questionnaire related to the process of translating the poem and problems encountered. The finding revealed that most of students admitted that their biggest problem in poetry translation is associated with the linguistic difference. It refers to grammatical differences (source language and target language), lexical choices and meaning ambiguity. There were many factors behind the problems that encounter students in translating the English poem into Indonesian. Factors related to the culture, the use of figurative language, and the different structure between original poem and the target language are considered as main hindrances in translating literary works. The educational implication of the study is that our students need to be familiarized with literary works and its process of translation. However, since this study was only held in 2 months and had limited participants, the result of the study cannot be generalized. Further research, therefore, need to conduct by other researcher in order to get broader insight toward the theme

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Section: Students' Challenges In Translating Poetrysupporting

confidence: 54%

Section: Introductionmentioning

confidence: 99%

Students’ Challenges in Translating Poetry

Sukmaningrum

Setyaji

Hawa

2023

borju. borneo. educational. j.

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“…The major challenge of the teaching situation presented in this case study was to keep all items on the curriculum, which was successfully implemented with only minor modifications related to rebalancing of theoretical (analytical) and practical components. An obvious advantage of the expanded theoretical part is that students get a rare chance to discuss theoretical aspects with peers and see their application in practice, thus making a step towards eliminating the gap between theory and practice often observed in interpreter and translator training (Wadensjo, 2011;Fedyuchenko, 2018;Kosciałkowska-Okonska, 2019;Di Mango, 2019). Two more curriculum modifications implemented under the new training conditionsexposition to industry professionals and working with digital toolsalso turned out to be advantages in terms of content modernization and student motivation.…”

Section: Discussionmentioning

confidence: 99%

English-to-Russian interpreting course in distance mode: Methodological issues and curriculum implementation challenges

Tivyaeva¹,

Vodyanitskaya²

2021

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As Covid19 spread around the world causing national lockdowns, millions of school and university students had to continue their studies in distance mode. The unplanned shift to online learning turned out to be a challenge to educators in many fields, the most problematic spheres being those that conventionally rely on face-to-face interactions. University programs in interpreting were among the worst affected ones as interpreter training requires conference equipment, direct tutor guidance and long hours of individual and group work. Adapting a graduate course in consecutive interpreting to the online format highlighted a number of methodological issues and curriculum limitations related to the specifics of the digital learning environment. Following a case-study design, this paper presents an in-depth analysis of positive and negative factors of mid-term transition to distant mode in interpreter training with a special emphasis on methodological and technological aspects of synchronous online teaching. In exploring the efficiency of the new format, the study relies on a threephase research procedure developed to monitor the transition process on the basis of pre-start screening, progress tracking and final evaluation data. The set of methods and tools employed to obtain and analyze research data includes student questionnaires, regular class observations, student self-assessment reports, open discussions and retrospective protocols. The study uses qualitative analysis in order to gain insights into advantages and disadvantages of the new format and assess its application perspectives. The findings suggest for a blended model and a need for developing the concept of digital didactics.

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Practical knowledge vs translation theory: assessment of students’ knowledge

Cited by 2 publications

References 0 publications

Students’ Challenges in Translating Poetry

Students’ Challenges in Translating Poetry

English-to-Russian interpreting course in distance mode: Methodological issues and curriculum implementation challenges

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