Pretranslation Text Analysis as a Part of Translation Process

Ayupova, Roza

doi:10.1016/j.sbspro.2014.05.316

Cited by 6 publications

(5 citation statements)

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“…This case was also found in the research conducted by Shalichah (2021) in which the students had difficulties with different language structures due to the lack of vocabulary after analyzing the text. The importance of the Pre-translation Text Analysis as a part of the translation process is supported by many works of Russian scholars as stated in Ayupova (2014). They suggest that PTA should consist of mainly the following activities: 1) considering factors external to the linguistic text; 2) establishing the style and genre of the text; and 3) designating the type of information represented in the text.…”

Section: Discussionmentioning

confidence: 99%

An Analysis of the Process of Translating Recount Texts by Using Google Translation Machine

Ikrimah,

K.,

Aslamiyah

et al. 2024

IJHS

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The research aims to find out the process of translating recount texts by using Google Translation Machine. This study integrated a qualitative phenomenological approach of a group of 18 tenth-grade students at MA Miftahul Jannah, Palangka Raya. Online questionnaires via Google Forms and unstructured follow-up interviews were employed. The 15-question questionnaire, featuring both open-ended and closed-ended formats, explored aspects ranging from general usage of resources, such as Google Translation Machine, to specific processes in translating recount texts. The result of this research showed the students' process in translation began with comprehensively reading the text to gain full understanding. Following this initial step, they mentally process their translation before writing it down. In the translating phase, Google Translate was an essential tool. Some students used it directly, while others employed it as a guide for their translations. The focus here was on the accurate selection of words, phrases, and sentences. Once the translation was complete, the majority of the students cross-checked their work against the original text to maintain fidelity. However, a small number skipped this critical revision step. This highlighted the necessity of reinforcing the importance of evaluation and revision stages in the translation process.

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Section: Discussionmentioning

confidence: 99%

An Analysis of the Process of Translating Recount Texts by Using Google Translation Machine

Ikrimah,

K.,

Aslamiyah

et al. 2024

IJHS

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“…In this training, the participants have a reasonable time of 2 weeks to complete the task, so that the trainee can use all the resources and knowledge to complete the task as well as possible. As suggested by (Ayupova, 2014), in the training process, translators should be given adequate time and attention. Language focus.…”

Section: Discussionmentioning

confidence: 99%

Incorporating Environment Sustainability Content in Translation Teaching Through a Task-Based Approach

Siregar

Nuraida²,

Kalsum³

2022

LANGLIT

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Task-based teaching and learning is a boon approach in English classes nowadays to create a real practice for language use and provide a natural context for language study. This article exposes the use of task-based approach by incorporating environmental sustainability as content in translation practice. The tasks consist of three phases, pre-task, during-task, and post-task. Each phase is to enrich the student's experience in learning the novel terms along with the strategy for dealing with the difficult terms in the source text. The sample of the study is the students who participated in a translation course program from two universities. The total participants are 42 of 95 students who are available for this course session conducted in May 2022. Before pre-task, the students' preferences were collected to identify the students’ interest and expectations of the heading course. In during-task, students are asked to take notes based on their interests. After the pre-task, students presented their own experiences in completing the task. At the end of the course session, a questionnaire was given to investigate the advantage of the learning approach and students' experience in the translation course. It was observed that students use the target language to communicate with peers in doing assignments. The student's confidence, which is the key to acquiring a language, increased in using specific terms. Combination of task-based learning with appropriate content that is relevant to personal lives such as environmental sustainability increases the student's motivation to learn and benefit from the translation activity.

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“…At the same time a translator-to be should be taught to remain objective and impartial to what s/he is translating. Pretranslation text analysis is offered as the way to identify national, ethnic, social and individual markers in a source text and decide how each of them should be retained in translation (Ayupova 2014).…”

Section: Methodsmentioning

confidence: 99%

Teaching Oral Consecutive Interpretation

Ayupova

2016

IJALEL

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The paper describes the research conducted in interpreter-training based on the experience of teaching oral consecutive interpretation in two groups of undergraduate students approximately of the same level of linguistic and translation skills. In one of the groups -key informants -metacognitive approach was applied to have the would-be interpreters conscious of what they are expected to be successful interpreters. As many scholars in this field claim, metacognitive competence developed in the process of education is believed to form the ability to meet the challenges an interpreter can face executing oral consecutive interpretation. Since attentiveness and memory are viewed as important mechanisms of psychological base of the type of interpretation under consideration, special sets of exercises directed to developing these properties in interpreters-to be elaborated by contemporary scholars according to special methodology were given in this group. The next group -focus group -was also provided with the same educational technologies and other facilities as the group of key informants, but metacognitive approach and aforementioned sets of exercises were not used in it. Long-term memory tests held at the beginning and at the end of the semester in both the groups demonstrate that metacognitive approach in combination with special sets of exercises lead to much better results in long-term memory developing.

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Pretranslation Text Analysis as a Part of Translation Process

Cited by 6 publications

References 0 publications

An Analysis of the Process of Translating Recount Texts by Using Google Translation Machine

An Analysis of the Process of Translating Recount Texts by Using Google Translation Machine

Incorporating Environment Sustainability Content in Translation Teaching Through a Task-Based Approach

Teaching Oral Consecutive Interpretation

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