15. Translating into a Second Language: Can We, Should We?

Adab, Beverly

doi:10.21832/9781853597893-018

Cited by 17 publications

(5 citation statements)

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“…Furthermore, translation does not go through a quality assurance system to translate into a target language, such as having reviewed by other translators or readers in the target language prior to publication (McAlester, 2000;Adab, 2005). Newmark (1991) argues that low-quality tourism text translations may be caused by translators who are not competent enough in translating, especially when translating into the target language.…”

Section: Discussionmentioning

confidence: 99%

Examining Translation Problems in Indonesian Tourism Brochures: A Case From Gorontalo

Napu

Pakaya

2021

PJEE

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The purpose of this study is to examine the English translations of brochures published by the Tourist Board of Gorontalo Province Government in Indonesia. This quantitative study looked at tourism brochures, both in Indonesian and English, as the source of data. The data were analyzed by considering the frequency and percentage to assess the problems of the English translation used as promotional material. The results reveal that the most frequent problems were syntactic problems (61.54%), followed by semantic problems (26.37%) and miscellaneous problems (12.09%) respectively. This study is expected to contribute to the form of feedback and implications regarding the level of problems and effectiveness of the promotional material in English for future improvement. The results of this study can also be used to develop a model for the use of effective and persuasive English to improve the quality of tourism promotion material by the aforementioned party so that there will be an increased number of interest in foreign tourists visiting Gorontalo in the future. The implication in language learning especially in translator training is also considered.

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Section: Discussionmentioning

confidence: 99%

Examining Translation Problems in Indonesian Tourism Brochures: A Case From Gorontalo

Napu

Pakaya

2021

PJEE

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“…With regard to the direction of translation, two teachers mentioned that translating from English into Hungarian (direct translation) is more typical in real life, which, however, may only be true if the students study further and become professional translators or interpreters. Inverse translation has received more attention in recent years both in foreign language pedagogy and translation studies (e.g., Adab, 2005;Cook, 2010;Stewart, 2008) even though in professional translator training it is not a typical direction. According to Campbell (1998), translation from the native into the foreign language is an inevitable practice in today's multicultural contexts, which suggests that it has a useful role in communicative translation courses.…”

Section: Text Selectionmentioning

confidence: 99%

Translating EU Texts in the English BA Programme: Exploring Teachers’ Views and Practices

Károly

2014

WoPaLP

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Recent research into using translation as a communicative and functional activity in foreign language learning and teaching has pointed out a wide range of benefits for advanced language learners. The research reported in this paper involved teachers teaching translation in the EU-specialisation module integrated into the English bachelor’s degree programme in Hungary. The survey set out to explore teachers’ instructional practices as well as their views and experiences regarding translation. Results indicate that translation in this pedagogical setting is used not merely as a tool to develop language competence and other generic skills, but is regarded as a useful skill in its own right. Translation teachers seem to hold a competence-based view of translation and favour a process-based, functional-textual approach in their teaching practice, which are essential principles in professional translator training. Teachers also emphasise the role of having first-hand translation experience along with a sound theoretical knowledge, which calls for closer collaboration between professional translator trainers and language teachers teaching translation in modern foreign language degree programmes. An important methodological implication of the study is that the investigation of communicative translation teaching outside professional settings can benefit from an interdisciplinary perspective.

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“…From an unquestioned acceptance of the primacy of the native speaker (cf. Davies 2003), the trend is towards increasing recognition of the value, quality, and reality of writing in and translation into L2 (Adab 2005;Campbell 1998;Pavlović 2007;Pokorn 2005Pokorn , 2007. Investigations into translation processes in a country such as Switzerland, 1 where many employers require various combinations of German, French, Italian and/or English, should include comparisons between translating into and out of both the L1 and L2 whenever possible.…”

Section: Multilingual Translators In Switzerlandmentioning

confidence: 99%

Capturing translation processes to access metalinguistic awareness

Ehrensberger‐Dow

Perrin

2009

Across Languages and Cultures

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Despite the economic importance of translation work, research can hardly keep pace with current developments, especially the use of electronic resources. A growing body of literature on writing processes in various languages and domains (e.g. journalism, education) has provided insight into how professionals and students use language and language resources. However, the questions of how translators use electronic, non-electronic, and internal linguistic resources and of how novices and experts differ in this regard remain to be investigated in detail. A multi-method approach called progression analysis, which combines ethnographic observation, interviews, computer logging, screenshot recordings, and cue-based retrospective verbalizations, has been used to explore differences between novice and expert journalists and lends itself ideally to the domain of translation. Progression analysis captures diverse aspects of translation processes as students and professionals translate and revise their texts and allows us to access their metalinguistic awareness in order to gain insight into their translation competence. The realization of this awareness in different strategies for translating to and from the translator's dominant language is highlighted for the language combination German and English, and differences between novices' and experts' awareness of their revision processes and resource use are identified.

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15. Translating into a Second Language: Can We, Should We?

Cited by 17 publications

References 0 publications

Examining Translation Problems in Indonesian Tourism Brochures: A Case From Gorontalo

Examining Translation Problems in Indonesian Tourism Brochures: A Case From Gorontalo

Translating EU Texts in the English BA Programme: Exploring Teachers’ Views and Practices

Capturing translation processes to access metalinguistic awareness

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