Introduction: Rethinking methods in translation history

O’Sullivan, Carol

doi:10.1080/14781700.2012.663594

Cited by 27 publications

(6 citation statements)

References 17 publications

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“…and see Claim Two for details). Yet Rundle (2011;2012) notes that historiography has taken very little interest in history-oriented translation research. To be sure, a power asymmetry may exist between the long-established grand discipline of history and the recent field of TS that is still seeking external recognition.…”

Section: Claim One: Historiography Should Learn From Translation Studiesmentioning

confidence: 99%

“…Many early-days descriptivists-Bassnett, Lefevere, Hermans himself-embraced the idea of norm-based variation early in their careers but later moved on to a broader humanistic perspective on the place and role of translation in cultural dynamics. When Hermans writes that 'the descriptive line in the study of translation (…) is much wider' than Toury (1995), he refers to the fact that descriptivism and norm-based thinking soon instigated a broader Cultural Turn in TS, with openings toward cultural power analysis at large (Bassnett and Lefevere 1990, Lefevere 1992, Tymoczko 1999) (2012.…”

Section: Claim Four: Norms Co-shape Translation ('Early Toury')mentioning

confidence: 99%

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A science of the times?

Vandaele¹

2021

The Routledge Handbook of Translation History

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Section: Claim One: Historiography Should Learn From Translation Studiesmentioning

confidence: 99%

Section: Claim Four: Norms Co-shape Translation ('Early Toury')mentioning

confidence: 99%

A science of the times?

Vandaele¹

2021

The Routledge Handbook of Translation History

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“…Translation history has sought to 'account for the circulation and canonization of texts via transformation and transfer', and more recently has turned to explore 'the networks of agents involved, the technologies with which translations are produced, and their reception and impact' (O'Sullivan, 2012, p. 131). In Method in Translation History, Pym (1998) encourages researchers to ask 'who translated what, how, where, when, for whom and with what effect'.…”

Section: Book History and Translation Historymentioning

confidence: 99%

Bibliography-based quantitative translation history

Zhou

Sun

2016

Perspectives

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Compared with qualitative methods, quantitative methods can help detect and interpret patterns and regularities in translation history. However, quantitative methods rarely have been used in translation history research, mostly for lack of statistical data. The highly structured nature of bibliographical data and their availability make them an ideal data source for quantitative history. Drawing on the discipline of book history, this paper introduces bibliographical sources for quantitative translation history, presents techniques for retrieving, analyzing and presenting bibliographic data, reviews some existing quantitative studies related to translation history, and describes some of our own preliminary findings. Despite issues in data quality, the bibliography-based quantitative approach opens an avenue for investigating systematically how books were produced, translated and published, where they were distributed, and who was reading them. ARTICLE HISTORY

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“…Second, Grammars ‫(قواعدالنحووالصرف‬ ) are learned orally then they try to make up stories. Third, doing listening ‫,(االستماع)‬ imitating and writing activities frequently that are aimed at achieving lingual mastery automatically (O"Sullivan, 2012;Ross, 2016;Samarji & Hooley, 2015). Those are more possible to do outside of Islamic boarding school"s formal lesson hours.…”

Section: Procedures To Implement Eclectic Methodsmentioning

confidence: 99%

Implementation of Eclectic Method on Arabic Teaching and Learning

Wekke¹,

Maryam²

2018

Preprint

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ABSTRACT:Mastering both Arabic learning method and material substance should be done simultaneously. The fact shows that teachers are always facing new method and required to evaluate method they have implemented. In the other hand, they are also experiencing difficulties when implementing the method with no strong mastery of materials. Therefore, the two are should be mastered by teachers simultaneously. This paper discusses at least four considerations to implement eclectic method. The method which is considered having excellence in a time may be considered having shortcoming in another time. The implementation of Arabic language, particularly, is supervised and corrected by the sticking coach directly. Correcting and improving students" ability in Arabic language require a long process, not all incorrectness can be corrected directly, since the improvement of language requires times, stages and coach"s wisdom to motivate and guide the students. Finally, this paper presented that each of the very great number of methods existing, obviously, has its excellences and shortcomings.

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Introduction: Rethinking methods in translation history

Cited by 27 publications

References 17 publications

A science of the times?

A science of the times?

Bibliography-based quantitative translation history

Implementation of Eclectic Method on Arabic Teaching and Learning

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