Teaching Translation Techniques in a University Setting: Problems and Solutions

Zainudin, Intan Safinaz; Awal, Norsimah Mat

doi:10.1016/j.sbspro.2012.05.202

Cited by 10 publications

(9 citation statements)

References 2 publications

(2 reference statements)

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“…Despite its value to EFL students, translation as a process has many difficulties, including assessment (Dreyer & Marcu, 2012;Munday, 2012;Sireci et al, 2006), cultural (Alousque, 2010;Pshenitsyn, 2011;Sheorey, 2012), curriculum design (Avval, 2013;Bicer, 2003 ;Razmjou, 2001), linguistic (Pshenitsyn, 2011;Remish, 2012;Sheorey, 2012;Solomatina, 2018), or pedagogical (Bingbing, 2011;He, 2012;Heping, 2011;Hongmei, 2010;Josipović, 2017;Nazari & Ghasemi, 2016;Yan, 2012;Zainudin & Awal, 2012). Many questions have arisen as a result of these issues about how to lay the foundation to translation as a construct among EFL students.…”

Section: Review Of Literaturementioning

confidence: 99%

Improving EFL Majors' Translation Competence Using Self-Regulated Learning -Based Program

Ebedy

2021

مجلة کلیة التربیة

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The main concern of the present study was to examine the effectiveness of developing a translation course based on the strategic self-regulated learning in improving EFL majors' translation competence. Adopting quasi-experimental design, the participants, consisting of 60 EFL majors at the Faculty of Foreign Languages and Translation, Misr University for Science and Technology, were randomly selected and distributed equally to two groups, the experimental group and the control group. To fulfill the purpose of the study, a translation competence test was constructed and validated. Results revealed the effectiveness of the developed course in improving translation competence of the experimental group students. The results also showed that the experimental group students outperformed the control group on the posttest translation competence test. It is recommended that self-regulation training should be accorded adequate attention in EFL curriculum in order to cater for independence and life-long learning that meet the demands of the 21 st century. The study also called for adopting competence-based orientation in designing translation courses through making available training workshops for EFL majors and giving prominence to selecting appropriate strategies particularly those emphasizing autonomy in the learning process.

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Section: Review Of Literaturementioning

confidence: 99%

Improving EFL Majors' Translation Competence Using Self-Regulated Learning -Based Program

Ebedy

2021

مجلة کلیة التربیة

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“…We could also mention works by Vermes (2010) and his overview of the pros and cons of translating in class, Zainudin and Mat Awan (2012), who worked on wrong translation techniques from Malay into English, Li (2013), who focused his research from teaching to learning, drew students' attention to the translation process, developed practices, and activated and developed translation competence.…”

Section: Literature Reviewmentioning

confidence: 99%

Theoretical Aspects in Spanish>English Translation for University Students: Monitoring Teaching Tools and Further Suggestions for Translation Students

Tena

2020

IJLLT

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Spanish>English Translation for Spanish students is one of the most challenging subjects for non-native English translators. Thanks to these subjects, university students have a practical possibility to translate texts from several general and specialised topics. Owing to this fact, every theoretical study is important in other to reach optimal results in these practical courses. Unfortunately, the COVID19 outbreak at the end of the year 2019 and its subsequent worldwide spread has brought additional adaptations to our university studies. The aim of this study is to explain how these adaptations were introduced in our practical subject “Traducción General C2. Inglés” (General Translation C2. English), which focuses on Spanish>English Translation, and taught in the third course of Translation and Interpreting studies at the Universidad Autónoma de Madrid, Spain. In addition to this, this research includes some translation methods and conclusions observed during the course: analysis of Translation Cards of every text included in the subject, how the students mentioned problems and comments of every text, and how these problems can be corrected in the subject by considering every feedback from students and teachers. This final objective can, therefore, bring to light essential aspects coming from both sides of the translation teaching process in our universities.

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“…Dengan kata lain, biasanya dilaksanakan di tingkat perguruan tinggi (Elmgrab, 2013) karena perlu language competence yang baik agar mampu mengalihbahasakan suatu teks dengan baik (Kuşçu & Ünlü, 2015). Peningkatan kemampuan penerjemahan pada akhirnya menjadi pekerjaan yang rumit (Zainudin & Awal, 2012) terlebih jika dilaksanakan dalam proses pembelajaran. Translation competence menjadi tolak ukur kemampuan penerjemahan melibatkan kemampuan membaca dan menulis yang baik dalam bahasa sumber ataupun dalam bahasa target (Odacıoglu & Kokturk, 2015).…”

Section: Pendahuluanunclassified

Penggunaan Subtitle Editor terhadap Peningkatan Motivasi dan Hasil Belajar Mahasiswa dalam Mata Kuliah Penerjemahan

Hasim

Hidayat

Hamzah

2020

Civicos

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Penelitian ini betujuan untuk mengetahui pengaruh penggunaan subtitle editor terhadap motivasi dan hasil belajar pada mata kuliah terjemahan. Penelitian ini dilaksanakan di salah satu perguruan tinggi swata terkemuka di Kabupaten Garut-Jawa Barat. Subjek penelitian ini adalah mahasiswa pendidikan bahasa inggris tingkat tiga semester satu yang terdiri dari empat kelas yaitu kelas A,B,C, dan D. Sampel diambil secara acak sebanyak dua kelas yaitu kelas A sebagai kelas eksperiment dan kelas C sebagai kelas kontrol. Sedangkan dua kelas yang lain dijadikan sebagai kelas untuk melakukan kriteria uji validitas instrument yaitu kelas B dan D.Penelitian ini menggunakan metode kuantitatif dengan pendekatan eksperimen. Model yang digunakan adalah experimental design dengan metode pretest – post test control group design.Hasil penelitian menunjukan bahwa bahwa penggunaan subtitle editor dapat meningkatkan motivasi belajar mahasiswa dalam translation. Hal ini berdasarkan hasil uji hipotesis yang pertama yaitu nilai Sig. (2-tailed) > α atau 0,135> 0,05. Kemudian berdasarkn hasil uji pengaruh penggunaan subtitle editor terhadap hasil penerjemahan mahasiswa, disimpulkan bahwa dengan uji Mann Whitney U diperoleh nilai sebesar 14,500 dengan nilai z sebesar -6,505 serta nilai Asymp. Sig. (2-tailed) sebesar 0,000. Karena pada pengujian ini nilai Asymp. Sig. (2-tailed) = 0,000 lebih kecil dari a = 0,05, sehingga dapat disimpulkan bahwa terdapat perbedaan peningkatan hasil belajar, antara mahasiswa yang menggunakan subtitle editor dengan mahasiswa yang belajar dengan metode pembelajaran translation secara konvensional. Berdasarkan hasil tersebut terbukti bahwa penggunaan subtitle editor dapat meningkatkan motivasi dan hasil belajar pembelajaran terjemahan. Kata kunci: Subtitle editor , motivasi, hasil belajar dan terjemahan.

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Teaching Translation Techniques in a University Setting: Problems and Solutions

Cited by 10 publications

References 2 publications

Improving EFL Majors' Translation Competence Using Self-Regulated Learning -Based Program

Improving EFL Majors' Translation Competence Using Self-Regulated Learning -Based Program

Theoretical Aspects in Spanish>English Translation for University Students: Monitoring Teaching Tools and Further Suggestions for Translation Students

Penggunaan Subtitle Editor terhadap Peningkatan Motivasi dan Hasil Belajar Mahasiswa dalam Mata Kuliah Penerjemahan

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