Search

While the presence of mobile electronic devices in the classroom has posed real challenges to instructors, a growing number of teachers believe they should seize the chance to improve the quality of instruction. The advent of new mobile technologies (laptops, smartphones, tablets, etc.) in the translation classroom has opened up new opportunities for translator trainers to facilitate the process of translator education. The present paper investigates the use of mobile devices in the classroom particularly for translation pedagogy. A focus group interview of translation instructors with experience in using mobile tools in their translation classes was followed by a survey sent to a group of English <> Persian translation instructors of which 26 people filled out the questionnaire completely. The participants of the study provided both qualitative and quantitative data regarding the application of mobile devices in their translation classes. The results showed that the majority of teachers encouraged their advanced level students to use mobile tools for doing classroom assignments followed by note-taking, using terminology databases, searching the Internet, using language resources and contacting their group members. The findings highlight the potentials of mobile devices to have a positive impact on the translation classroom activities and underline the need for their systematic integration into the translation curriculum as part of the tools contributing to the development of technological competence.

The present paper examines the use of Google Translate as a supplementary tool for helping international students at Universiti Sains Malaysia (USM) to learn and develop their knowledge and skills in learning Bahasa Malaysia (Malay Language). The participants of the study were 16 international students at the School of Languages, Literacies, and Translation, USM who had registered for the LKM 100 Bahasa Malaysia (I) course. Based on the literature review, analysis of the collected data, and an assessment of the course content and activities inside and outside the language classroom, the findings suggest that most international students at USM recognize Google Translate as an effective supplementary tool for learning vocabulary, writing, and reading in Bahasa Malaysia. In fact, some students reported that they could optimally benefit from their self-learning if they were assisted to use Google Translate effectively. Moreover, using Google Translate for doing classroom tasks and activities can encourage students to study independently, and to shape their own strategies for solving language learning problems.

Proper nouns are regarded so simple that they might be taken for granted in translation explorations. Some may believe that they should not be translated in transmitting source texts to target texts. But, it is not the case; if one looks at present translations, he will notice that different strategies might be applied for translating proper nouns. They might often be problematic in translation especially in the course of rendition between different cultures. Thus, they are worth exploring. The present study aims to investigate the strategies that have been used in rendering proper nouns by Pazargadi (2003) in his English translation of Hafez's lyrics. For this purpose, Vermes' (2003) model of translation strategies for rendering proper nouns has been adapted by the researchers in the study. It has been revealed that the translator has used the transference strategy most preferably for rendering proper nouns of Hafez's lyrics into English.

The purpose of this study was to explore poetry translatability and seek to see what the translators do to compensate those untranslatable areas of poetry. In doing so, the researchers chose a literary work, i.e., Bustan, by one of the well-known Iranian poets, that is, Sa'di (Wickens, 1990) and one of its translations, "The Bustan by Shaikh Muslihu-D-Din Sa'di Shirazi," by Clarke (1985). They analyzed one hundred verses of his poetry, which were chosen randomly, to see what the translator did to overcome the untranslatable parts of that poetry, i.e., Sa'di's Bustan. The study showed that the translator used expansion wherein he made some semantic and structural adjustments in his translation so as to make those untranslatable parts translatable and make the translation natural, intelligible and understandable in the receptor language. As a whole, in the selected corpus of the study, ninety two cases of expansion were identified.

Background and Purpose: Second language (L2) learners have been observed making generation errors, i.e., derivational morphology, in the prospects of learning another language by translating it into their mother tongue. This research has studied these errors in L2 regarding derivational morphology. Methodology: This study was designed as descriptive research, using a quantitative approach to collect data. The respondents in this research are a total of 100 undergraduates who volunteered to take part, comprising 50 from the second semester, and 50 from the fourth semester who majored in French, and had been chosen using a purposive sampling method. The current study contained an expanded instrument that included each of the four sentences from each of the fourfold or more distractors, comprising 108 items. The affectability of learners to the use of these structures in an unfavourable syntactic situation was tested by crossing derivationally related suffixed shapes with their bases. Data obtained from the 108 item questionnaires was analysed inferentially using ANOVA and t-test. Findings: Results showed that learners were dissatisfied with the presence or absence of postfixes, implying that generation errors are a problem of performance rather than competence. Contributions: The current study discovered a gap between the creation of defined and curved structures, confirming phonetic hypotheses that differentiate these two morphological mechanisms. Moreover, this study suggested that the root structures and inferred frames are vulnerable to the area of an incidental postfix and to the nonattendance of a requisite one. Effects are greater at higher levels, suggesting that syntactic knowledge starts to improve in advanced learners. [ABSTRACT FROM AUTHOR]

The aim of this study is to find out the errors that may be resulted when translating lexical collocations due to the translators' tension between naturalness and accuracy when translating literary texts from Arabic into English. The study adopts the analytical descriptive qualitative research design which concludes that the translators may produce three types of errors due to the tension between naturalness and accuracy, which are: natural - inaccurate, unnatural - accurate, and unnatural - inaccurate. The results show that the two translators commit 24 errors due to this tension, and that the errors of having natural- inaccurate translation consist most of the total errors found. The study concludes that translator should pay more attention to the concepts of naturalness and accuracy when dealing with collocations. Otherwise, the translated collocation will be either unnatural and being odd for the target text readers or causing a meaning loss or distortion. The scientific novelty of the present study lies in discussing the problem of tension between naturalness and accuracy when translating lexical signs in the form of collocations. Findings of the study have pedagogical implications for translators in general, translators of literature, translation students, and teachers. Findings of the lexical analysis of collocations also presents an essential resource for researchers of lexical and semantic studies to translate between Arabic and English. [ABSTRACT FROM AUTHOR]