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pISSN : 2233-9221 / eISSN : 2713-8720

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2011, Vol.1, No.

  • 1.

    From the “Protective Workshop” to Professional Reality: Grading the Difficulty of Translation Tasks

    Christiane Nord | 2011, 1() | pp.9~33 | number of Cited : 0
    Abstract PDF
    A translation task must be geared toward the students’ level of competence. If the task presents too many difficulties, the learners will not be able to show what they have learned already, and the motivation is lost. Drawing on a functional approach to translation, the author argues that in translator training programmes and courses as well as individual classes should be organized according to an appropriate learning progression. The distinction between inter-subjective translation problems and individual translation difficulties can be used as a tool to grade the difficulty of translation tasks and to choose learning and teaching materials in such a way that students are guided from easy to exacting tasks without losing their motivation to prepare for the profession. A few examples from a translation course for beginners are used to show how this can be done.
  • 2.

    Replication in Research on Quality in Conference Interpreting

    Franz Pöchhacker | 2011, 1() | pp.35~57 | number of Cited : 0
    Abstract PDF
    With reference to survey research on quality in conference interpreting, which constitutes a cohesive line of investigation in interpreting studies, the paper highlights the role of replication in the scientific process and reviews examples of studies carried out since the 1980s. With the pioneering survey by Bühler among members of the International Association of Conference Interpreters serving as the starting point, a number of studies among end-users of conference interpreting are mentioned before the focus of the paper shifts to research efforts aimed at replicating Bühler’s work on quality criteria as seen from the perspective of professional interpreters. In the analysis, which places the emphasis on methodological issues but also presents some relevant findings, several replication studies are closely examined, and various shortcomings as well as advances in research design are discussed.
  • 3.

    Researching the Translation of Chinese Political Discourse

    Wei Wang | Liang Xia | 2011, 1() | pp.59~86 | number of Cited : 0
    Abstract PDF
    This article examines the translation of Chinese political discourse in China in light of the influence of the “Cultural Turn” in Translation Studies (TS). After illustrating the key features of cultural oriented and power-focused transformations in the development of TS, this article proposes an integrated approach, drawing upon both linguistic analysis and cultural studies to explore the complexity and manipulated nature of the translation of Chinese political discourse. Then, it discusses the main rhetorical and discoursal characteristics of Chinese political discourse. Finally, this integrated approach is illustrated with a sample study analysing the translation of the 2008 Chinese Government Report by Chinese Premier Wen Jiabao.
  • 4.

    Comparing Self-assessment and Teacher’s Assessment in Interpreter Training

    Yun-hyang Lee | 2011, 1() | pp.87~111 | number of Cited : 1
    Abstract PDF
    Despite the importance of assessment in learning, students are often left out of the assessment process. Self-assessment may be the starting point for students to get involved in the assessment process. This study examined the characteristics of both student and teacher assessments of students’ interpretation performances. The study population consisted of teachers and students of a Korean-English program at a two-year graduate school of translation and interpretation. The study asked two questions: (1) Are interpreting students able to produce self-assessments that are similar in grade and content to teachers’ assessments? (2) What are the characteristics of student self-assessments when compared to teacher assessments? The study found that although the students’ self-assigned grades were similar to those of the teachers, the student self-assessments were not similar in content to the teacher assessments. The study also found that student self-assessments had distinct characteristics which could be complementary to teachers’ assessments.
  • 5.

    How to Apply Lawrence Venuti’s Domestication and Foreignization

    Lee Sang Won | 2011, 1() | pp.113~125 | number of Cited : 0
    Abstract PDF
    Korean researchers frequently apply Venuti’s concepts in analyzing translation practice. This paper poses three aspects which need to be considered during the application of those concepts. First, domestication and foreignization are not either-or alternatives. For Venuti, domestication is translation reality rather than a translator’s choice. Second, the two concepts cannot be regarded as linguistic strategies. Intentions and effects are more essential than linguistic intervention itself. Third, it is necessary to consider contexts of Korean translation history and market. Applying theory to severely different socio-cultural contexts could result in inaccurate analysis and inappropriate domestication. (Seoul National University, Korea)
  • 6.

    Translation and Interpretation Education: Curriculum Development

    Cheol Ja Jeong | 2011, 1() | pp.127~139 | number of Cited : 0
    Abstract PDF
    for Translation Studies has become an important area of research in recent years, particularly in Korea due to the rapid increase of the number of Translation schools and programs at graduate and postgraduate levels. This paper attempts to review major curriculum development approaches, objective-oriented and process-oriented approaches, focusing on their educational philosophies, and proposes a model of curriculum development process where the efficiency of the objectives model isrationally complemented with learner and learning focused aspects of the process model. While carefully reflecting in the curriculum development the results of research in Translation studies, the developer should set up a system in which the operation of the curriculum itself is rigorously checked for consistent improvement of the program as a whole.(Hankuk University of Foreign Studies, Korea)
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