translation studies. retrospective and prospective views

More documents

Recommendations

Info

Translation Studies: Retrospective and Prospective Views ISSN 2065-3514 (2008) Year I, Issue 1 Galaţi University Press Editors: Elena Croitoru and Floriana Popescu (First volume) Proceedings of the Conference Translation Studies: Retrospective and Prospective Views 9 – 11 October 2008 “Dunărea de Jos” University of Galaţi, ROMANIA pp. 128 - 141 ONLINE COLLABORATION IN TRANSLATION INSTRUCTION AMONG STUDENTS AND INSTRUCTORS Introduction Reima Al-Jarf King Saudi University, Riyadh, Saudi Arabia Trainers and practitioners have long identified the need for integrating computer-based tools and resources into translation instruction (Kiraly 2000; Lee-Jahnke 1998; Massey 1998; Owens 1996). A survey conducted in 2001 with a web search of 121 institutions of higher learning in Spain, Portugal, France, UK, Ireland, USA, Canada, where training for translators was available and ongoing, showed only a few percentages of online programs (Alcalá 2001). Examples of the programs where online translation courses are offered are: Centre for Lifelong Learning at Cardiff University offers high level translation (French English) Distance Learning Course. The Center for Interpretation and Translation Studies, University of Hawaii at Manoa offers online translation courses. The School of Continuing and Professional Studies at New York University offers Online Certificates in several Translation Studies, Translation Certificates and Non-Credit translation Courses. The School of Continuing Studies, University of Toronto offers workplace translation courses, distance learning courses; in addition to the Words Language Services (WLS) translation courses in Dublin, the Online Translation Courses of Logos, Open Distance Learning MA Translation Studies, run at the Centre for English Language Studies, University of Birmingham, and a Postgraduate Translation Diploma through Distance or Independent Learning is offered by the Division of Languages at London City University. The Department of Modern Languages at Florida International University offers a fully online course called Practica in Medical Translation using the WebCT platform. The Universitat Rovira i Virgili offers 10-week postgraduate certificate courses in technical translation and localization between English and Spanish (Pym et al 2003). In Italy, the Vicenza-CETRA Project involved on-site translation 128
classes integrating email and the Internet; shared translation project via email and the Internet; translation theory classes integrating email, the Internet and videoconferences; a simulator software package for teaching, self-teaching and practicing the simultaneous and consecutive interpreting techniques and sight translation. Students use IT in the translation classroom, and had direct links with their L2 counterparts in other countries, had ongoing links with Salford, Málaga, Marie-Haps and had links with an American university in the past (Pym 2003). During the 2000 Fall semester Stecconi (2003) taught an introduction to translation studies at the American University in Washington D.C. The coursework was carried out in collaboration with students at the Universitat Rovira i Virgili in Tarragona, Spain, and with Frank Austermühl at Germersheim, Germany. Cooperation ranged from having remote native speakers revise translations and clarify originals for local students, to bibliographical help and other research assistance. The exchange was planned to be a two-way affair. The participants mainly used email messages and attachments. Attempts to use the Blackboard electronic forum turned out to be frustrating. One chat session was also carried out, which ended up as a mere test of the channel. At Masaryk University in the Czech Republic, Fictumová (2004) reported a case study of courses taught for three years using Moodle. Preparatory translation and interpreting courses, technical translation and an introduction to interpreting were presented. Course content seemed to be the decisive factor in evaluating any of the courses taught. The content could be made more attractive or more accessible through Moodle. However, too much variety or too many resources can ruin the positive impact of e-learning and become a negative feature. Intelligibility of the course materials, particularly the presentation and/or use of TM tools, was a real challenge. All instructions in e-learning courses had to be formulated very carefully. Finding a balance between theory and practice was the key problem in most courses. Those studies show that information communication technology (ICT) has been used as a teaching tool and has been extensively researched for its pedagogical implications So far, researchers have consistently identified two major benefits of asynchronous communication technology: A deeper thought process manifested in the discussion threads, and the facilitation of collaborative learning. Access to tutors and a strong identification between instructors and students proved to be a powerful motivational factor for e-learning participants (Frankola 2004). The use of ICT permits students and instructors to overcome time and space barriers, to design new methods and instruments of teaching, tutoring and evaluation, and at the same time preserve a personalized approach (Salinas 129
Page 1 and 2:
2008 Year I Issue 1 TRANSLATION STU
Page 3 and 4:
2008 Year I Issue 1 TRANSLATION STU
Page 5 and 6:
Translation Studies: Retrospective
Page 7 and 8:
The publication of the first three
Page 9 and 10:
Ruxanda Bontilă is an associate pr
Page 11 and 12:
study on language and literature, o
Page 13 and 14:
are a very good exercise in the leg
Page 15 and 16:
Page 17 and 18:
Byronic disabuse and cynicism are s
Page 19 and 20:
waves,/Seemed, in the shadow of the
Page 21 and 22:
Page 23 and 24:
has the special vocation of watchin
Page 25 and 26:
(e) naming of motifs, cross-motifs,
Page 27 and 28:
Page 29 and 30:
Richard’s journey from childhood
Page 31 and 32:
(After I had outlived the shocks of
Page 33 and 34:
naively assumed that the ‘white
Page 35 and 36:
intense enough for a tragedy, is ir
Page 37 and 38:
etter than what already existed; th
Page 39 and 40:
Page 41 and 42:
explicitly order him to kill Claudi
Page 43 and 44:
ody is destroyed, without even havi
Page 45 and 46:
emphasising her “melodious lay”
Page 47 and 48:
and his uncle as “mighty opposite
Page 49 and 50:
As Mandelbrot points out, this idea
Page 51 and 52:
the internal mirror, regardless of
Page 53 and 54:
patterns by means of which a litera
Page 55 and 56:
This metafictional aside may be rea
Page 57 and 58:
Like Nicholas, Conchis is a self-co
Page 59 and 60:
magic, of legend and myth, the stor
Page 61 and 62:
of fiction that faithfully renders
Page 63 and 64:
emark that Nicholas is a selfish an
Page 65 and 66:
Katherine Tarbox, in her turn, stat
Page 67 and 68:
Page 69 and 70:
En fait, la préface représente l
Page 71 and 72:
trouver des sources et une base de
Page 73 and 74:
génération ’80 ; l’anéantiss
Page 75 and 76:
Cuşnarencu, Hanibal Stănciulescu,
Page 77 and 78:
Generaţia ’80 în texte teoretic
Page 79 and 80:
Page 81 and 82:
The novel exploits the carnivalesqu
Page 83 and 84:
“triumph of subjectivity”(Benja
Page 85 and 86:
eader only variants of the past. It
Page 87 and 88: egarded as suspicious. Both Barnes
Page 89 and 90: Translation Studies: Retrospective
Page 91 and 92: with a flirtatious lady of sorts. O
Page 93 and 94: Other scholars, notably Carolyn Wal
Page 95 and 96: the Church. Could the pentagram rea
Page 97 and 98: he himself would become an insignif
Page 99 and 100: lame Sir Gawain? He enjoys the choi
Page 101 and 102: Textually, it presupposes a similar
Page 103 and 104: life in society and its repercussio
Page 105 and 106: The so-called A vocabulary constitu
Page 107 and 108: At this point, it seems necessary t
Page 109 and 110: tendencies fall into two categories
Page 111 and 112: professor-character is thus constru
Page 113 and 114: writing of a novel that does not re
Page 115 and 116: and indeterminacy” (Eagleton, 200
Page 117 and 118: consciousness, at a time when almos
Page 119 and 120: Though Bradbury makes a somewhat pa
Page 121 and 122: fragmentation, and in a whimsical m
Page 123 and 124: Thus, we can say that, instead of s
Page 125 and 126: It is known that the time frame in
Page 129 and 130: to the composition, the figure of C
Page 131 and 132: tympanum above the central west ent
Page 133 and 134: entrance, the pointed arch trimming
Page 135 and 136: trefoils and quatrefoils which exte
Page 137: Marino Malone, C. (2004). Façade a
Page 141 and 142: text. III. Aims of the Online Cours
Page 143 and 144: 4 components: (i) background knowle
Page 145 and 146: • Having students highlight the v
Page 147 and 148: Participating students and free-lan
Page 149 and 150: of time. It is much less time-consu
Page 151 and 152: Translation Journal, 11, 4. Steccon
Page 153 and 154: The ritual becomes both communicati
Page 155 and 156: evidence by formal or informal mark
Page 157 and 158: markers (markers for pronouns or ve
Page 159 and 160: social setting (the classroom life)
Page 163 and 164: • Classification based on text ty
Page 165 and 166: in the original by using the right
Page 167 and 168: include cognitive, affective etc. s
Page 169 and 170: * WORKING PROTOCOL Difficulties enc
Page 171 and 172: Fresch, M. J. (2001). Using think-a
Page 173 and 174: concise, clear, and conform to the
Page 175 and 176: The fact section of a good student
Page 177 and 178: Who is the appellant (or respondent
Page 179 and 180: transcrit à l’écrit : familier
Page 181 and 182: andouille pour qu’on se laisse fa
Page 183 and 184: Réalisez un dialogue entre deux ad
Page 185 and 186: At this point, mention should be ma
Page 187 and 188: The map suggested by Murcia and Fre
Page 189 and 190:
Continuous, for example, means know
Page 191 and 192:
interrupted lines so as to suggest
Page 193 and 194:
In addition to this, mention should
Page 195 and 196:
Page 197 and 198:
The text above shows the difficultn
Page 199 and 200:
you or you are wonderful! Such abbr
Page 201 and 202:
over processes. The main idea worth
Page 203 and 204:
at least, three aspects: • what c
Page 205 and 206:
[1] quoted from Byram, M., 1994, p.
Page 207 and 208:
The use of the new technologies imp
Page 209 and 210:
documents and other resources of th
Page 211 and 212:
Page 213 and 214:
l’exercice du jugement critique e
Page 215 and 216:
correction, année scolaire 1997-19
Page 217 and 218:
Page 219 and 220:
Page 221 and 222:
Page 223 and 224:
Page 225 and 226:
Page 227 and 228:
Page 229:
show all

translation studies. retrospective and prospective views

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?