translation studies. retrospective and prospective views

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text items; hesitation phenomena in the search for potential equivalents. When conclusions have to be drawn from this type of analysis, there are a series of educational implications for enhancing the teaching of translation, which also implies using protocols in collecting data which should help teachers to improve such lessons. According to Aly (1994), translation instruction … should encourage the students to use frequently the dictionaries; it should deal with various topics, in order to help the learner to get more practice in various text types and styles; it should focus on the development of vocabulary; it should tackle sentences and topics of different levels of difficulty according to the students’ abilities; translation instruction should give the opportunity to the students to develop their translation skills according to a systematic order and sequence of materials; it should focus more on practice, with very little theoretical guidelines, with much time spent on the students’ practice in translation. Finally, we maintain that by using a working protocol as a strategy meant to develop the IT students’ awareness of the kind of problems technical translation may place in front of them, learners can be given support in acquiring technical translation skills in a more efficient manner. References Al-Besbasi, Ibrahim A. (1992). An empirical investigation of some cognitive processes of translation between English and Arabic with special reference to the use of dictionaries. DAI, 52/09, p. 3258-A. Aly, M. A-S (1994). Translation Strategies Of EFL Student Teachers: A Think Aloud Protocol-Based Case Study, eric.ed.gov/ERICWebPortal/recordDetail?accno=ED490356, accessed 10.2007. Bernardini, S. (2000). Process-oriented Translation Research: Achievements, Limits, Future Prospects, www.ccl.umist.ac.uk/events/conference/process1.htm. Calderaro Sánchez, D. (1998). Considerations on Teaching Translation, Translation Journal, Vol. 2, No. 3 July 1998, http://accurapid.com/journal/index.html, accessed 03.10.2007. Chestermann, A. (1998). Notes for a Translation theory course, http://www.helsinki.fi/~chesterm/Introduction, accessed 02.10.2007 Coiro, J. (2001) Using the Think-Aloud in reading Instruction, www.suite101.com/article.cfm/1411/87120 Cutts, M. (1999). Guide, Oxford: Oxford University Press European Commission Directorate-General for Translation (2008). English Style Guide A handbook for authors and translators in the European Commission, http://ec.europa.eu/translation/writing/style_guides/english/style_guide_e n.pdf Even-Zohar, I., Toury, G., (eds.) (1981). Translation Theory and Intercultural Relations. Poetics Today 2, 4. 160
Fresch, M. J. (2001). Using think-alouds to analyze decision making during spelling word sorts. Reading Online, vol. 4, no. 6, www.readingonline.org/articles/fresch/index.html. Gerloff, P. A. (1989). From French to English: A look at the translation process in students, bilinguals, and professional translators. DAI-B, 49/09, p. 4046. Gordon, R. T., Heins, L. A. (1995). Handbook for reading/Language Arts Volunteers: Think Aloud, www.cs.umd.edu/ ~goodall/sent/hbkwrt7.html. Gutt, Dr E.-A. (1990). A theoretical account of translation - without a translation theory. Target: International Journal of Translation Studies 2(2): 135-164. House, J, Blum-Kulka, S. (eds.) Interlingual and intercultural communication. Tübingen: Gunter Narr. 263–75. Krings, H.P. (1986). Translation problems and translation strategies of advanced German learners of French (L2), in House, J., Blum-Kulka, S. (eds.) Kulwindr Kaur (2005). Parallelism between Language Learning and Translating, in Translation Journal, Volume 9, No. 3, http://accurapid.com/journal/index.html. Larson, Mildred L. (1998). Translation Theory and Practice, SIL International http://www.sil.org/translation/trtheory.htm, accessed 01.10.2007. Matrat, C. M. (1992). Investigating the translation process: think-aloud versus joint activity (joint translating). DAI, 53/06, p. 246-A. McApline, G. (2000). The Online Reading Center: Think Aloud Protocols Procedures, www.westga.edu/~kidreach/ThinkAloud.html. Oxford, R.L. (1990). Language Learning Strategies—What Every Teacher Should Know, New York: Newbury House Publishers. Rydning, Antin Fougner (2000). TAPs - A Blind Alley in Throwing Light on the translation Process?, www.ccl.umist.ac.uk/ events/conference/process1.htm. Soria, J. (2001) A Study of Ilokano Learners' Lexical inference Procedures through Think- Aloud. Second Language Studies, 19 (2), pp. 77-110, www.hawai.edu/sls/whwpesl/19(2)/Soria.pdf. Steinkuehler, Constance A. and Derry, Sharon J. (2001) Strategies for Assessing Learning Effectiveness, www.alnresearch.org/ HTML/Assessment/Tutorial/. Toury, G. (1991). Experimentation in translation Studies: Achievements, prospects and Some Pitfalls. In: Tirkkonen-Condity, Sonja (ed.): Empirical Research in Translation and Intercultural Studies. Tubingen, Germany: Guntere Narr Verlag. Vislocky, E. (2002). Using a Think Aloud in the Classroom, www.somers.k12/intranet/reading/think.html. Williams, J.M. (1995). Style: Towards Clarity and Grace, Chicago: University of Chicago Press 161
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2008 Year I Issue 1 TRANSLATION STU
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2008 Year I Issue 1 TRANSLATION STU
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Translation Studies: Retrospective
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The publication of the first three
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Ruxanda Bontilă is an associate pr
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study on language and literature, o
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are a very good exercise in the leg
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Byronic disabuse and cynicism are s
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waves,/Seemed, in the shadow of the
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has the special vocation of watchin
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(e) naming of motifs, cross-motifs,
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Richard’s journey from childhood
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(After I had outlived the shocks of
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naively assumed that the ‘white
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intense enough for a tragedy, is ir
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etter than what already existed; th
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explicitly order him to kill Claudi
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ody is destroyed, without even havi
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emphasising her “melodious lay”
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and his uncle as “mighty opposite
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As Mandelbrot points out, this idea
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the internal mirror, regardless of
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patterns by means of which a litera
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This metafictional aside may be rea
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Like Nicholas, Conchis is a self-co
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magic, of legend and myth, the stor
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of fiction that faithfully renders
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emark that Nicholas is a selfish an
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Katherine Tarbox, in her turn, stat
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En fait, la préface représente l
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trouver des sources et une base de
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génération ’80 ; l’anéantiss
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Cuşnarencu, Hanibal Stănciulescu,
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Generaţia ’80 în texte teoretic
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The novel exploits the carnivalesqu
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“triumph of subjectivity”(Benja
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eader only variants of the past. It
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egarded as suspicious. Both Barnes
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with a flirtatious lady of sorts. O
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Other scholars, notably Carolyn Wal
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the Church. Could the pentagram rea
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he himself would become an insignif
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lame Sir Gawain? He enjoys the choi
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Textually, it presupposes a similar
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life in society and its repercussio
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The so-called A vocabulary constitu
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At this point, it seems necessary t
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tendencies fall into two categories
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professor-character is thus constru
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writing of a novel that does not re
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and indeterminacy” (Eagleton, 200
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consciousness, at a time when almos
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Page 137 and 138: Marino Malone, C. (2004). Façade a
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Page 141 and 142: text. III. Aims of the Online Cours
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