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translator</title> <meta name="description" content="Search results for: human translator"> <meta name="keywords" content="human translator"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="human translator"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 8437</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: human translator</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8437</span> Developing a Translator Career Path: Based on the Dreyfus Model of Skills Acquisition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Noha%20A.%20Alowedi">Noha A. Alowedi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper proposes a Translator Career Path (TCP) which is based on the Dreyfus Model of Skills Acquisition as the conceptual framework. In this qualitative study, the methodology to collect and analyze the data takes an inductive approach that draws upon the literature to form the criteria for the different steps in the TCP. This path is based on descriptors of expert translator performance and best employees’ practice documented in the literature. Each translator skill will be graded as novice, advanced beginner, competent, proficient, and expert. Consequently, five levels of translator performance are identified in the TCP as five ranks. The first rank is the intern translator, which is equivalent to the novice level; the second rank is the assistant translator, which is equivalent to the advanced beginner level; the third rank is the associate translator, which is equivalent to the competent level; the fourth rank is the translator, which is equivalent to the proficient level; finally, the fifth rank is the expert translator, which is equivalent to the expert level. The main function of this career path is to guide the processes of translator development in translation organizations. Although it is designed primarily for the need of in-house translators’ supervisors, the TCP can be used in academic settings for translation trainers and teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dreyfus%20model" title="Dreyfus model">Dreyfus model</a>, <a href="https://publications.waset.org/abstracts/search?q=translation%20organization" title=" translation organization"> translation organization</a>, <a href="https://publications.waset.org/abstracts/search?q=translator%20career%20path" title=" translator career path"> translator career path</a>, <a href="https://publications.waset.org/abstracts/search?q=translator%20development" title=" translator development"> translator development</a>, <a href="https://publications.waset.org/abstracts/search?q=translator%20evaluation" title=" translator evaluation"> translator evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=translator%20promotion" title=" translator promotion"> translator promotion</a> </p> <a href="https://publications.waset.org/abstracts/46856/developing-a-translator-career-path-based-on-the-dreyfus-model-of-skills-acquisition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46856.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">374</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8436</span> From Self-Regulation to Self-Efficacy: Student Empowerment in Translator Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paulina%20Pietrzak">Paulina Pietrzak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The understanding of the role of the contemporary translator is fraught with contradictions and idealistic visions of individuals who, by definition, should be fully competent and versatile. In spite of the fact that lots of translation researchers have probed into the identification and exploration of the concept of translator competence, little study has been devoted to its metacognitive aspects. Due to the dynamic nature of the translator’s occupation, it is difficult to predict what specific skills will prove useful for novice translators in their professional career. Thus, it is crucial that the translator is self-regulated enough to adapt to changing job demands and effectively function in the contemporary, highly dynamic, translation market. The objective of the presentation is to investigate the role and nature of the translator’s self-regulation. It will also demonstrate the results of a pilot study into translation trainees’ self-regulatory skills and explore implications of these findings for translator training in relation to theories of student empowerment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20translation%20research" title="cognitive translation research">cognitive translation research</a>, <a href="https://publications.waset.org/abstracts/search?q=translator%20competence" title=" translator competence"> translator competence</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulatory%20skills" title=" self-regulatory skills"> self-regulatory skills</a>, <a href="https://publications.waset.org/abstracts/search?q=translator%20training" title=" translator training"> translator training</a> </p> <a href="https://publications.waset.org/abstracts/76204/from-self-regulation-to-self-efficacy-student-empowerment-in-translator-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76204.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">207</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8435</span> The African Translator as a Literary Globetrotter in Minds and Thoughts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Boudersa%20Said%20Sami">Boudersa Said Sami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims at revealing the new role of the African translator as a progressive traveler in the thoughts and minds of both Africans and others via his/her multidimensional translations, and a particular focus will be here on literary translation. The African translator, in this respect, is a great actor in Africa’s literary, intellectual and philosophical movement through his exploration of great literary books and highly-echoed intellectual masterpieces via translation. The paper’s hypothesis revolves around the importance of the African translator in moving from one thought to another as shifting from one language to another (French to English or English to French and Arabic). Unless the African translator is alert-minded, lively and animated, the African thoughts are stagnant and Africa is a big mire of rotten ideas. African thoughts are alive, providing that translation is vivid. The findings of the paper reveal the significance of the African translator’s multidimensional roles in keeping Africa in movement. As a pertinent recommendation, translation in Africa should be fostered and its tools should be enhanced as well to keep Africa’s thoughts in continuous mobility between geographic areas as languages are in a progressive move through translation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=African" title="African">African</a>, <a href="https://publications.waset.org/abstracts/search?q=translator" title=" translator"> translator</a>, <a href="https://publications.waset.org/abstracts/search?q=literary" title=" literary"> literary</a>, <a href="https://publications.waset.org/abstracts/search?q=globetrotter" title=" globetrotter"> globetrotter</a>, <a href="https://publications.waset.org/abstracts/search?q=movement" title=" movement"> movement</a> </p> <a href="https://publications.waset.org/abstracts/145723/the-african-translator-as-a-literary-globetrotter-in-minds-and-thoughts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145723.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">156</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8434</span> An Experience of Translating an Excerpt from Sophie Adonon’s Echos de Femmes from French to English, Using Reverso.</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Ngongeh%20Mombe">Michael Ngongeh Mombe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This Paper seeks to investigate an assertion made by some colleagues that there is no need paying a human translator to translate their literary texts, that there are softwares such as Reverso that can be used to do the translation. The main objective of this study is to examine the veracity of this assertion using Reverso to translate a literary text without any post-editing by a human translator. The work is based on two theories: Skopos and Communicative theories of translation. The work is a documentary research where data were collected from published documents in libraries, on the internet and from the translation produced by Reverso. We made a comparative text analyses of both source and target texts in a bid to highlight the weaknesses and strengths of the software. Findings of this work revealed that those who advocate the use of only Machine translation do so in ignorance of the translation mistakes usually made by the software. From the review of all the 268 segments of translation, we found out that the translation produced by Reverso is fraught with errors. We therefore recommend the use of human translators to either do the translation of their literary texts or revise the translation produced by machine to conform to the skopos of the work. This paper is based on Reverso translation. Similar works in the near future will be based on the other translation softwares to determine their weaknesses and strengths. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=machine%20translation" title="machine translation">machine translation</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20translator" title=" human translator"> human translator</a>, <a href="https://publications.waset.org/abstracts/search?q=Reverso" title=" Reverso"> Reverso</a>, <a href="https://publications.waset.org/abstracts/search?q=literary%20text" title=" literary text"> literary text</a> </p> <a href="https://publications.waset.org/abstracts/153149/an-experience-of-translating-an-excerpt-from-sophie-adonons-echos-de-femmes-from-french-to-english-using-reverso" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153149.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8433</span> Difficulties Arising from Cultural and Social Differences Between Languages and Its Impact on Translation and on Translator’s Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Belalia%20Douma%20Mohammed">Belalia Douma Mohammed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The translator must have a wide knowledge of all fields, especially cultural and literary, so that he can enjoy smoothly translating scientific, literary, political, or any oral or written translation without distorting the meaning. so to be a transfer of the entire content, a correct and identical translation that expresses the culture and literature of the mother country. But this has always been an obstacle for any translator, as, for example, a person who translates from Spanish to another language may face the problem of different in speech speed, a difference that appears clearly considering the pronunciation of the Spanish language is more rapid than other languages, and this certrainly will effect the translator’s performance, as also the word “ snowed my heart” in the Arabic language is common and known to the Arabs as it means to make me happy and delight me, but translating it without transferring its culture, for example, to a country like Russia, may mean the cold that causes freezing of the heart, so in this research paper, we aim to research such difficulties and its impacts on translation and interpretation and on translator's performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interpretation" title="interpretation">interpretation</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=difficulties" title=" difficulties"> difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=differences" title=" differences"> differences</a> </p> <a href="https://publications.waset.org/abstracts/157988/difficulties-arising-from-cultural-and-social-differences-between-languages-and-its-impact-on-translation-and-on-translators-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157988.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8432</span> Literary Translation Human vs Machine: An Essay about Online Translation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=F.%20L.%20Bernardo">F. L. Bernardo</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20A.%20S.%20Zacarias"> R. A. S. Zacarias</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ways to translate are manifold since textual genres undergoing translations are diverse. In this essay, our goal is to give special attention to the literary genre and to the online translation tool Google Translate (GT), widely used either by nonprofessionals or by scholars, in order to show evidence of the indispensability of human wit in a good translation. Our study has its basis on a literary review of prominent authors, with emphasis on translation categories. Also highlighting the issue of polysemous literary translation, we aim to shed light on the translator’s craft and the fallible nature of online translation. To better illustrate these principles, the methodology consisted on performing a comparative analysis involving the original text Moll Flanders by Daniel Defoe in English to its online translation given by GT and to a translation into Brazilian Portuguese performed by a human. We proceeded to identifying and analyzing the degrees of textual equivalence according to the following categories: volume, levels and order. The results have attested the unsuitability in a translation done by a computer connected to the World Wide Web. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Google%20Translator" title="Google Translator">Google Translator</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20translation" title=" human translation"> human translation</a>, <a href="https://publications.waset.org/abstracts/search?q=literary%20translation" title=" literary translation"> literary translation</a>, <a href="https://publications.waset.org/abstracts/search?q=Moll%20Flanders" title=" Moll Flanders"> Moll Flanders</a> </p> <a href="https://publications.waset.org/abstracts/14446/literary-translation-human-vs-machine-an-essay-about-online-translation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14446.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">651</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8431</span> Analytical Study of Infidelity in Translation with Reference to Literary Texts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ruqaya%20Sabeeh%20Al-Taie">Ruqaya Sabeeh Al-Taie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study strives to answer the question if translation is sometimes betrayal of the original or not. Such a question emanates from the Italian phrase traduttore-traditore – ‘translator, traitor’ or betrayer, which constitutes a problem for all translators since the lexical words, linguistic structures and cultural terms sometimes do not have literal equivalents in diverse languages. To answer the debated question of fidelity and infidelity in translation, and ascertain the implication of the above Italian phrase, the researcher has collected different kinds of parallel texts which are analyzed to examine the reasons behind the translator’s infidelity in translation in general, and in translating literary texts in particular, and how infidelity can be intended and/or unintended by the translator. It has been found that there are four reasons behind intended infidelity: deliberate adaptation to fit the original, modification for specific purposes, translator’s desire, and unethical translation in favor of government or interest group monopolization; whereas there are also four different motives behind unintended infidelity: translator’s misunderstanding, translator’s sectarianism, intralingual translation, and censorship for political, social and religious purposes. As a result, the investable linguistic and cultural dissimilarities between languages, for instance, between English and Arabic, make absolute fidelity impossible, and infidelity in its two kinds, i.e. intended and unintended, unavoidable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deliberate%20adaptation" title="deliberate adaptation">deliberate adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=intended%20infidelity" title=" intended infidelity"> intended infidelity</a>, <a href="https://publications.waset.org/abstracts/search?q=literary%20translation" title=" literary translation"> literary translation</a>, <a href="https://publications.waset.org/abstracts/search?q=unintended%20infidelity" title=" unintended infidelity"> unintended infidelity</a> </p> <a href="https://publications.waset.org/abstracts/35581/analytical-study-of-infidelity-in-translation-with-reference-to-literary-texts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35581.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">438</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8430</span> Turning Points in the Development of Translator Training in the West from the 1980s to the Present</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20Sayaheen">B. Sayaheen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The translator’s competence is one of the topics that has received a great deal of research in the field of translation studies because such competencies are still debatable and not yet agreed upon. Besides, scholars tackle this topic from different points of view. Approaches to teaching these competencies have gone through some developments. This paper aims at investigating these developments, exploring the major turning points and shifts in the developments of teaching methods in translator training. The significance of these turning points and the external or internal causes will also be discussed. Based on the past and present status of teaching approaches in translator training, this paper tries to predict the future of these approaches. This paper is mainly concerned with developments of teaching approaches in the West since the 1980s to the present. The reason behind choosing this specific period is not because translator training started in the 1980s but because most criticism of the teacher-centered approach started at that time. The implications of this research stem from the fact that it identifies the turning points and the causes that led teachers to adopt student-centered approaches rather than teacher-centered approaches and then to incorporate technology and the Internet in translator training. These reasons were classified as external or internal reasons. Translation programs in the West and in other cultures can benefit from this study. Translation programs in the West can notice that teaching translation is geared toward incorporating more technologies. If these programs already use technology and the Internet to teach translation, they might benefit from the assumed future direction of teaching translation. On the other hand, some non-Western countries, and to be specific some professors, are still applying the teacher-centered approach. Moreover, these programs should include technology and the Internet in their teaching approaches to meet the drastic changes in the translation process, which seems to rely more on software and technologies to accomplish the translator’s tasks. Finally, translator training has borrowed many of its approaches from other disciplines, mainly language teaching. The teaching approaches in translator training have gone through some developments, from teacher-centered to student-centered and then toward the integration of technologies and the Internet. Both internal and external causes have played a crucial role in these developments. These borrowed approaches should be comprehensively evaluated in order to see if they achieve the goals of translator training. Such evaluation may lead us to come up with new teaching approaches developed specifically for translator training. While considering these methods and designing new approaches, we need to keep an eye on the future needs of the market. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=turning%20points" title="turning points">turning points</a>, <a href="https://publications.waset.org/abstracts/search?q=developments" title=" developments"> developments</a>, <a href="https://publications.waset.org/abstracts/search?q=translator%20training" title=" translator training"> translator training</a>, <a href="https://publications.waset.org/abstracts/search?q=market" title=" market"> market</a>, <a href="https://publications.waset.org/abstracts/search?q=The%20West" title=" The West"> The West</a> </p> <a href="https://publications.waset.org/abstracts/114360/turning-points-in-the-development-of-translator-training-in-the-west-from-the-1980s-to-the-present" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114360.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">114</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8429</span> Efficiency of Google Translate and Bing Translator in Translating Persian-to-English Texts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samad%20Sajjadi">Samad Sajjadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Machine translation is a new subject increasingly being used by academic writers, especially students and researchers whose native language is not English. There are numerous studies conducted on machine translation, but few investigations have assessed the accuracy of machine translation from Persian to English at lexical, semantic, and syntactic levels. Using Groves and Mundt’s (2015) Model of error taxonomy, the current study evaluated Persian-to-English translations produced by two famous online translators, Google Translate and Bing Translator. A total of 240 texts were randomly selected from different academic fields (law, literature, medicine, and mass media), and 60 texts were considered for each domain. All texts were rendered by the two translation systems and then by four human translators. All statistical analyses were applied using SPSS. The results indicated that Google translations were more accurate than the translations produced by the Bing Translator, especially in the domains of medicine (lexis: 186 vs. 225; semantic: 44 vs. 48; syntactic: 148 vs. 264 errors) and mass media (lexis: 118 vs. 149; semantic: 25 vs. 32; syntactic: 110 vs. 220 errors), respectively. Nonetheless, both machines are reasonably accurate in Persian-to-English translation of lexicons and syntactic structures, particularly from mass media and medical texts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=machine%20translations" title="machine translations">machine translations</a>, <a href="https://publications.waset.org/abstracts/search?q=accuracy" title=" accuracy"> accuracy</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20translation" title=" human translation"> human translation</a>, <a href="https://publications.waset.org/abstracts/search?q=efficiency" title=" efficiency"> efficiency</a> </p> <a href="https://publications.waset.org/abstracts/168140/efficiency-of-google-translate-and-bing-translator-in-translating-persian-to-english-texts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168140.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">78</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8428</span> Translators as Agents: Jewish Translators and Zsolnay Publishing House’s Translational Culture in Pre-Anschluss Austria,1924-1938</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tatsiana%20Haiden">Tatsiana Haiden</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of the translator in the publishing process has been underestimated for centuries. Any translation is produced in a certain socio-political context by agents with different background, interests, and opinions, i.e., no translation is neutral. Any translation goes beyond the text; it is not only an interlingual transfer of signs but a social phenomenon. The case study shows how Jewish social networks influence publishing translations and aims to explain the unexpected success of the Jewish publishing house in pre-Anschluss Austria. The research shows that translators play a central role (‘Translator’s visibility’ - Pym, ‘Activist turn’ - Wolf, ‘Translator studies’ - Chesterman) in choosing what has to be translated and establishing communication between the author and the publisher. The concept of Translationskultur of Prunc is being historized and applied to the publishing house for the first time by analyzing business correspondence between the main actors of translation (publisher-translator-author). The translation studies project has become interdisciplinary –it encompasses sociology (concepts of Bourdieu’s ‘Field theory’ are used) and history. The historical research method Histoire croiseé is being used to avoid subjectivity and to introduce a new ‘translator-oriented’ vision in translation studies instead of the author-oriented one. In the course of the archival research, it was established that Jewish background plays an essential role in the destiny of the translators and the publishing house, so the Jewish studies have been added to the project. The study goes beyond the Austrian translational culture; it can be used as an example of dealing with publishing houses policies, publishing translations, and translator studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=history%20of%20translation" title="history of translation">history of translation</a>, <a href="https://publications.waset.org/abstracts/search?q=Jewish%20studies" title=" Jewish studies"> Jewish studies</a>, <a href="https://publications.waset.org/abstracts/search?q=publishing%20translations" title=" publishing translations"> publishing translations</a>, <a href="https://publications.waset.org/abstracts/search?q=translation%20sociology" title=" translation sociology"> translation sociology</a>, <a href="https://publications.waset.org/abstracts/search?q=translator%20studies" title=" translator studies"> translator studies</a>, <a href="https://publications.waset.org/abstracts/search?q=translators%20as%20actors" title=" translators as actors"> translators as actors</a> </p> <a href="https://publications.waset.org/abstracts/108301/translators-as-agents-jewish-translators-and-zsolnay-publishing-houses-translational-culture-in-pre-anschluss-austria1924-1938" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108301.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8427</span> Protection of Human Rights in Polish Centres for Foreigners – in the Context of the European Human Rights System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oktawia%20Braniewicz">Oktawia Braniewicz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The phenomenon of emigration and migration increasingly affects Poland's borders as well. For this reason, it is necessary to examine the level of protection of Human Rights in Polish Centres for Foreigners. The field study covered 11 centers for Foreigners in the provinces Kujawsko-Pomorskie Region, Lubelskie Region, Lodzkie Region, Mazowieckie Region and Podlaskie Region. Photographic documentation of living and social conditions, conversations with center employees and refugees allow to show a comprehensive picture of the situation prevailing in Centres for Foreigners. The object of reflection will be, in particular, the standards resulting from art. 8 and 13 of the Convention for the Protection of Human Rights and Fundamental Freedoms and article 2 of Protocol No. 1 to the Convention for the Protection of Human Rights and Fundamental Freedoms. The degree of realization of the right to education and the right to respect for family and private life will be shown. Issues related to learning the Polish language, access to a professional translator and psychological help will also be approximated. Learning Polish is not obligatory, which causes problems with assimilation and integration with other members of the new community. In centers for foreigners, there are no translators - a translator from an external company is rented if necessary. The waiting time for an interpreter makes the refugees feel anxious, unable to communicate with the employees of the centers (this is a situation in which the refugees do not know either English, Polish or Russian). Psychologist's help is available on designated days of the week. There is no separate specialist in child psychology, which is a serious problem. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20rights" title="human rights">human rights</a>, <a href="https://publications.waset.org/abstracts/search?q=Polish%20centres" title=" Polish centres"> Polish centres</a>, <a href="https://publications.waset.org/abstracts/search?q=foreigners" title=" foreigners"> foreigners</a>, <a href="https://publications.waset.org/abstracts/search?q=fundamental%20freedoms" title=" fundamental freedoms"> fundamental freedoms</a> </p> <a href="https://publications.waset.org/abstracts/102832/protection-of-human-rights-in-polish-centres-for-foreigners-in-the-context-of-the-european-human-rights-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102832.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8426</span> Simulated Translator-Client Relations in Translator Training: Translator Behavior around Risk Management</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maggie%20Hui">Maggie Hui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Risk management is not a new concept; however, it is an uncharted area as applied to the translation process and translator training. Risk managers are responsible for managing risk, i.e. adopting strategies with the intention to minimize loss and maximize gains in spite of uncertainty. Which risk strategy to use often depends on the frequency of an event (i.e. probability) and the severity of its outcomes (i.e. impact). This is basically the way translation/localization project managers handle risk management. Although risk management could involve both positive and negative impacts, impact seems to be always negative in professional translators’ management models, e.g. how many days of project time are lost or how many clients are lost. However, for analysis of translation performance, the impact should be possibly positive (e.g. increased readability of the translation) or negative (e.g. loss of source-text information). In other words, the straight business model of risk management is not directly applicable to the study of risk management in the rendition process. This research aims to explore trainee translators’ risk managing while translating in a simulated setting that involves translator-client relations. A two-cycle experiment involving two roles, the translator and the simulated client, was carried out with a class of translation students to test the effects of the main variable of peer-group interaction. The researcher made use of a user-friendly screen-voice recording freeware to record subjects’ screen activities, including every word the translator typed and every change they made to the rendition, the websites they browsed and the reference tools they used, in addition to the verbalization of their thoughts throughout the process. The research observes the translation procedures subjects considered and finally adopted, and looks into the justifications for their procedures, in order to interpret their risk management. The qualitative and quantitative results of this study have some implications for translator training: (a) the experience of being a client seems to reinforce the translator’s risk aversion; (b) there is a wide gap between the translator’s internal risk management and their external presentation of risk; and (c) the use of role-playing simulation can empower students’ learning by enhancing their attitudinal or psycho-physiological competence, interpersonal competence and strategic competence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=risk%20management" title="risk management">risk management</a>, <a href="https://publications.waset.org/abstracts/search?q=role-playing%20simulation" title=" role-playing simulation"> role-playing simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=translation%20pedagogy" title=" translation pedagogy"> translation pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=translator-client%20relations" title=" translator-client relations"> translator-client relations</a> </p> <a href="https://publications.waset.org/abstracts/48187/simulated-translator-client-relations-in-translator-training-translator-behavior-around-risk-management" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48187.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">261</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8425</span> [Keynote Speech]: Risk Management during the Rendition Process: Use of Screen-Voice Recordings in Translator Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maggie%20Hui">Maggie Hui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Risk management is not a new concept; however, it is an uncharted area as applied to the translation process and translator training. Serving as one of the self-discovery activities in their practicum course, a two-cycle experiment was carried out with a class of 13 MA translation students with an attempt to explore their risk management while translating in a simulated setting that involves translator-client relations. To test the effects of the main variable of translators’ interaction with the simulated clients, the researcher employed control-group translators and two experiment groups (with Group A being the translator in Cycle 1 and the client in Cycle 2, and Group B on the client position in Cycle 1 and the translator position in Cycle 2). Experiment cycle 1 aims to explore if there would be any behavioral difference in risk management between translators with interaction with the simulated clients, i.e. experiment group A, and their counterparts without such interaction, i.e. control group. Design of Cycle 2 concerns the order of playing different roles of the translator and client in the experiment, and provides information to compare behavior of translators of the two experiment groups. Since this is process-oriented research, it is necessary to hypothesize what was happening in the translators’ minds. The researcher made use of a user-friendly screen-voice recording freeware to record subjects’ screen activities, including every word the translator typed and every change they made to the rendition, the websites they browsed and the reference tools they used, in addition to the verbalization of their thoughts throughout the process. The research observes the translation procedures subjects considered and finally adopted, and looks into the justifications for their procedures, in order to interpret their risk management. The qualitative and quantitative results of this study have some implications for translator training: (a) the experience of being a client seems to reinforce the translator’s risk aversion; (b) the use of role-playing simulation can empower students’ learning by enhancing their attitudinal or psycho-physiological competence, interpersonal competence and strategic competence; and (c) the screen-voice recordings serve as a helpful tool for learners to reflect on their rendition processes, i.e. what they performed satisfactorily and unsatisfactorily while translating and what they could do for improvement in future translation tasks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=risk%20management" title="risk management">risk management</a>, <a href="https://publications.waset.org/abstracts/search?q=screen-voice%20recordings" title=" screen-voice recordings"> screen-voice recordings</a>, <a href="https://publications.waset.org/abstracts/search?q=simulated%20translator-client%20relations" title=" simulated translator-client relations"> simulated translator-client relations</a>, <a href="https://publications.waset.org/abstracts/search?q=translation%20pedagogy" title=" translation pedagogy"> translation pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=translation%20process-oriented%20research" title=" translation process-oriented research"> translation process-oriented research</a> </p> <a href="https://publications.waset.org/abstracts/63134/keynote-speech-risk-management-during-the-rendition-process-use-of-screen-voice-recordings-in-translator-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63134.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">263</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8424</span> An Analysis of the Representation of the Translator and Translation Process into Brazilian Social Networking Groups </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=%C3%89rica%20Lima">Érica Lima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the digital era, in which we have an avalanche of information, it is not new that the Internet has brought new modes of communication and knowledge access. Characterized by the multiplicity of discourses, opinions, beliefs and cultures, the web is a space of political-ideological dimensions where people (who often do not know each other) interact and create representations, deconstruct stereotypes, and redefine identities. Currently, the translator needs to be able to deal with digital spaces ranging from specific software to social media, which inevitably impact on his professional life. One of the most impactful ways of being seen in cyberspace is the participation in social networking groups. In addition to its ability to disseminate information among participants, social networking groups allow a significant personal and social exposure. Such exposure is due to the visibility of each participant achieved not only on its personal profile page, but also in each comment or post the person makes in the groups. The objective of this paper is to study the representations of translators and translation process on the Internet, more specifically in publications in two Brazilian groups of great influence on the Facebook: "Translators/Interpreters" and "Translators, Interpreters and Curious". These chosen groups represent the changes the network has brought to the profession, including the way translators are seen and see themselves. The analyzed posts allowed a reading of what common sense seems to think about the translator as opposed to what the translators seem to think about themselves as a professional class. The results of the analysis lead to the conclusion that these two positions are antagonistic and sometimes represent conflict of interests: on the one hand, the society in general consider the translator’s work something easy, therefore it is not necessary to be well remunerated; on the other hand, the translators who know how complex a translation process is and how much it takes to be a good professional. The results also reveal that social networking sites such as Facebook provide more visibility, but it takes a more active role from the translator to achieve a greater appreciation of the profession and more recognition of the role of the translator, especially in face of increasingly development of automatic translation programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Facebook" title="Facebook">Facebook</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20representation" title=" social representation"> social representation</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a>, <a href="https://publications.waset.org/abstracts/search?q=translator" title=" translator"> translator</a> </p> <a href="https://publications.waset.org/abstracts/79617/an-analysis-of-the-representation-of-the-translator-and-translation-process-into-brazilian-social-networking-groups" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79617.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">148</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8423</span> Teaching Translation in Brazilian Universities: A Study about the Possible Impacts of Translators’ Comments on the Cyberspace about Translator Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Erica%20Lima">Erica Lima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this paper is to discuss relevant points about teaching translation in Brazilian universities and the possible impacts of blogs and social networks to translator education today. It is intended to analyze the curricula of Brazilian translation courses, contrasting them to information obtained from two social networking groups of great visibility in the area concerning essential characteristics to become a successful profession. Therefore, research has, as its main corpus, a few undergraduate translation programs’ syllabuses, as well as a few postings on social networks groups that specifically share professional opinions regarding the necessity for a translator to obtain a degree in translation to practice the profession. To a certain extent, such comments and their corresponding responses lead to the propagation of discourses which influence the ideas that aspiring translators and recent graduates end up having towards themselves and their undergraduate courses. The postings also show that many professionals do not have a clear position regarding the translator education; while refuting it, they also encourage “free” courses. It is thus observed that cyberspace constitutes, on the one hand, a place of mobilization of people in defense of similar ideas. However, on the other hand, it embodies a place of tension and conflict, in view of the fact that there are many participants and, as in any other situation of interlocution, disagreements may arise. From the postings, aspects related to professionalism were analyzed (including discussions about regulation), as well as questions about the classic dichotomies: theory/practice; art/technique; self-education/academic training. As partial result, the common interest regarding the valorization of the profession could be mentioned, although there is no consensus on the essential characteristics to be a good translator. It was also possible to observe that the set of socially constructed representations in the group reflects characteristics of the world situation of the translation courses (especially in some European countries and in the United States), which, in the first instance, does not accurately reflect the Brazilian idiosyncrasies of the area. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cyberspace" title="cyberspace">cyberspace</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20translation" title=" teaching translation"> teaching translation</a>, <a href="https://publications.waset.org/abstracts/search?q=translator%20education" title=" translator education"> translator education</a>, <a href="https://publications.waset.org/abstracts/search?q=university" title=" university"> university</a> </p> <a href="https://publications.waset.org/abstracts/65783/teaching-translation-in-brazilian-universities-a-study-about-the-possible-impacts-of-translators-comments-on-the-cyberspace-about-translator-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65783.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">388</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8422</span> A Modernist Project: An Analysis on Dupont’s Translations of Faulkner’s Works </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Edilei%20Reis">Edilei Reis</a>, <a href="https://publications.waset.org/abstracts/search?q=Jose%20Carlos%20Felix"> Jose Carlos Felix</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores Waldir Dupont’s translations of William Faulkner’s novels to Brazilian Portuguese language in order to comprehend how his translation project regarding Faulkner’s works has addressed modernist traits of the novelist fiction, particularly the ambivalence of language, multiple and fragmented points of view and syntax. Wladir Dupont (1939-2014) was a prolific Brazilian journalist who benefitted from his experiences as an international correspondent living abroad (EUA and Mexico) to become an acclaimed translator later in life. He received a Jabuiti Award (Brazilian most prestigious literary award) for his translation of ‘La Otra Voz’ (1994), by Mexican poet, critic and translator Octavio Paz, a writer to whom he devoted the first years of his carrier as a translator. As Dupont pointed out in some interviews, the struggles in finding a way out to overcome linguistic and cultural obstacles in the process of translating texts from Spanish to Portuguese was paramount for ascertaining his engagement in the long-term project of translating to Brazilian Portuguese the fiction of William Faulkner. His first enterprise was the translation of Faulkner’s trilogy Snopes: The Hamlet (1940) and The Town (1957), the first two novels, were published in 1997 as O povoado and A cidade; in 1999 the last novel, The mansion (1959), was published as A mansão. In 2001, Dupont tackled what is considered one of the most challenging novels by the author due to his use of multiple points of view, As I lay dying (1930). In 2003, The Reivers (1962) was published under the title Os invictos. His enterprise finishes in 2012 with the publication of an anthology of Faulkner’s thriller short-stories Knight’s Gambit (1932) as Lance mortal. Hence, in this paper we will consider the Dupont’s trajectory as a translator, paying special attention to the way in which his identity as such is constituted through the process of translating Faulkner’s works. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=literary%20translation" title="literary translation">literary translation</a>, <a href="https://publications.waset.org/abstracts/search?q=translator%E2%80%99s%20identity" title=" translator’s identity"> translator’s identity</a>, <a href="https://publications.waset.org/abstracts/search?q=William%20Faulkner" title=" William Faulkner"> William Faulkner</a>, <a href="https://publications.waset.org/abstracts/search?q=Wladir%20DuPont" title=" Wladir DuPont"> Wladir DuPont</a> </p> <a href="https://publications.waset.org/abstracts/87805/a-modernist-project-an-analysis-on-duponts-translations-of-faulkners-works" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87805.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">249</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8421</span> Augusto De Campos Translator: The Role of Translation in Brazilian Concrete Poetry Project</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Juliana%20C.%20Salvadori">Juliana C. Salvadori</a>, <a href="https://publications.waset.org/abstracts/search?q=Jose%20Carlos%20Felix"> Jose Carlos Felix </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims at discussing the role literary translation has played in Brazilian Concrete Poetry Movement – an aesthetic, critical and pedagogical project which conceived translation as poiesis, i.e., as both creative and critic work in which the potency (dynamic) of literary work is unfolded in the interpretive and critic act (energeia) the translating practice demands. We argue that translation, for concrete poets, is conceived within the framework provided by the reinterpretation –or deglutition– of Oswald de Andrade’s anthropophagy – a carefully selected feast from which the poets pick and model their Paideuma. As a case study, we propose to approach and analyze two of Augusto de Campos’s long-term translation projects: the translation of Emily Dickinson’s and E. E. Cummings’s works to Brazilian readers. Augusto de Campos is a renowned poet, translator, critic and one of the founding members of Brazilian Concrete Poetry movement. Since the 1950s he has produced a consistent body of translated poetry from English-speaking poets in which the translator has explored creative translation processes – transcreation, as concrete poets have named it. Campos’s translation project regarding E. E. Cummings’s poetry comprehends a span of forty years: it begins in 1956 with 10 poems and unfolds in 4 works – 20 poem(a)s, 40 poem(a)s, Poem(a)s, re-edited in 2011. His translations of Dickinson’s poetry are published in two works: O Anticrítico (1986), in which he translated 10 poems, and Emily Dickinson Não sou Ninguém (2008), in which the poet-translator added 35 more translated poems. Both projects feature bilingual editions: contrary to common sense, Campos translations aim at being read as such: the target readers, to fully enjoy the experience, must be proficient readers of English and, also, acquainted with the poets in translation – Campos expects us to perform translation criticism, as Antoine Berman has proposed, by assessing the choices he, as both translator and poet, has presented in order to privilege aesthetic information (verse lines, word games, etc.). To readers not proficient in English, his translations play a pedagogycal role of educating and preparing them to read both the target poet works as well as concrete poetry works – the detailed essays and prefaces in which the translator emphasizes the selection of works translated and strategies adopted enlighten his project as translator: for Cummings, it has led to the oblieraton of the more traditional and lyrical/romantic examples of his poetry while highlighting the more experimental aspects and poems; for Dickinson, his project has highligthed the more hermetic traits of her poems. To the domestic canons of both poets in Brazilian literary system, we analyze Campos’ contribution in this work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=translation%20criticism" title="translation criticism">translation criticism</a>, <a href="https://publications.waset.org/abstracts/search?q=Augusto%20de%20Campos" title=" Augusto de Campos"> Augusto de Campos</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20E.%20Cummings" title=" E. E. Cummings"> E. E. Cummings</a>, <a href="https://publications.waset.org/abstracts/search?q=Emily%20Dickinson" title=" Emily Dickinson"> Emily Dickinson</a> </p> <a href="https://publications.waset.org/abstracts/87807/augusto-de-campos-translator-the-role-of-translation-in-brazilian-concrete-poetry-project" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87807.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">295</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8420</span> Generic Competences, the Great Forgotten: Teamwork in the Undergraduate Degree in Translation and Interpretation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mar%C3%ADa-Dolores%20Olvera-Lobo">María-Dolores Olvera-Lobo</a>, <a href="https://publications.waset.org/abstracts/search?q=Bryan%20John%20Robinson"> Bryan John Robinson</a>, <a href="https://publications.waset.org/abstracts/search?q=Juncal%20Gutierrez-Artacho"> Juncal Gutierrez-Artacho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Graduates are equipped with a wide range of generic competencies which complement solid curricular competencies and facilitate their access to the labour market in diverse fields and careers. However, some generic competencies such as instrumental, personal and systemic competencies related to teamwork and interpersonal communication skills, decision-making and organization skills are seldom taught explicitly and even less often assessed. In this context, translator training has embraced a broad range of competencies specified in the undergraduate program currently taught at universities and opens up the learning experience to cover areas often ignored due to the difficulties inherent in both teaching and assessment. In practice, translator training combines two well-established approaches to teaching/learning: project-based learning and genuinely cooperative – or merely collaborative – learning. Our professional approach to translator training is a model focused on and adapted to the teleworking context of professional translation and presented through the medium of blended e-learning. Teamwork-related competencies are extremely relevant, and they require explicit and implicit teaching so that graduates can be confident about their capacity to make their way in professional contexts. In order to highlight the importance of teamwork and intra-team relationships beyond the classroom, we aim to raise awareness of teamwork processes so as to empower translation students in managing their interaction and ensure that they gain valuable pre-professional experience. With these objectives, at the University of Granada (Spain) we have developed a range of classroom activities and assessment tools. The results of their application are summarized in this study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20teamwork" title=" collaborative teamwork"> collaborative teamwork</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-curricular%20competencies" title=" cross-curricular competencies"> cross-curricular competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=intra-team%20relationships" title=" intra-team relationships"> intra-team relationships</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20perceptions" title=" students’ perceptions"> students’ perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=translator%20training" title=" translator training"> translator training</a> </p> <a href="https://publications.waset.org/abstracts/86755/generic-competences-the-great-forgotten-teamwork-in-the-undergraduate-degree-in-translation-and-interpretation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86755.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">169</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8419</span> Learning to Translate by Learning to Communicate to an Entailment Classifier</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Szymon%20Rutkowski">Szymon Rutkowski</a>, <a href="https://publications.waset.org/abstracts/search?q=Tomasz%20Korbak"> Tomasz Korbak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We present a reinforcement-learning-based method of training neural machine translation models without parallel corpora. The standard encoder-decoder approach to machine translation suffers from two problems we aim to address. First, it needs parallel corpora, which are scarce, especially for low-resource languages. Second, it lacks psychological plausibility of learning procedure: learning a foreign language is about learning to communicate useful information, not merely learning to transduce from one language’s 'encoding' to another. We instead pose the problem of learning to translate as learning a policy in a communication game between two agents: the translator and the classifier. The classifier is trained beforehand on a natural language inference task (determining the entailment relation between a premise and a hypothesis) in the target language. The translator produces a sequence of actions that correspond to generating translations of both the hypothesis and premise, which are then passed to the classifier. The translator is rewarded for classifier’s performance on determining entailment between sentences translated by the translator to disciple’s native language. Translator’s performance thus reflects its ability to communicate useful information to the classifier. In effect, we train a machine translation model without the need for parallel corpora altogether. While similar reinforcement learning formulations for zero-shot translation were proposed before, there is a number of improvements we introduce. While prior research aimed at grounding the translation task in the physical world by evaluating agents on an image captioning task, we found that using a linguistic task is more sample-efficient. Natural language inference (also known as recognizing textual entailment) captures semantic properties of sentence pairs that are poorly correlated with semantic similarity, thus enforcing basic understanding of the role played by compositionality. It has been shown that models trained recognizing textual entailment produce high-quality general-purpose sentence embeddings transferrable to other tasks. We use stanford natural language inference (SNLI) dataset as well as its analogous datasets for French (XNLI) and Polish (CDSCorpus). Textual entailment corpora can be obtained relatively easily for any language, which makes our approach more extensible to low-resource languages than traditional approaches based on parallel corpora. We evaluated a number of reinforcement learning algorithms (including policy gradients and actor-critic) to solve the problem of translator’s policy optimization and found that our attempts yield some promising improvements over previous approaches to reinforcement-learning based zero-shot machine translation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=agent-based%20language%20learning" title="agent-based language learning">agent-based language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=low-resource%20translation" title=" low-resource translation"> low-resource translation</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20inference" title=" natural language inference"> natural language inference</a>, <a href="https://publications.waset.org/abstracts/search?q=neural%20machine%20translation" title=" neural machine translation"> neural machine translation</a>, <a href="https://publications.waset.org/abstracts/search?q=reinforcement%20learning" title=" reinforcement learning"> reinforcement learning</a> </p> <a href="https://publications.waset.org/abstracts/99191/learning-to-translate-by-learning-to-communicate-to-an-entailment-classifier" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99191.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8418</span> Language Politics and Identity in Translation: From a Monolingual Text to Multilingual Text in Chinese Translations </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chu-Ching%20Hsu">Chu-Ching Hsu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper focuses on how the government-led language policies and the political changes in Taiwan manipulate the languages choice in translations and what translation strategies are employed by the translator to show his or her language ideology behind the power struggles and decision-making. Therefore, framed by Lefevere’s theoretical concept of translating as rewriting, and carried out a diachronic and chronological study, this paper specifically sets out to investigate the language ideology and translator’s idiolect of Chinese language translations of Anglo-American novels. The examples drawn to explore these issues were taken from different versions of Chinese renditions of Mark Twain’s English-language novel <em>The Adventures of Huckleberry Finn</em> in which there are several different dialogues originally written in the colloquial language and dialect used in the American state of Mississippi and reproduced in Mark Twain’s works. Also, adapted corpus methodology, many examples are extracted as instances from the translated texts and source text, to illuminate how the translators in Taiwan deal with the dialectal features encoded in Twain’s works, and how different versions of Chinese translations are employed by Taiwanese translators to confirm the language polices and to express their language identity textually in different periods of the past five decades, from the 1960s onward. The finding of this study suggests that the use of Taiwanese dialect and language patterns in translations does relate to the movement of the mother-tongue language and language ideology of the translator as well as to the issue of language identity raised in the island of Taiwan. Furthermore, this study confirms that the change of political power in Taiwan does bring significantly impact in language policy-- assimilationism, pluralism or multiculturalism, which also makes Taiwan from a monolingual to multilingual society, where the language ideology and identity can be revealed not only in people’s daily communication but also in written translations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20politics%20and%20policies" title="language politics and policies">language politics and policies</a>, <a href="https://publications.waset.org/abstracts/search?q=literary%20translation" title=" literary translation"> literary translation</a>, <a href="https://publications.waset.org/abstracts/search?q=mother-tongue" title=" mother-tongue"> mother-tongue</a>, <a href="https://publications.waset.org/abstracts/search?q=multiculturalism" title=" multiculturalism"> multiculturalism</a>, <a href="https://publications.waset.org/abstracts/search?q=translator%E2%80%99s%20ideology" title=" translator’s ideology"> translator’s ideology</a> </p> <a href="https://publications.waset.org/abstracts/74227/language-politics-and-identity-in-translation-from-a-monolingual-text-to-multilingual-text-in-chinese-translations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74227.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">394</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8417</span> Reading against the Grain: Transcodifying Stimulus Meaning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aba-Carina%20P%C3%A2rlog">Aba-Carina Pârlog</a> </p> <p class="card-text"><strong>Abstract:</strong></p> On translating, reading against the grain results in a wrong effect in the TL. Quine’s ocular irradiation plays an important part in the process of understanding and translating a text. The various types of textual radiation must be rendered by the translator by paying close attention to the types of field that produce it. The literary work must be seen as an indirect cause of an expressive effect in the TL that is supposed to be similar to the effect it has in the SL. If the adaptive transformative codes are so flexible that they encourage the translator to repeatedly leave out parts of the original work, then a subversive pattern emerges which changes the entire book. In this case, the translator is a writer per se who decides what goes in and out of the book, how the style is to be ciphered and what elements of ideology are to be highlighted. Figurative language must not be flattened for the sake of clarity or naturalness. The missing figurative elements make the translated text less interesting, less challenging and less vivid which reflects poorly on the writer. There is a close connection between style and the writer’s person. If the writer’s style is very much changed in a translation, the translation is useless as the original writer and his / her imaginative world can no longer be discovered. Then, a different writer appears and his / her creation surfaces. Changing meaning considered as a “negative shift” in translation defines one of the faulty transformative codes used by some translators. It is a dangerous tool which leads to adaptations that sometimes reflect the original less than the reader would wish to. It contradicts the very essence of the process of translation which is that of making a work available in a foreign language. Employing speculative aesthetics at the level of a text indicates the wish to create manipulative or subversive effects in the translated work. This is generally achieved by adding new words or connotations, creating new figures of speech or using explicitations. The irradiation patterns of the original work are neglected and the translator creates new meanings, implications, emphases and contexts. Again s/he turns into a new author who enjoys the freedom of expressing his / her ideas without the constraints of the original text. The stimulus meaning of a text is very important for a translator which is why reading against the grain is unadvisable during the process of translation. By paying attention to the waves of the SL input, a faithful literary work is produced which does not contradict general knowledge about foreign cultures and civilizations. Following personal common sense is essential in the field of translation as well as everywhere else. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=stimulus%20meaning" title="stimulus meaning">stimulus meaning</a>, <a href="https://publications.waset.org/abstracts/search?q=substance%20of%20expression" title=" substance of expression"> substance of expression</a>, <a href="https://publications.waset.org/abstracts/search?q=transformative%20code" title=" transformative code"> transformative code</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a> </p> <a href="https://publications.waset.org/abstracts/25975/reading-against-the-grain-transcodifying-stimulus-meaning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25975.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">446</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8416</span> A Descriptive Study of ‎Translated Texts from Socio-Cultural Aspects ‎through Polysystem Theory and Patronage Framework</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reza%20Nozadheravi">Reza Nozadheravi</a>, <a href="https://publications.waset.org/abstracts/search?q=Masoud%20Hasanzade%20Novin"> Masoud Hasanzade Novin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Those techniques of translation which are engaged with short textual segments and mostly are prescriptive can be considered as micro level elements. Macro levels, however, refer to those translation strategies and those external factors that affect the translator’s decisions and have descriptive nature. What was scrutinized in details in the paper reveals the ‎macro-elements which are crucial in canonized translated texts, moreover, different aspects ‎of the patronage, which can be considered as the important factors from having the texts ‎chosen to the final translation products, have been observed in translated texts of Najaf ‎Darya-Bandarie, the well-known Iranian Translator. What is probed in this paper ‎reveals that marco-elements along with the linguistic aspects of the texts, micro-elements, ‎are considered as the significant aspects in translation process and even final translated ‎texts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=canolized%20translated%20texts%E2%80%8E" title="canolized translated texts‎">canolized translated texts‎</a>, <a href="https://publications.waset.org/abstracts/search?q=culture%E2%80%8E" title=" culture‎"> culture‎</a>, <a href="https://publications.waset.org/abstracts/search?q=macro-elements%E2%80%8E" title=" macro-elements‎"> macro-elements‎</a>, <a href="https://publications.waset.org/abstracts/search?q=patronage" title=" patronage"> patronage</a> </p> <a href="https://publications.waset.org/abstracts/63927/a-descriptive-study-of-translated-texts-from-socio-cultural-aspects-through-polysystem-theory-and-patronage-framework" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63927.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">610</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8415</span> The Play Translator’s Score Developing: Methodology for Intercultural Communication</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akhmylovskaia%20Larisa">Akhmylovskaia Larisa</a>, <a href="https://publications.waset.org/abstracts/search?q=Barysh%20Andriana"> Barysh Andriana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present paper is introducing the translation score developing methodology and methods in the cross-cultural communication. The ideas and examples presented by the authors illustrate the universal character of translation score developing methods under analysis. Personal experience in the international theatre-making projects, opera laboratories, cross-cultural master-classes, movie and theatre festivals give more opportunities to single out the conditions, forms, means and principles of translation score developing as well as the translator/interpreter’s functions as cultural liaison for multiethnic collaboration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=methodology%20of%20translation%20score%20developing" title="methodology of translation score developing">methodology of translation score developing</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-production" title=" pre-production"> pre-production</a>, <a href="https://publications.waset.org/abstracts/search?q=analysis" title=" analysis"> analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=production" title=" production"> production</a>, <a href="https://publications.waset.org/abstracts/search?q=post-production" title=" post-production"> post-production</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnic%20scene%20theory" title=" ethnic scene theory"> ethnic scene theory</a>, <a href="https://publications.waset.org/abstracts/search?q=theatre%20anthropology" title=" theatre anthropology"> theatre anthropology</a>, <a href="https://publications.waset.org/abstracts/search?q=laboratory" title=" laboratory"> laboratory</a>, <a href="https://publications.waset.org/abstracts/search?q=master-class" title=" master-class"> master-class</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20project" title=" educational project"> educational project</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20project" title=" academic project"> academic project</a>, <a href="https://publications.waset.org/abstracts/search?q=Stanislavski%20terminology%20meta-language" title=" Stanislavski terminology meta-language"> Stanislavski terminology meta-language</a>, <a href="https://publications.waset.org/abstracts/search?q=super-objective" title=" super-objective"> super-objective</a>, <a href="https://publications.waset.org/abstracts/search?q=participant%20observation" title=" participant observation"> participant observation</a> </p> <a href="https://publications.waset.org/abstracts/6580/the-play-translators-score-developing-methodology-for-intercultural-communication" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6580.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">325</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8414</span> Recontextualisation of Political Discourse: A Case Study of Translation of News Stories </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hossein%20Sabouri">Hossein Sabouri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> News stories as one of the branches of political discourse has always been regarded a sensitive and challenging area. Political translators often encounter some struggles that are vitally important when it comes to deal with the political tension between the source culture and the target one. Translating news stories is of prime importance since it has widespread availability and power of defining or even changing the facts. News translation is usually more than straight transfer of source text. Like original text endeavoring to manipulate the readers’ minds with imposing their ideologies, translated text seeking to change these ideologies influenced by ideological power. In other words, translation product is not considered more than a recontextualisation of the source text. The present study examines possible criteria for occurring changes in the translation process of news stories based on the ideological and political stance of translator using theories of ‘critical discourse analysis’and ‘translation and power. Fairclough investigates the ideological issues in (political) discourse and Tymoczko studies the political and power-related engagement of the translator in the process of translation. Incorporation of Fairclough and Gentzler and Tymoczko’s theories paves the way for the researcher to looks at the ideological power position of the translator. Data collection and analysis have been accomplished using 17 political-text samples taken from online news agencies which are related to the ‘Iran’s Nuclear Program’. Based on the findings, recontextualisation is mainly observed in terms of the strategies of ‘substitution, omissions, and addition’ in the translation process. The results of the study suggest that there is a significant relationship between the translation of political texts and ideologies of target culture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=news%20translation" title="news translation">news translation</a>, <a href="https://publications.waset.org/abstracts/search?q=recontextualisation" title=" recontextualisation"> recontextualisation</a>, <a href="https://publications.waset.org/abstracts/search?q=ideological%20power" title=" ideological power"> ideological power</a>, <a href="https://publications.waset.org/abstracts/search?q=political%20discourse" title=" political discourse"> political discourse</a> </p> <a href="https://publications.waset.org/abstracts/120802/recontextualisation-of-political-discourse-a-case-study-of-translation-of-news-stories" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120802.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">193</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8413</span> Optimizing the Use of Google Translate in Translation Teaching: A Case Study at Prince Sultan University </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saadia%20Elamin">Saadia Elamin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The quasi-universal use of smart phones with internet connection available all the time makes it a reflex action for translation undergraduates, once they encounter the least translation problem, to turn to the freely available web resource: Google Translate. Like for other translator resources and aids, the use of Google Translate needs to be moderated in such a way that it contributes to developing translation competence. Here, instead of interfering with students’ learning by providing ready-made solutions which might not always fit into the contexts of use, it can help to consolidate the skills of analysis and transfer which students have already acquired. One way to do so is by training students to adhere to the basic principles of translation work. The most important of these is that analyzing the source text for comprehension comes first and foremost before jumping into the search for target language equivalents. Another basic principle is that certain translator aids and tools can be used for comprehension, while others are to be confined to the phase of re-expressing the meaning into the target language. The present paper reports on the experience of making a measured and reasonable use of Google Translate in translation teaching at Prince Sultan University (PSU), Riyadh. First, it traces the development that has taken place in the field of translation in this age of information technology, be it in translation teaching and translator training, or in the real-world practice of the profession. Second, it describes how, with the aim of reflecting this development onto the way translation is taught, senior students, after being trained on post-editing machine translation output, are authorized to use Google Translate in classwork and assignments. Third, the paper elaborates on the findings of this case study which has demonstrated that Google Translate, if used at the appropriate levels of training, can help to enhance students’ ability to perform different translation tasks. This help extends from the search for terms and expressions, to the tasks of drafting the target text, revising its content and finally editing it. In addition, using Google Translate in this way fosters a reflexive and critical attitude towards web resources in general, maximizing thus the benefit gained from them in preparing students to meet the requirements of the modern translation job market. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Google%20Translate" title="Google Translate">Google Translate</a>, <a href="https://publications.waset.org/abstracts/search?q=post-editing%20machine%20translation%20output" title=" post-editing machine translation output"> post-editing machine translation output</a>, <a href="https://publications.waset.org/abstracts/search?q=principles%20of%20translation%20work" title=" principles of translation work"> principles of translation work</a>, <a href="https://publications.waset.org/abstracts/search?q=translation%20competence" title=" translation competence"> translation competence</a>, <a href="https://publications.waset.org/abstracts/search?q=translation%20teaching" title=" translation teaching"> translation teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=translator%20aids%20and%20tools" title=" translator aids and tools"> translator aids and tools</a> </p> <a href="https://publications.waset.org/abstracts/60413/optimizing-the-use-of-google-translate-in-translation-teaching-a-case-study-at-prince-sultan-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60413.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">473</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8412</span> Transferring Cultural Meanings: A Case of Translation Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ramune%20Kasperaviciene">Ramune Kasperaviciene</a>, <a href="https://publications.waset.org/abstracts/search?q=Jurgita%20Motiejuniene"> Jurgita Motiejuniene</a>, <a href="https://publications.waset.org/abstracts/search?q=Dalia%20Venckiene"> Dalia Venckiene</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Familiarising students with strategies for transferring cultural meanings (intertextual units, culture-specific idioms, culture-specific items, etc.) should be part of a comprehensive translator training programme. The present paper focuses on strategies for transferring such meanings into other languages and explores possibilities for introducing these methods and practice to translation students. The authors (university translation teachers) analyse the means of transferring cultural meanings from English into Lithuanian in a specific travel book, attribute these means to theoretically grounded strategies, and make calculations related to the frequency of adoption of specific strategies; translation students are familiarised with concepts and methods related to transferring cultural meanings and asked to put their theoretical knowledge into practice, i.e. interpret and translate certain culture-specific items from the same source text, and ground their decisions on theory; the comparison of the strategies employed by the professional translator of the source text (as identified by the authors of this study) and by the students is made. As a result, both students and teachers gain valuable experience, and new practices of conducting translation classes for a specific purpose evolve. Conclusions highlight the differences and similarities of non-professional and professional choices, summarise the possibilities for introducing methods of transferring cultural meanings to students, and round up with specific considerations of the impact of theoretical knowledge and the degree of experience on decisions made in the translation process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20meanings" title="cultural meanings">cultural meanings</a>, <a href="https://publications.waset.org/abstracts/search?q=culture-specific%20items" title=" culture-specific items"> culture-specific items</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies%20for%20transferring%20cultural%20meanings" title=" strategies for transferring cultural meanings"> strategies for transferring cultural meanings</a>, <a href="https://publications.waset.org/abstracts/search?q=translator%20training" title=" translator training"> translator training</a> </p> <a href="https://publications.waset.org/abstracts/67673/transferring-cultural-meanings-a-case-of-translation-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67673.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">351</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8411</span> Translation of Culture-Specific References in the Turkish Translation of Shakespeare's Macbeth</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Feride%20Sumbul">Feride Sumbul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Drama is a literary genre that mirrors the people and society and transfers the human nature and life to the reader or the audience within its own social-cultural structure. Each play takes on a new reality in the time and culture of the staging, and each performance actually brings a new interpretation to the play. Similarly, each translation adds a new meaning to the source text. In other words, the translated theatrical text transcends the boundaries of its language and culture and finds a new interpretation. Thus the translation of drama takes place as a transfer from one culture to another as a cross cultural communication. In this context, translating culture specific references play a key role in terms of reflecting cultural aspects of a target society. This study aims to explore the use of Venuti's translation principles of domestication and foreignization in the transfer of culture specific references in the Turkish translation of Shakespeare's Macbeth. Macbeth is to be compared with its Turkish version in terms of the transference of culture specific references such as religious, witchcraft, and mythological, which have no equivalent in the target language and culture. To evaluate these principles of Venuti, Davies’s translation strategies are also conducted. As a method, for the most part, he predominantly uses Davies’ method of ‘addition’ through adding extra information in the notes. For instance, rather than finding the Turkish renderings of them, the translator mostly chooses to transfer witchcraft references through retaining them in the target text, but he mainly adds extra information about the references in the notes. Therefore, the translator Nutku mostly uses Venuti’s translation principle of foreignization so that he preserves the foreignness of the theatrical text. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=drama%20translation" title="drama translation">drama translation</a>, <a href="https://publications.waset.org/abstracts/search?q=theatrical%20texts" title=" theatrical texts"> theatrical texts</a>, <a href="https://publications.waset.org/abstracts/search?q=culture%20specific%20references" title=" culture specific references"> culture specific references</a>, <a href="https://publications.waset.org/abstracts/search?q=Macbeth" title=" Macbeth"> Macbeth</a> </p> <a href="https://publications.waset.org/abstracts/136344/translation-of-culture-specific-references-in-the-turkish-translation-of-shakespeares-macbeth" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136344.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">158</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8410</span> Human Security and Human Trafficking Related Corruption</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ekin%20D.%20Horzum">Ekin D. Horzum</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the proposal is to examine the relationship between human trafficking related corruption and human security. The proposal suggests that the human trafficking related corruption is about willingness of the states to turn a blind eye to the human trafficking cases. Therefore, it is important to approach human trafficking related corruption in terms of human security and human rights violation to find an effective way to fight against human trafficking. In this context, the purpose of this proposal is to examine the human trafficking related corruption as a safe haven in which trafficking thrives for perpetrators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20trafficking" title="human trafficking">human trafficking</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20security" title=" human security"> human security</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20rights" title=" human rights"> human rights</a>, <a href="https://publications.waset.org/abstracts/search?q=corruption" title=" corruption"> corruption</a>, <a href="https://publications.waset.org/abstracts/search?q=organized%20crime" title=" organized crime"> organized crime</a> </p> <a href="https://publications.waset.org/abstracts/5546/human-security-and-human-trafficking-related-corruption" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5546.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">475</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8409</span> Translation and Ideology: New Perspectives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamza%20Salih">Hamza Salih</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since translation is no longer viewed as a mere replacement of linguistic codes from one language to another, it has increasingly been considered, especially with the advent of the cultural turn in the late 70's, in relation to the broader external context in which it takes place. According to scholars in the field, the translation process is determined by the political, economic and cultural values which exert external pressures on the translator. Correspondingly, the relationship between translation as an act of re-writing the original text and ideology has already been established. This paper addresses the issue of how ideology comes into play in the translational process and what strategies the translator adopts to foreground or circumvent ideological constraints. Along with this, the paper will touch upon the notions of censorship, manipulation, subversion and domestication which are deemed of relevance to this very topic. In fact, after the domination of the empirically-oriented linguistic approaches in translation studies, the relationship between translation and ideology has to be foregrounded to draw attention to the fact that the translation process is not a mere text-to-text linguistic transfer, but, on the contrary, takes place in the midst of economic, political, cultural and religious variables, which some scholars subsume under the category ideology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=translation" title="translation">translation</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=ideology" title=" ideology"> ideology</a>, <a href="https://publications.waset.org/abstracts/search?q=subversion" title=" subversion"> subversion</a>, <a href="https://publications.waset.org/abstracts/search?q=censorship%20and%20manipulation" title=" censorship and manipulation"> censorship and manipulation</a> </p> <a href="https://publications.waset.org/abstracts/39480/translation-and-ideology-new-perspectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39480.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">249</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8408</span> The Hitchhiker’s Guide to the Galaxy: The Challenges of Translating Science Fiction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Esteban%20Tremoco">Esteban Tremoco</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article aims to highlight some specificities of translating Science Fiction (SF literature) and, more particularly, its comic subgenre. Translating SF presupposes the translation of neologisms and gadget names of all kinds, while the translation of humor sometimes implies a need for the translator to slightly modify certain scenes or situations. In the French translation of Douglas Adams' Hitchhiker's Guide to the Galaxy by Jean Bonnefoy (Guide du routard galactique, 1982), the humorous dimension of the book is enhanced through certain choices made by the translator. One of the striking aspects of this translation is that almost all of the characters’ names have been translated, which is not the case in the German, Italian, Spanish and Portuguese translations. While there may be translations of characters’ names outside of the SF literature, there is no denying that by translating them, Jean Bonnefoy added a humorous layer to Adams' work. This work belongs to science fiction literature thanks to gadgets resulting from futuristic technological innovations, but also the presence of space travel, extra-terrestrials and mysterious worlds, which are central elements in SF. These names of planets, aliens, and other gadgets have also been translated, adapted, or at least reinvented, by Jean Bonnefoy in order to amuse the French-speaking readership. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=translation" title="translation">translation</a>, <a href="https://publications.waset.org/abstracts/search?q=translation%20studies" title=" translation studies"> translation studies</a>, <a href="https://publications.waset.org/abstracts/search?q=humour" title=" humour"> humour</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20fiction" title=" science fiction"> science fiction</a> </p> <a href="https://publications.waset.org/abstracts/167393/the-hitchhikers-guide-to-the-galaxy-the-challenges-of-translating-science-fiction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167393.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> 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