Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2024, , 52 - 59, 03.05.2024
https://doi.org/10.5281/zenodo.11002310

Öz

Kaynakça

  • Abdellah, A. (2010). Basic Translation Skills: for EFL Prospective Teachers. VDM Verlag Dr Muller.
  • Afolabi, S. & Oyetoyan, O. (2021). Charting a new course for translator and interpreter training in Africa: Lessons from the COVID-19 experience in selected countries. The Journal of Specialised Translation. 327-350.
  • Agarwal, N. (July-Dec 2018) A study of Innovations in Instructional Strategies and Design for Quality Enrichment in Higher Education. Cosmos. An International Journal of Arts and Higher Education. Vol 7. No.2. 1-23.
  • Babbie, E. (2007). The practice of Social Research. Thomson Wadsworth.
  • Braun, V. & Clarke, V. (2014). Successful qualitative research: a practical guide for beginners. SAGE.
  • Carrell, MR, Elbert, ME, Hatfield, RD, Grobler, PA, Marx, M & Ven der Schyf, S. (2000). Human Resource Management in South Africa. Pearson Education South Africa.
  • Dharwadker, V. (2002). A.K. Ramanujan’s theory and practice of translation. In: Translation Studies. Bassnet, S & Trivedi, H. (eds). Routledge.
  • Dlamini, P. (2021). Avoiding Potholes in Translation. University of KwaZulu-Natal Press.
  • Du Plessis, T. (2000). South Africa: from two to eleven official languages. In: Multilingualism and Government. Deprez, K & Du Plessis,T. (eds). Van Schaik. 95-110.
  • Ehrensberger-Dow, M. (2014). Challenges of the Translation Process Research at the workplace. Minding translation: Switzerland. 355-383. Http://dc.dol.org/10.6035/MonTi.2014.nel.12.
  • Fox W & Bayat, MS. (2012). A guide to managing Research. Juta.
  • Ganyaupfu, EM. (2013). Teaching Methods and Students’ Academic Performance. International Journal of Humanities and Social Science Invention, Volume 2, Issue 9 September. https://www.researchgate.net/profile/Ganyaupfu_Elvis_Munyaradzi/publication/264124430_Teaching_Methods_and_Students'_Academic_Performance/links/53cf63a50cf2fd75bc59b9d7/Teaching-Methods-and-Students-Academic-Performance.pdf
  • Gunter, MA, Estes, TH & Mintz, SL. (2007). Instruction: A Models Approach. Pearson Education.
  • Jagtap, P. (2016). Teacher’s role as a facilitator in learning. Scholarly Research Journal for Humanity, Science and English Language. Aug- Sep 2016, Vol 3/17, 3903-3905. www.srjis.com/srjis_new/w/www.srjis.com.
  • Lȯpez, A.M. & Caro, M. R. (2022). Probing the process: Towards more Integrative research methods. International Journal for Translation and Interpretation Research. Volume 14 no. 2. Pp. 1-7. DOI:10.12807/ti.114202.2022.a01.
  • Loureiro, AS. (2019). Linguistic Challenges in translating, revising, post-editing and editing academic publication. Http://Linguistic%20challenges.pdf.
  • Maguire, M. & Delahunt, B. (2017). AISHE-J, Volume 8, Number 3 (Autumn 2017). Doing a Thematic Analysis: A practical, step-by-step Guide for Learning and Teaching Scholars. http://ojs.aishe.org/index.php/aishe-j/article/view/335.
  • McMillan, JH & Schumacher, S. (2001). Research in Education: A Conceptual introduction. Longman.
  • Mossop, B. (2001). Editing and revising for translators. St Jerome Publishing.
  • Motala, S. & Ngandu, S. (9/06/2023). Goal setting and Workplace Development. Workshop with DSI-HSRC Internship Programme Shareholders.
  • Munday, J. (2016). Introducing Translation Studies: Theories and Applications. Routledge.
  • Olimat & Mahadin. (2022). The Jordanian translator in the era of COVID-19 pandemic: Challenges and perspectives. The International Journal for Translators and Interpreting Research. Volume 14, No. 1. DOI: 10.12807/ti.114201.2022.a08.
  • Van der Merwe, H. (1996). The research process: problem statement and research design. In: Effective Research in the human sciences. Garbers, J.G. (ed). J.l. van Schaik. 277-291.

MAXIMISING PRACTICE WITHIN THE TRANSLATION MODULE: LESSONS FROM A UNIVERSITY OF TECHNOLOGY IN SOUTH AFRICA

Yıl 2024, , 52 - 59, 03.05.2024
https://doi.org/10.5281/zenodo.11002310

Öz

According to Abdellah (2010), translation courses at university level afford students an opportunity to exercise their languages and linguistic abilities into real use. However, until recently the translation curricula were generally ill-designed, and conducted on informal bases, and unfortunately, very little attention was devoted to changing this. The theoretical part is often regarded as superior to the practical component. This is unfair to the training, as practice is equally important in the translation exercise. The translation pedagogy is not complete until the actual translation skills are perfected and can be used judiciously. The purpose of this study is to explore ways, albeit from a lecturer’s perspective, on how a translation module can maximise practice at a university of technology in South Africa. A qualitative study was undertaken where open-ended questionnaires were handed out to lecturers involved in the practical translation classes, as well as participant observation of the first-year students, 95 in total over a period of one week. The results indicated that there is indeed scope for development in maximising practice within the translation module. Amongst other recommendations, was that the practical translation model be expanded to include editing and revising competencies.

Etik Beyan

Available from Central University of Technology, Free State.

Destekleyen Kurum

Central University of Technology, Free State

Kaynakça

  • Abdellah, A. (2010). Basic Translation Skills: for EFL Prospective Teachers. VDM Verlag Dr Muller.
  • Afolabi, S. & Oyetoyan, O. (2021). Charting a new course for translator and interpreter training in Africa: Lessons from the COVID-19 experience in selected countries. The Journal of Specialised Translation. 327-350.
  • Agarwal, N. (July-Dec 2018) A study of Innovations in Instructional Strategies and Design for Quality Enrichment in Higher Education. Cosmos. An International Journal of Arts and Higher Education. Vol 7. No.2. 1-23.
  • Babbie, E. (2007). The practice of Social Research. Thomson Wadsworth.
  • Braun, V. & Clarke, V. (2014). Successful qualitative research: a practical guide for beginners. SAGE.
  • Carrell, MR, Elbert, ME, Hatfield, RD, Grobler, PA, Marx, M & Ven der Schyf, S. (2000). Human Resource Management in South Africa. Pearson Education South Africa.
  • Dharwadker, V. (2002). A.K. Ramanujan’s theory and practice of translation. In: Translation Studies. Bassnet, S & Trivedi, H. (eds). Routledge.
  • Dlamini, P. (2021). Avoiding Potholes in Translation. University of KwaZulu-Natal Press.
  • Du Plessis, T. (2000). South Africa: from two to eleven official languages. In: Multilingualism and Government. Deprez, K & Du Plessis,T. (eds). Van Schaik. 95-110.
  • Ehrensberger-Dow, M. (2014). Challenges of the Translation Process Research at the workplace. Minding translation: Switzerland. 355-383. Http://dc.dol.org/10.6035/MonTi.2014.nel.12.
  • Fox W & Bayat, MS. (2012). A guide to managing Research. Juta.
  • Ganyaupfu, EM. (2013). Teaching Methods and Students’ Academic Performance. International Journal of Humanities and Social Science Invention, Volume 2, Issue 9 September. https://www.researchgate.net/profile/Ganyaupfu_Elvis_Munyaradzi/publication/264124430_Teaching_Methods_and_Students'_Academic_Performance/links/53cf63a50cf2fd75bc59b9d7/Teaching-Methods-and-Students-Academic-Performance.pdf
  • Gunter, MA, Estes, TH & Mintz, SL. (2007). Instruction: A Models Approach. Pearson Education.
  • Jagtap, P. (2016). Teacher’s role as a facilitator in learning. Scholarly Research Journal for Humanity, Science and English Language. Aug- Sep 2016, Vol 3/17, 3903-3905. www.srjis.com/srjis_new/w/www.srjis.com.
  • Lȯpez, A.M. & Caro, M. R. (2022). Probing the process: Towards more Integrative research methods. International Journal for Translation and Interpretation Research. Volume 14 no. 2. Pp. 1-7. DOI:10.12807/ti.114202.2022.a01.
  • Loureiro, AS. (2019). Linguistic Challenges in translating, revising, post-editing and editing academic publication. Http://Linguistic%20challenges.pdf.
  • Maguire, M. & Delahunt, B. (2017). AISHE-J, Volume 8, Number 3 (Autumn 2017). Doing a Thematic Analysis: A practical, step-by-step Guide for Learning and Teaching Scholars. http://ojs.aishe.org/index.php/aishe-j/article/view/335.
  • McMillan, JH & Schumacher, S. (2001). Research in Education: A Conceptual introduction. Longman.
  • Mossop, B. (2001). Editing and revising for translators. St Jerome Publishing.
  • Motala, S. & Ngandu, S. (9/06/2023). Goal setting and Workplace Development. Workshop with DSI-HSRC Internship Programme Shareholders.
  • Munday, J. (2016). Introducing Translation Studies: Theories and Applications. Routledge.
  • Olimat & Mahadin. (2022). The Jordanian translator in the era of COVID-19 pandemic: Challenges and perspectives. The International Journal for Translators and Interpreting Research. Volume 14, No. 1. DOI: 10.12807/ti.114201.2022.a08.
  • Van der Merwe, H. (1996). The research process: problem statement and research design. In: Effective Research in the human sciences. Garbers, J.G. (ed). J.l. van Schaik. 277-291.
Toplam 23 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular İletişim Eğitimi
Bölüm Makaleler
Yazarlar

Aaron Mngunı

Erken Görünüm Tarihi 22 Nisan 2024
Yayımlanma Tarihi 3 Mayıs 2024
Gönderilme Tarihi 12 Şubat 2024
Kabul Tarihi 13 Mart 2024
Yayımlandığı Sayı Yıl 2024

Kaynak Göster

EndNote Mngunı A (01 Mayıs 2024) MAXIMISING PRACTICE WITHIN THE TRANSLATION MODULE: LESSONS FROM A UNIVERSITY OF TECHNOLOGY IN SOUTH AFRICA. IJAEDU- International E-Journal of Advances in Education 10 27 & 28 -Joint Issue 52–59.

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