The Syllabus
"Good theory
is based on information gained from practice.
Good practice is based on carefully worked-out theory. The two are interdependent.
(Larson 1991, p.1)
| The Translation Lessons (Tagalog to English) |
Learning Expectations:
Acquire knowledge of specific translation techniques.
Improve bilingual vocabulary.
Learn how to use dictionaries and all the translation tools on line efficiently.
Learn how to analyze and translate texts.
Learn about the basic structure of translated texts.
Compare and Contrast linguistic structures in L1 and L2.
Weekly Student Assignments
Vocabulary Building
1. Run word frequency program on text; copy ouput to Excel spread sheet; type in definitions of auto-selected words;
E-mail to instructor on weekly basis; continue to build vocabulary of ca. 300 new words
Use of Concordance
2. Instructor identifies words from WF list for students to:
research in a concordance -
a. student identifies multiple meanings;
b. student identifies parts of speech;
c. sub tasks: examples - focus and use of linkers
Translation Task
3. Translate reading text and transcribe and translate listening narrative using tools on line.
Weekly quiz
1. Use of Cloze test on weekly basis
2. Translate a couple of sentences on weekly basis
Mid-term
Instructor selects words from students 300 wd. list for in-class exam of 50 items.
Student is also given passage to translate in class.
Cloze test
Final
2 hr. translation using online tools and/or – but no notes.
Grade
1. Class participation and weekly assignments – 25%
3. Weekly quiz – 25%
4. Mid term – 25%
5. Final – 25%
References Related to Translation:
Baker, M. In Other words: A Coursebook on Translation. 1992. London: Routledge.
Brinton, E., Cruz, E., Ortiz y Ortiz, R. & White, C. Translation Strategies. 1981. London: Macmillan.
Duff, A. Translation. 1989. Oxford: Oxford University Press.
Kiraly, D. A Social Constructivist Approach to Translator Education. 2000. Manchester and Northampton: St. Jerome Publishing
Larson, M.L Meaning Based Translation: A Guide to Cross Language Equivalence 1984. Lanham: University Press of America
Nida, E.A. & Taber, C.R. The Theory and Practice of Translation. 1982. Leiden: Brill.
Rainer, S. & Biguenet, J. (eds.) Theories of Translation: An Anthology og Essays fron Dryden to Derrida. 1992. Chicago: University of Chicago Press
Websites with Translation Articles
The Interlinear translation is another tool in helping you translate assigned texts. You can save your work at any time and then resume working on that translation at some subsequent date. The latest version of a word-for-word and a smooth translation is saved for any given individual. More
This is a tool that allows students to be part of a community of language learners and native speakers as they receive immediate feedback from instructor and from other learners.
This is a program cpunts the frequency of each word in a document or corpus of documennts. The compiled word frequency list can be used to evaluate materials and aid students in learning new words. More
This program show each word in a document or corpus in each of the contexts in which it occurs in the text. The words are surrounded by some of the text before and after the word's occurence for learners can see the various ways in which a word is used. This tool can also be used to find the occurence of single words or phrases or expressions in a given text. More
This is an web-based interactive dictionary that has the feature of showing list of words searched on a web page with an option to print out.
The lessons are organized into different thematic units. Lessons 1 for the first semester and Lessons 2 for the second semester. each lesson has a Listening and Reading task for students to work on during the week. The listening task consists of a simple dialog. A prepared frequency word list and a dictionary on line will be available to aid in their transcription. The reading task consists of a Intermediate reading text for students to read. A prepared word frequency and a concordance of the text will help in their reading as they read to understand and read to translate the text. From the world list of high frequency to low frequency used words in the text, students will choose at least 10 new words to add in their personalized database of words. These database of words will be used to test their work knowledge and word use weekly and at the end of the semester. Students will choose a database program of their choice. The Discussion Forum will be an open communication line between students and the instructor. A simple translation test is included for each weekly thematic unit where students will demonstrate their knowledge of efficiently using the Word Frequency Program, the Concordance Program, the Interlinear Translator and the Tagalog Dictionary.
