ORIGINAL_ARTICLE
The Ethics of Volunteerism in Translation: Translators without Borders and the Platform Economy
Volunteerism is widespread in the translation sector, but the practices associated with it and its ethical import have so far received very little critical attention. This article critiques one of the most high profile beneficiaries of volunteer translation, Translators without Borders, which presents itself as a charity but operates as a corporate concern, with a leadership composed primarily of major industry players. TWB adopts an asset-centred, platform-based, top-down model that offers massive scaling possibilities and reflects a corporate vision of the translation community. It provides a clear example of the wider shift from artisanal to industrial to platform economy as it plays out in the translation field. To demonstrate the potential for volunteer translation to be situated within a more solidary and equitable context and provide an example of one possible alternative to the platform-based paradigm, we discuss the practices of another humanitarian NGO, Solidarités International, which runs a paid internship programme and adopts a small-scale, peer-based, horizontal model with a strong focus on early-career translators. We ask who ultimately benefits from the exploitation of free labour and focus on identifying practices that enhance or jeopardize the professionalization and stature of the translators involved. We further discuss how the linguistic assets produced by volunteer translators can generate saleable intellectual property and how this can lead to conflicts of interest and support patterns of inequality in the wider social context.
https://efl.shbu.ac.ir/article_114631_49e17f0571b8dc4d642b56ab451ce081.pdf
2020-11-01
1
30
10.22034/efl.2020.114631
charity
Solidarity
Crowdsourcing
Digital Labour
Platform Economy
Solidarités International
Translators without Borders
Volunteerism
Attila
Piróth
1
Independent Scholar
AUTHOR
Mona
Baker
2
Professor Emeritus of Translation Studies, Centre for Translation and Intercultural Studies, University of Manchester, UK
LEAD_AUTHOR
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3
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McDonough Dolmaya, Julie (2012) ‘Analyzing the Crowdsourcing Model and Its Impact on Public Perceptions of Translation’, The Translator 18(2): 167–91.
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McDonough Dolmaya, Julie (2018) ‘The Politics of Localization’, in F. Fernández and J. Evans (eds) The Routledge Handbook of Translation and Politics, London & New York: Routledge, 343- 357.
31
McDonough Dolmaya, Julie (2020) ‘Crowdsourced Translation’, in Mona Baker and Gabriela Saldanha (eds) The Routledge in Encyclopedia of Translation Studies, London & New York: Routledge, 124-129.
32
Microsoft (2015) Introducing Kiswahili for Microsoft Translator, https://blogs.msdn.microsoft.com/translation/2015/10/21/introduc ing-kiswahili-for-microsoft-translator/.
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Moreno-Rivero, Javier (2018) ‘Interdisciplinary multilingual practices in NGOs: Addressing translation and interpreting at the ‘Human Rights Investigations Lab’ and ‘Translators Without Borders’’, Translation Spaces 7(1): 143-161.
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Morozov, Evgeny (2013) To Save Everything, Click Here, Penguin.
35
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NGOjobs (2017) Consultant – Real time monitoring Kenya elections at Translators without Borders, https://ngojobsinafrica.com/job/consultant-real-time-monitoring- kenya-elections-translators-without-borders/
37
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Olohan, Maeve (2014) ‘Why Do You Translate? Motivation to volunteer and TED translation’, Translation Studies 7(1): 17-33.
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Piróth, Attila (2016) Comments about FIT’s position statement on crowdsourcing,http://www.translationtribulations.com/2016/05/comments-about- fits-position-statement.html.
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ProZ Blog (2011) Translators Without Borders and the ProZian community work together in large humanitarian localization project, https://prozcomblog.com/2011/03/28/translators-without- borders-and-the-prozian-community-work-together-in-large- humanitarian-localization-project/.
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Rai, Shirin M. (2018) ‘The Good Life and the Bad: Dialectics of Solidarity’, Social Politics 25(1):1-19.
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50
Selim, Samah (2016) ‘Text and Context: Translating in a State of Emergency’, in Mona Baker(ed.) Translating Dissent: Voices from and with the Egyptian Revolution, Abingdon and NewYork: Routledge, 77-87.
51
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52
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53
Tesseur, Wine (2014), Transformation through Translation: Translation policies at Amnesty.
54
International, unpublished PhD Thesis, Birmingham: Aston University. Available at http://publications.aston.ac.uk/26207/1/Tesseur_Wine_2015.pdf.
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56
Thicke, L. (2012). Enterprise Innovators: Twiters’s 400,000 Translators. MultiLingual, 23(8), 12-13.
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58
TWB (2015) Translators without Borders response to the Nepal earthquake, https://translatorswithoutborders.org/translators-without-borders-response-to-the-nepal-earthquake/.
59
TWB (2018) Translators without Borders Job Description: Crisis ResponseIntern–Words of Relief Program, https://translatorswithoutborders.org/wp- content/uploads/2017/03/Crisis-Response-Intern.pdf.
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TWB 990 (2015) Return of Organization Exempt From Income Tax, Translators without Borders, https://translatorswithoutborders.org/wp- content/uploads/2015/10/Form-990-for-2015.pdf.
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TWB 990 (2016) Return of Organization Exempt From Income Tax, Translators without Borders, https://translatorswithoutborders.org/wp- content/uploads/2017/05/FY16-TWB-990.pdf.
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Words of Relief (2015) Words of Relief – Ebola Crisis Learning Review, https://translatorswithoutborders.org/wp- content/uploads/2015/10/20150529-Ebola-Learning- Review_FINAL.pdf.
66
ORIGINAL_ARTICLE
Motion Lexicon: A Corpus-Based Comparison of English Textbooks and University Entrance Exams in Turkey
This study analyzed the overlap of motion lexicon, namely manner and path verbs’ frequency profiles, in English high school textbooks (9th-12th grade) and English university entrance exams (2010-2019) in Turkey through AntwordProfiler, a corpus linguistic tool. The manner verbs were sampled from Levin’s study (1993) while the path verbs were gathered from Talmy’s book (2001). The frequency of motion verbs in official teaching materials was compared with their frequency in exam materials using SPSS. The results indicate that the mismatch of motion verbs between the textbook and exam corpora is statistically significant in terms of manner verb frequency levels (p < .000). While path verbs scored, on average, higher in descriptive statistics in the textbook corpus, there was no statistical significance observed. The findings suggest that whenever the students take English exam, they may be more likely to be under a higher cognitive load and may be forced to develop the negative backwash effect since what is taught is not tested. This, consequently, raises concerns regarding the content validity of exams and other issues related to the reliability and validity of the national English exams. The findings of this study have implications for material developers and test takers.
https://efl.shbu.ac.ir/article_114654_5880a3f21b08eb7a927e287f630230c2.pdf
2020-11-01
31
44
10.22034/efl.2020.246122.1053
corpus linguistics
Motion Lexicon
testing
English language teaching
Tan Arda
Gedik
tangedik@gmail.com
1
MA Student in Linguistics, Department of English, American, and Romance Studies, Faculty of Humanities, Social Sciences, and Theology, FAU Erlangen-Nürnberg, Germany
LEAD_AUTHOR
Allen, H. W. (2008). Textbook materials and foreign language teaching: Perspectives from the classroom. The NECTFL Review, 62, 5-28.
1
Anthony, L. (2014). AntWordProfiler (Version 1.4.1) [Computer Software]. Tokyo, Japan: Waseda University. Available from https://www.laurenceanthony.net/software
2
BABANOĞLU, M. P. (2018). Motion Verbs in Learner Corpora. Gaziantep University Journal of Social Sciences, 17(1).
3
Bardel, C., Gudmundson, A., & Lindqvist, C. (2012). Aspects Of Lexical Sophistication In Advanced Learners’ Oral Production: Vocabulary Acquisition and Use in L2 French and Italian. Studies in Second Language Acquisition, 34(2), 269-290. doi:10.1017/S0272263112000058
4
Beauchamp, D. & Constantinou, F. (2020). Using corpus linguistic tools to identify instances of low linguistic accessibility in tests. Research Matters: A Cambridge Assessment publication, 29, 10-16.
5
Caluianu, D. (2016). One step closer to the target: Using Construction Grammar to teach the expression of motion events to Japanese learners of English. Yearbook of the German Cognitive Linguistics Association, 4(1), 67-86.
6
Cappelle, B. (2012). English is less rich in manner-of-motion verbs when translated from French. Across Languages and Cultures, 13(2), 173-195.
7
Cheng, L. (2005). Changing Language Teaching Through Language Testing: A washback study. Cambridge, CUP.
8
Choi, I. (2008). The impact of EFL testing on EFL education in Korea. Language Testing, 25(1), 39–62.
9
Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Academic press.
10
Du, W. (2019). Analysis on the Development of Lexical Complexity in Chinese Science Students' English Writing. Noble International Journal of Social Sciences Research, 4(7), 116-120.
11
Gedik, T. A., & Kolsal, Y. S. (2020). A Corpus-based Analysis of High School English Textbooks and English University Entrance Exams in Turkey. DOI: 10.13140/RG.2.2.24530.99527
12
Gençoğlu, C. (2017, October). REPUBLIC OF TURKEY MINISTRY OF NATIONAL EDUCATION. COMCEC, Ankara, Turkey.
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15
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16
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Hyltenstam, K. (1988). Lexical characteristics of near‐native second‐language learners of Swedish. Journal of Multilingual & Multicultural Development, 9(1-2), 67-84.
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19
Kwary, Artha & Amalia (2018). Lexical Word-Class Distributions in Research Articles of Four Subject Areas. Studies about Languages, 33, 108-118.
20
Laufer, B., & Nation, P. (1995). Vocabulary size and use: Lexical richness in L2 written production. Applied linguistics, 16(3), 307-322.
21
Levin, B. (1993). English Verb Classes and Alternations. University of Chicago Press.
22
McLeod, S. A. (2019, July 10). What does effect size tell you? Simply psychology: https://www.simplypsychology.org/effect-size.html
23
Nur, S., & Islam, M. (2018). The (Dis) Connection between Secondary English Education Assessment Policy and Practice: Insights from Bangladesh. International Journal of English Language Education, 6(1), 100-132.
24
Özçalışkan, Ş., & Slobin, D. I. (2003). Codability effects on the expression of manner of motion in Turkish and English. In Studies in Turkish Linguistics. Istanbul: Bogaziçi.
25
Pavlenko, A. (2010). Verbs of motion in L1 Russian of Russian-English bilinguals. Bilingualism, 13(1), 49.
26
Read, J. (2000). Assessing vocabulary. New York: Cambridge University Press.
27
Sevimli, S. (2007). The washback effect of foreign language foreign language component of the university entrance examination on the teaching and learning context of English language groups in secondary education (A case study). Unpublished MA Thesis, Gaziantep University.
28
Sheldon, L. E. (1998). Evaluating ELT textbooks and materials. ELT Journal 42(4), 237-246
29
Shih, C. (2009). How tests change teaching: A model for reference. English Teaching: Practice and Critique, 8 (2), 188-206.
30
Tai, S., & Chen, H.-J.. (2015). Are teachers test-oriented? A comparative corpus-based analysis of the English entrance exam and junior high school English textbooks. In F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds), Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 518-522). Dublin: Research-publishing.net. http://dx.doi.org/10.14705/rpnet.2015.000386
31
Talmy, L. (2003). Toward a Cognitive Semantics. Volume 2: Typology and Process in Concept Structuring. Cambridge, MA: MIT Press
32
Underwood, P. (2010). A comparative analysis of MEXT English reading textbooks and Japan’s National Center Test. RELC Journal, 41(2), 165-182.
33
Verkerk, A. (2013). Scramble, scurry and dash: The correlation between motion event encoding and manner verb lexicon size in Indo-European. Language Dynamics and Change, 3(2), 169-217.
34
Vermeer, A. (2004). Vocabulary size in Dutch L1 and L2 children. Vocabulary in a second language: Selection, acquisition, and testing, 173-189.
35
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36
ORIGINAL_ARTICLE
Using Task-Based Language Teaching in English Writing Classrooms: Students’ Perception of Motivation, Writing Behavior, and Challenges
For decades, task-based language teaching has become a commodity in ELT profession and has been the subject of many studies. Yet, there seems to be a paucity of research on the impact of TBLT on enhancing learners’ motivation in learning writing. In this regard, this article presents the results of student’s perceptions of the intervention of TBLT in teaching writing in two English classes for one academic term at one institution in Phnom Penh. The study examined the students’ perceptions regarding the impact of TBLT on their writing behaviors and motivation in learning writing before and after the intervention, as well as the constraints that they encountered during the implementation of TBLT. The results indicate positive-but-varying views regarding this intervention. Some challenges are also detected and suggestions are offered for future research in this area accordingly. The study has implications for EFL writing classrooms.
https://efl.shbu.ac.ir/article_114655_3b76b9b39f2cded3b3bd1258b832ed04.pdf
2020-11-01
45
62
10.22034/efl.2020.246165.1054
Task-based language teaching
Writing
Motivation
Davut
Nhem
davut_nhem124@yahoo.com
1
Department of English, Norton University, Cambodia
LEAD_AUTHOR
Atkinson, D. (1987). The mother tongue in the classroom: A neglected resource? ELT Journal, 241-247.
1
Bao, R., & Du, X. (2015). Implementation of task-based language teaching in Chinese as a foreign language: benefits and challenges. Language, Culture and Curriculum, 28(3), 291-310.
2
Carless, D. (2002). Implementing task-based learning with young learners. ELT Journal, 56(4), 389-396.
3
Carless, D. (2004). Issues in teachers’ reinterpretation of a task-based Innovation in primary schools. TESOL Quarterly, 639-662.
4
Carless, D. (2007). The suitability of task-based approaches for secondary schools: Perspective from Hong Kong. System, 35(4), 595-608.
5
Carless, D. (2012). TBLT in EFL settings: Looking back and moving forward. In A. Shehadeh, & C. A. Coombe, Task-based language teaching in foreign language contexts (pp. 345-358). John Benjamins Publishing Company.
6
Carless, D. R. (2003). Factors in the implementation of task-based teaching in primary schools. System, 485–500.
7
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78(3), 273-284.
8
Douglas, S. R., & Kim, M. (2014). Task-based language teaching and English for academic purposes: An Investigation into instructor perceptions and practice in the Canadian context. TESL Canada Journal, 33(8), 1-22.
9
Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford University Press.
10
Ellis, R. (2006). The methodology of task-based teaching. Asian EFL Journal, 8(3), 19-45.
11
Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstanding. International Journal of Applied Linguistics, 19(3), 121-146.
12
Ellis, R. (2011). Macro-and micro-evaluations of task-based teaching. In Materials development in language teaching (pp. 212-235). Cambridge University Press.
13
Guariento, W., & Morley, J. (2001). Text and task authenticity in the EFL classroom. ELT Journal, 55(4), 347-353.
14
Hawkes, M. (2015). Using pre-task models to promote mining in task-based language teaching. TESOL International Journal, 10(2).
15
Hismanoglu, M., & Hismanoglu, S. (2011). Task-based language teaching: What every EFL teacher should do. Procedia Social and Behavioral Sciences, 46–52.
16
Howes, D., & Ford, D. (2011). Negotiating globalization: The Royal University of Phnom Penh, Cambodia. In S. Marginson, S. Kaur, & E. Sawir, Higher education in the Asia-Pacific: Strategic responses to globalization (pp. 161–177). Springer Netherlands.
17
Huang, J. (2010). Grammar instruction for adult English language learners: A task-based learning framework. Journal of Adult Education, 39(1), 29-37.
18
Lam, S. F., & Law, Y. K. (2007). The roles of instructional practices and motivation in writing performance. Journal of Experimental Education, 145-164.
19
Long, M. H. (2000). Focus on form in task-based language teaching. In L. D. Richard, & S. G. Elana, Language policy and pedagogy: Essays in honor of A. Ronald Walton. John Benjamins.
20
Nhem, D. (2019). Cambodian EFL teachers’ and learners’ beliefs about communicative language teaching. The Asian Journal of Applied Linguistics, 6(2), 238-251.
21
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.
22
Nunan, D. (1991). Communicative tasks and the language curriculum. TESOL Quarterly, 25(2), 279-295.
23
Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
24
Pham, T. H., & Renshaw, P. (2015). Adapting evidence-based pedagogy to local cultural contexts: A design research study of policy borrowing in Vietnam. Pedagogies: An International Journal, 256–274.
25
Prabhu, N. S. (1987). Second Language Pedagogy. Oxford: Oxford University Press.
26
Richards, J. (2006). Communicative language teaching today. Cambridge University Press.
27
Robinson, P. (2011). Task-based language learning: A review of issues. Language Learning, 1–36.
28
Tran, L. T. (2007). Learners’ motivation and identity in the Vietnamese EFL writing classroom. English Teaching: Practice and Critique, 6(1), 151-163.
29
Willis, J. (1996). Longman handbooks for language teachers: A framework for task-based learning. Edinburge Gate: Longman.
30
Willis, J., & Willis, D. (2013). Doing task-based teaching-Oxford handbooks for language teachers. Oxford University Press.
31
Yen, P. H. (2016). Challenges of shifting to task-based language teaching: A story from a Vietnamese teacher. Can Tho University Journal of Science, 37-45.
32
Zhu-Xiu, T. (2016). Task-based language teaching in Chinese EFL context: Learners’ attitudes and perceptions. International Journal for Innovation Education and Research, 4(4), 21-33.
33
ORIGINAL_ARTICLE
The Effect of Reading Humorous Texts on Iranian EFL Learners’ Collocations Learning
The issues of humor and collocation are among the themes that have recently attracted the attention of researchers in language pedagogy. In line with this current trend of research, this study investigated the effect of reading humorous texts on learning collocations by Iranian EFL learners. To achieve this end, 59 Iranian EFL students majoring English Literature and English Translation were selected as the participants, and their language proficiency and knowledge of collocation were determined via Success Test and Collocation tests. They were given a pre-test (in order to determine their knowledge of specific collocations used in humor texts), five tests with five humor texts, and a post-test (in order to find the effect of reading humor texts on learning collocations). Paired sample t-tests and ANOVA were then employed to analyze the collected data. The findings of the study revealed that humor texts can bear positive impacts on collocation learning of Iranian EFL learners. The findings of the study can have implications for teaching collocations.
https://efl.shbu.ac.ir/article_118101_ed2459e482d6e8016fe1b4ae003bc7c7.pdf
2020-11-01
63
88
10.22034/efl.2020.247626.1056
Collocation
Humor Texts
Reading Humor Texts
Samira
Fasihzadeh
fasihzadeh_tefl@yahoo.com
1
M.A. in TEFL, Department of Foreign Languages, Arak University, Arak, Iran
LEAD_AUTHOR
Algafar, R. (2017). Teachers’ Perspectives toward the use of humor in teaching English foreign language. Journal of Language Teaching and Research, 3(1), 1-11.
1
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Ghanei Motlagh, F., Motallebzade, Kh., & Fatemi, M. A. (2014). On the effects of teacher’s sense of humor on Iranian’s EFL learners’ readingcomprehension ability. International Journal of Applied Linguistics, 3(4), 1-5.
4
Hayati, M., Goonibad, Z., & Shakeri, N.(2011).Using humorous texts in improving reading comprehension of EFL learners. Theory and Practice in Language Studies, 1(6), 652- 661.
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Kiaee, S. S. S., Heravi Moghaddam, N., & Moheb Hosseini, E. (2013). The effect of teaching collocations on enhancing Iranian EFL learners’ reading comprehension. Journal of Advances in English Language Teaching, 1(1), 1-11.
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Lewis, M. (Ed.). (2000). Teaching collocation: Further developments in the lexical approach. London:Language Teaching Publications.
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ORIGINAL_ARTICLE
Exploring Linguistic Modifications of Machine-Translated Literary Articles: The Case of Google Translate
Google Translate, a free multilingual machine translation service, developed by Google has attracted the attention of countless users due to its ease of use through modern means of mass communication, and has become the only translation tool in some areas. However, compared to human translation, these machine tools have not yet been able to deliver high-quality translations due to the complexity of translation process. Therefore, studying the modifications of machine translated texts is of great importance. Therefore, the current study aimed to explore the types of linguistic modifications of the texts translated from Persian into English through Google Translate. To this end, the abstracts of ten unpublished Persian literary articles intended to be submitted to Iranian journals were selected for the analysis. The selected abstracts were initially translated into English (target language) through Google Translate from Persian (source language). To identify the kinds of changes needed to make them academically acceptable, the machine translated texts were all post edited. Then, the original Google translated texts and their post edited versions were compared to figure out the types of the applied modifications. The results of this qualitative study indicated that the linguistic post edition modification of the texts included tense, literal translation, redundancy, collocations, deletion of the main verb, word-choice and proper nouns.
https://efl.shbu.ac.ir/article_119198_95d949d3b1140f050d15606dc6f4f899.pdf
2020-11-01
89
104
10.22034/efl.2020.250576.1057
Machine Translation
literary texts
Post-Editing
Human Translation
linguistic modifications
Alireza
Bonyadi
a.bonyadi@iaurmia.ac.ir
1
English Department, Islamic Azad University, Urmia Branch, Urmia, Iran
LEAD_AUTHOR
Al Shabab, M. (2013). The translatability of English legal sentences into Arabic by using Google translation. International Journal of English Language and Linguistics Research, 1(3), 18-31.
1
Anderson, D. D. (1995). Machine translation as a tool in second language learning. CALICO, 13(1): 68-97.
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Groves, M., & Mundt, K. (2015). Friend or foe? Google Translate in language for academic purposes. English for Specific Purposes, 37, 112-121.
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Shei, C- C (2002). Combining Translation into the Second Language and Second
19
Language Learning: An Integrated Computational Approach. (Unpublished doctoral dissertation). University of Edinburgh.UK.
20
Taghizadeh, S., & Dastjerdi, H. (2005). Application of cohesive devices in translation and comparative analysis of Persian texts and their English translations. Translation Studies, 12, 68-71.
21
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24
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25
ORIGINAL_ARTICLE
On Chinese to English Translation of Zhejiang Red Tourism From the Perspective of Cultural Awareness
As a special tourism and cultural product,Red Tourism has distinct Chinese characteristics and cultural features. Translation, as an important carrier of Red culture, needs a high degree of cultural awareness which is one of the theoretical achievements of sociology. Only when we are fully aware of our own culture and are full of confidence can we better spread the Red culture. Based on the current research of Zhejiang Red Tourism translation, this paper analyzes the translation problems and causes of these problems from the perspective of cultural awareness. The findings suggest that the translation of Red Tourism should be based on the self-awakening, self-reflection and self-creation of Red culture. This study aims to put forward some strategies to interpret and translate cultural terms and translate without damaging the spirit of Red culture. The proposed strategies can promote the overseas communication of Chinese Red culture, especially Zhejiang Red culture.
https://efl.shbu.ac.ir/article_119326_274385189475db089488af38fb379245.pdf
2020-11-01
105
114
10.22034/efl.2020.252516.1058
Chinese to English Translation
Zhejiang Red Tourism
Cultural Awareness
Translation Problems
Countermeasures and Suggestions
Huijia
Shen
shjmonica@163.com
1
Foreign Language Department, Zhejiang University of Finance and Economics Dongfang College, Haining, Zheijiang Province, China
LEAD_AUTHOR
Feng Q.H. & F. Gong. (2011). A General Introduction to Translation Studies.
1
Beijing: High Education Press.
2
Fei, X.T. (2003). Some Confessions about “Cultural Awareness”. Academic Research, 5-9.
3
Liao, H. Z. (2002). A Study on the Translation of Jiangxi’s Scenic Spots. Journal of Nanchang University, 121-126.
4
Liu, Y. (2015). A Study on the English Translation of Red Tourism from the Perspective of Communication. Urumqi: Xinjiang University.
5
Liu, Y. M. (2009). Translation and the Project to “Spread Eastern Learning Westward”. Hu, G. S. Translation and Intercultural Communication: Integration and Innovation. Shanghai: Shanghai Foreign Language Education Press.
6
Liu, Y. S. (2011). Translation of Red Tourism from the Perspective of Eco- translatology. Foreign Language and Literature, 74-76.
7
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8
Sun, Y. F. (2016). Cultural Translation. Beijing: Peking University Press.
9
Tian, L. (2016). Translation Strategies of Red Tourism Texts in Yan’an. Journal of Yan’an University (Social Science Edition), 23-25.
10
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11
Xiao, Q. (2010). English Translation of Red Tourism Publicity Materials from the Perspective of Functionalism: Problems and Countermeasures. Shanghai: Shanghai International Studies University.
12
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13
Xu, R. (2017). On Readability of English Translation of Red Tourism: A Readers- response Perspective. Journal of Jinggangshan University (Social Sciences), 37-43.
14
Yao. G. J. (2017). C-E Translation of Red Tourism in Henan from the Perspective of Political Equivalence. Journal of Jiamusi Vocational Institute, 375-376.
15