Overview of Translation and Translation Training

Overview of Translation and Translation TrainingLITERATURE REVIEWBackground of comment (300w)According to Newmark (1988), adaptation is a form of trying the meaning of information from a language (usually called source language) into an different language (usually called backside language) following the intention of the author, the purpose of the information themselves and the demand of the score languages acquireers. Translation, sometimes, is a definition employ for both written and oral transferring however, it is considered as written information transferring more often. Oral transferring refers to interpretation. In this research, we define interpreting as the transferring process of written information from a source language into a nonher target language, which privy convey its original tone and message and blind the bar of cultural and regional diversity between the two languages.There be now available two popular orders of deracination semantic translation and communicatory translation. It is classified so based on the comparison in meaning and contents with the source languages texts. Semantic translation is considered as faithful translation, this translation method looks on the author, his/her words choice, structure and expression atomic number 18 saved carefully. Whereas, communicative translation looks on the readers, the purpose of this method is to give information, so the translator should render the meaning and the aim of the article. There are also other methods of translation, such as word for word translation, literal translation, faithful translation, adaption, free translation, idiomatic translation, etc.The function or the nature of translation, similar to language is to communicate. As a result, a true translator should non only choose one equal method for the text or only focus on transferring the messages from one language into another. A good translator can, however, retort those to the readers of the target lan guage and repose the both cultures and regions in his/her translation. To meet this demand, a translator should understand the pen of the target language thoroughly and know the socio-cultural situation of the text deeply. According to Harris Brian (1976), translation should continue to be practiced in our secondary schools and might even be extended in some places to primary school. Being a good translation, a learner has no choice but practicing to improve his/herself.Background of translation training (700w)Wu Lei (1999) defined translation training as a process where the application program of translation theories is widely spread or delivered to linguistic learners. To clarify the importance of translation, Wu Lei has taken an example in China, where translation is an intrinsic element in industrialization and modernisation process of the country. Moreover, translation shows its influence in analyze the professional of linguistic learners. Their profession in translation re flects the abilities of them in both their mother tongue and the foreign languages because, a learner imbibe to master at least both of the languages to ensure becoming a translator. In conclusion, people realize the roles of translation in both linguistic training and in the distribution of a country.Although translation has appeared and marked its importance for thousand historic period with the mission of contributing the world, motivating knowledge discovery, enhancing homophile life as a mean for communicating and interacting among cultures and regions translation studies has just been recognized since the 20th century. It is no doubt that translation training is unsounded included in the new area to guide, in compare with its appearance and its undeniable roles in the development of human being.In China, translation is taught, generally, in the third year, after linguistic students of a university finish their advanced writing courses or after they finish the course sli ghtly 4-basic face skills in China. In compare with Vietnam, the linguistic students can also have a chance to study translation and theories of translation in the low gear year like Schools of Foreign languages or Hanoi University. It is taught so because the students may cope with many another(prenominal) difficulties in translation learn if their four basic English skills is not professional. In attachment, translation training in the early year just focuses on translating materials from other languages into the translators mother tongue. Not until the development of industrialization and modernization process in some countries, particularly in asia, happens, does translating from the translators mother tongue into other languages catch more attention.Despite the awareness of people somewhat translation roles in modern time, translation methodology and training faces many difficulties. The experts understand that translation must concentrate on the cultural difference or, i n other words, it is that translation into target language should be accurate, accurate means that ensuring the whole meanings of sentences or a document, and the cultural suitability of the translated texts. A translator must act sure that they have a wide range of background knowledge about every field and area and master all the linguistic skills required.Nowadays, translation precept is clearly illustrated in two main ways. The first way is that the lecturer first gives the piece of writing for the students to translating. After that, the students will translate it into the target language and explain the methodology they use and skill related to the exercises. The second way, theories and methodologies are delivered to the learners first, then, they will use them to translate a given text. These two methods still have their disadvantages, especially, they base on the profession of the lecturers. A lecturer should have knowledge on all aspects of the world and master all transl ating skill and theories to deliver them to their learners correctly and effectively it says that, a lecturer has to be extremely hard- creaming and excellent. Moreover, it expresses the limitation in learning materials, self-practicing and human resources. The problem is that learners who want to improve themselves cannot just rely on their lecturers but on practicing itself.In call of reference resources, students could get the information in parallel texts. Printed dictionaries, company sites and specialized press in improver to online dictionaries. These tools can be a convenient guide during translation processing, along with in-class activities, for terminology and documentation purposes.In general, due to the shortage of materials and research about translation training until now, the resources about how to learn and to teach translation at university are still limited, except for practicing and improving oneself.The roles of human in translation process is undeniable, how ever, writing in his research about Machine Translation over fifty years, John Hutchins (1976) said that, although internet and engine room in 20th century is not developed enough to meet the need of people in translating fields, machine translation will be used more widely in the future. It leads to the situation that a translator should try harder to win the limitation of machine translation and to meet the requirements of the market. For more optimistic, John strongly highlighted on the development of technology that can play a role as a supporter for human, especially translator in the future.An Overview of ICT and e-learning (500-600w)Definition of ICT (100w Thanh)Generally, ICT or Information and Communicative Technologies are understood as technologies that support activities involving information. More specifically, according to Random House Dictionary, ICT is defined as a branch of knowledge (as cited in Khaled S. Lynne B.) that includes the combination of informatics t echnology with other, related technologies, specifically communication technology (Gokhe, p. 1), and as referred by Stephen Heppell, is the foundation of creativity and productivity (as cited in Megha Gokhe, p. 1). It is a diverse set of technological tools and resources used to communicate, ad to make believe, disseminate, store and manage information (Meenaksi, 2013) which implies to be used, applied and integrated into all activities related to life, society and particularly in bringing up.E-learning An application of ICT in free-and-easy life (150w Cng)ICT has been applied in many ways in daily life. Celebic and Rendulic (2011) indicate some(prenominal) applications of ICT, namely providing internet services such as e-commerce, e-banking and e-government facilitating e-learning and teleworking environments and setting up virtual communities.The concept of e-learning varies in different research studies. In the broadest sense, e-learning means any form of learning that is en abled electronically (Abbad, Morris, Nahlik, 2009 Celebic, Rendulic, 2011). Its concept, however, is narrow down to mean any learning that is internet-enabled or blade-based (LaRose, Gregg Eastin, 2003 as cited in Abbad et al., 2009).E-Learning brings about many benefits for students, teachers and educational institutions. Firstly, e-learning benefit students by improving admission price to education and training (Alexander, 2001 as cited in Gilbert, Morton, Rowley, 2007) giving them adaptive time, place and pace of learning providing them with unrestricted repetition of lectures and creating multimedia environment with video, sound recording and text (Celebic Rendulic, 2011). Besides, for teachers and educational institutions, it reduces costs of conducting teaching, enables educational staff to implement the respective education in a short time and allows simple upgrade of materials. (Celebic and Rendulic, 2011).Web-based Learning and Web-based Application in Translation T raining (1400w)Definition and current situation of Web-based learning and Web-basedApplication in Translation Training (200w Thanh)Web-based learning is defined as a subset of e-learning and refers to learning using an internet browser such as the Moodle, Blackboard or Internet Explorer (Mikre, 2011, Operational definition of terms). Sarca (2008) defines web-based learning theory as education that occurs only through the Web, that is, it does not consist of any physical learning materials issued to students or actual face to face contact (Theory of Web-Based Learning, Web-Based English words Learning). Cook (2007) states web-based learning encompasses all educational interventions that make use of the internet (or a local intranet) (p. 37).Currently, web-based education is a promising field with the rising piece of students enrolled in online classes (Su, Bonk, Magjuka, Liu, Lee, 2005). Several studies (Lewis, Alexander Farris, 1997 Waits Lewis, 2003) estimates that the number of students taking distant programs has gone up from around 750,000 to more than three million within six pedantic years from 1994-1995 to 2000-2001 (as cited in Su et al., 2005). This learning form requires a network like the World Wide Web which enables language learners to over deduce the physical barriers in terms of time and space and quickly access materials in many foreign languages and cultures. Peter J. Yangs article mentions several advantages of learning via networks including access to authentic materials, flexible scheduling, positioning independence and enhanced communication (n.d., pp. 81-82).Roles of web-based learning (400w Thanh)Sarca identifies several roles including knowledge generation, collaboration and process management. In a web-based learning setting, the learner is expected to work out solutions to problems. Also, they are responsible for viewing issues and questions of the teacher and other students. Besides, students in the web-based learning enviro nment are recommended to work collaboratively and cooperatively so as to come up with deeper levels of ground of the course material. They are expected to share the resources and materials that they are finding with alternative learners. As for the role of process management, students are supposed to move with minimal guidelines, interact with one another and speak up when the discussions are moving into an uncomfortable zone (Sarca, 2008, p. 6).Strengths and Weaknesses (300w Cng)In general, online learning environment offers many advantages in comparison with traditional classrooms. Evans and Fan (2002) suggest three main benefits of learning online, namely place independence, flexible time and adaptive pace for study (as cited in ODonoghue, Singh Green, 2004). In addition, e-learning enables learners to select proper courses and learning material that can be reviewed as many times as necessary to enhance their understanding and specific skills (Jingyu, 2014). However, the lear ners may face several challenges and risks during online courses. Jingyus study (2014) shows unreasonable time management may pose them to the possibility of procrastination. As a result, learners must have much self-motivation, wise organization and plan to keep up with online courses (Jingyu, 2014). Besides, another concern is the loss of face-to-face interaction. The 2011 study carried by the University of Plymouth implied that online environment reduced both student-teacher interaction and the interaction with learners peers, which can cause feelings of isolation (as cited in ODonoghue, Singh Green, 2004).According to Micu and Sinu (2012), web-based tools has both advantages and disadvantages in terms of teaching and learning language translation. As to teaching written translation, they rely on the Internet accessibility. Regarding learning translation, Abraham indicates (2003) that students may benefit from web-based machine translation sites, online dictionaries, and languag e-related websites are sources that may frequently be consulted and used by foreign language learners (as cited in Micu Sinu, 2012, p. 124). However, they may misguidedly use these web-based tools due to lack of discussion and employment of such resources as part of their class activities. Another ostracise aspect is that resources from the Internet are not always reliable and of good quality since anyone can post information on the Web, including non-experts, and Web documents are not always subject to an editing process in the same way that printed documents usually are (Bowker, 2003 as cited in Micu Sinu, 2012, p. 124).Constructing and Utilizing Web Applications (500w Cng)Background and turn of web applicationsOver the years, the World Wide Web has rapidly evolved from a delivery system for static documents to a popular platform today for program distributed web applications. According to Stuttard and Pinto (2011), the World Wide Web formerly consisted only of information r epositories that contained static documents, and the information flowed in one way, from server to browser. Nowadays, most websites are highly functional applications counting on two-way flow of information between the server and browser (Stuttard Pinto, 2011).Joshi, Aref, Ghafoor and Spafford (2001) illustrate a web application as a three-tier architecture that consists of a Web client, network servers, and a back-end information system supported by a suite of databases. (p. 38). Chlipala (2015) claims that a web application of rich functionality today must generate HTML, for document structure CSS, for document formatting JavaScript, a scripting language for client-side interactivity and HTTP, a protocol for sending all of the preceding(prenominal) and more, to and from browsers. Common functions of a web app include shopping, social networking, banking and interaction information, etc. (Stuttard Pinto, 2011).Vosloo (n.d.) refers to using a Content Management System (CMS) and u sing a web framework as two main ways of building web applications today. CMSs, normally coming with such pre-built modules as discussion forums, FAQs and online polls, allows non-technical users with little knowledge about web development to add pages and content. A web framework, on the other hand, is intended for a more technical user. Web frameworks originate from the reusable regulation that is put in libraries for insideng tasks repeatedly (Vosloo, n.d.).Utilizing the Web App and Interaction in online learningIn her article, Sarica (2008) points out communication technologies are classified as asynchronous or synchronous. In the former one, technologies such as blogs, forum and e-mail are utilized so that people can participate and engage in the confederation without depending on others involvement at the same time. The later form synchronous, on the other hand, involves real-time activities of exchanging ideas and information among participants. The participants can take a dvantages of web-based learning because they can access resources in multiple formats anytime and anywhere as well as learn more independently and actively.Interaction is often regarded as a significant chemical element of a successful online learning. Palloff and Pratt (1999) claim that the keys to the learning process are the interactions among students themselves, the interactions between faculty and students, and the collaboration in learning that results from these interactions (as cited in Su et al., 2005, p.1). In addition, the evidence from some other research (Irani, 1998 Zhang Fulford, 1994 Zirkin Sumler, 1995) suggests more interaction means more students satisfaction and better learning outcomes (as cited in Su et al., 2005).Moore (1989) classified interaction into three categories, namely learner-instructor, learner-learner and learner-content. Learner-instructor interactions create an environment in which students are encouraged to have better understandings about th e content. Moore also indicate that learner-learner interactions take place among learners with or without the real-time presence of an instructor (as cited in Su et al., 2005). According to Garrison (1990), this type of interaction is found to motivate students and enable them to have better learning experiences (as cited in Sabry Baldwin, 2003). Sabry and Baldwin (2003) pointed out two forms of learner-learner interactions including asynchronously (non-real time) through using, for example, email or discussion boards, or synchronously (real-time) using, for example, conferencing and chat facilities (p. 445). Learner-content interaction is defined as the process of learners interacting intellectually with content, leading to changes in their understanding and perspective (Moore, 1989 as cited in Su et al., 2005). However, there is not much to discuss about it because interaction patterns vary on different contents (Su et al., 2005). Other types of interactions (as cited in Su et al., 2005, p.3) that are not widely discussed include vicarious interaction (Devries, 1996 Sutton, 2001) and learner-self interactions (Soo Bonk, 1998 Robertson, 2002).Su et al. (2005) suggest several technologies and instructional activities that will enhance learners understanding the subject matter and deepen their life-sustaining reflection and analysis skills. Some frequently used technologies that may be applied in online education to promote interactions include textbooks multimedia combining texts, audio and images via the Internet or CD-ROM streaming audio and video as well as synchronous and asynchronous communication tools, for instance discussion boards, flash messaging and file-sharing (McGreal, 2004 as cited in Su et al., 2005). The study by Gilbert, Morton and Rowley (2007) showed that students appreciated discussion forums or threads, and that many used them as their main mode of interaction. In addition to technologies, instructional activities can also promote c ourse interactions, thus enable students to understand the content better and improve their engagement in learning. Su et al. (2005) also cited several examples of educators employing instructional activities to enhance interactions and improve learning. Learner-instructor, for example, can be enhanced through virtual office hours (Branon Essex, 2001). Teamwork is emphasized in learner-learner interactions by Peter (2000). Likewise, Sutton (2001) stimulated students to read others discussions to learn through vicarious interactions. In respect of learner-content interactions, Kerka (1996) recommends students reply to questionnaires so that they can self-examine their views related to the content (as cited in Su et al., 2005).ReferencesMeenakshi. 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