You are on page 1of 6

FINAL EXAM

STUDENT:

DORIS JOHANA SANCHEZ VELASQUEZ

CODE:

1.024.505.772

GROUP:

551037_9

TUTOR:

DINA ESPERANZA BONILLA

TRANSLATION TECHIQUES

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA

CEAD JOSE ACEVEDO Y GOMEZ

BOGOTA D.C
INTRODUCTION

In this job a want to share with you the most important translation techniques
and methods that could help teachers do their job more effectively, provided by
this report is based on psychological science, making it an especially valuable
tool for students and teachers who wish to promote effective learning. Although
there are many reasons why students struggle in school, these learning
techniques, when used properly, should help provide meaningful gains in
classroom performance, achievement test scores, and many other tasks
students will encounter across their lifespan.

OBJECTIVES

 Oral fluency and coherence of communicative expression in the foreign


language to ensure assertive communication.
 The second objective is to promote public speaking skills through
discussion.
 Improving your English speaking skills will help you communicate more
easily and effectively.
 Provide appropriate input
 Use language in authentic ways

JUSTIFICATION

Through the case study of the grammar of the target language, the students will
be more familiar with the grammar of their mother tongue. This familiarity with
help them speak and write their native language better.
It was thought that foreign language learning would help students grow
intellectually, because translation techniques is a mental exercise, learning a
foreign language is a good mental exercise for students.
PROPOSAL TO DEAL WITH THE CASE STUDY

There is the prejudice that a native speaker will always better qualified than a
non-native to teach a language. To what extent it is true? What is the difference
these individuals with a genuine teacher of languages? Undoubtedly, all of them
have a domain of their native language, already belongs to a registry or not
worship, with which they can meet all your communication needs of daily life.
Then his use of language is beyond reproach allows them to interact in the
society in which they live, to understand the ideas of others and do understand
yours, even though they are very complicated or very high level of abstraction of
the same. But to be able to teach a language not enough with how to use it. It is
also necessary to have some minimum amount of knowledge on how is the
process of learning a second language. And this is quite different from which
the child lives when learning to speak. The language, such as social product,
imposes on the speaker a certain conception of the world that the society in
which he lives has been adopted as yours, and that is clearly manifested in
areas as diverse as the number of phonemes, the terms of kinship, the way in
which breaks up the day, the formulas for treatment or the existence or not of a
term for a certain abstract concept.

Learning the mother tongue is a natural process: baby watch, listen, train your
joints to make sounds, imitating the sounds of parents, repeated words, used
with an intention and gradually combined together creating small phrases.

These phrases, in turn, lead us to deliver short speeches and all this happens at
a very early age and without having intervened to anything written text. So learn
to speak, the process of learning a foreign language should be done in the
same manner and with the same ease.

In this specific case the teacher must use the different techniques and methods
to translation because of this way he or she can explain through these ones for
example; Literal Translation Just what it says, or use Adaptation Here
something specific to the source language culture is expressed in a totally
different way that is familiar or appropriate to the target language culture. There
are different strategies that as a teacher we can apply.
TRANSLATION IN LANGUAGE TEACHING

Is very important to know that Interpreting and translation are two closely
related linguistic disciplines. Yet they are rarely performed by the same people.
The difference in skills, training, aptitude and even language knowledge are so
substantial that few people can do both successfully on a professional level.
On the surface, the difference between interpreting and translation is only the
difference in the medium: the interpreter translates orally, while a translator
interprets written text. Both interpreting and translation presuppose a certain
love of language and deep knowledge of more than one language.
With respect to interpretation there are two types of this one, the first one is
Consecutive interpreting; In consecutive interpreting, the interpreter speaks
after the source language speaker has finished speaking. The speech is divided
into segments, and the interpreter sits or stands beside the speaker, listening
and taking notes as he/she progresses through the message, and the second
one is Simultaneous interpreting; In simultaneous interpreting, the interpreter
translates the message into the target language as quickly as she can formulate
it from the source language, while the source language speaker continuously
speaks; the interpreter (usually sitting in a sound-proof booth) speaks into a
microphone, while clearly seeing and hearing (via earphones) the speaker.
In the other hand there are different types of translation too, we can find five or
six types, the fisrt one is Literal Translation;Just what it says, Compensation; In
general terms compensation can be used when something cannot be
translated, and the meaning that is lost is expressed somewhere else in the
translated text, Adaptation;Here something specific to the source language
culture is expressed in a totally different way that is familiar or appropriate to the
target language cultura, Reformulation (sometimes known as équivalence);Here
you have to express something in a completely different way; Modulation; this
one consists of using a phrase that is different in the source and target
languages to convey the same idea.
Is clear that with the growing importance of learner centered language teaching,
it is argued that anything that helps the learner in his or her own way is surely
an asset. Hence, researchers and practitioners are urged to investigate what is
of assistance to learners in order to help them arrive at their objective in the
most economic way. Translation as an aid to learning is likely to be favored by
analytically oriented learners.
is essential to identify what kind of translation do learners need? The purpose of
translation in the language classroom is not to train professionals, but to help
learners develop their knowledge of English. In other words, it is a means to an
end, not an end to be achieved. However, some learners may become
translators one day, and the basic knowledge of translation that they have
gained in the classroom can serve as a solid ground for building up translation
skills.
CONCLUSION

Fortunately for students, parents, and teachers, there are different techniques
and methods to translate therefore various strategies opted for by translators in
rendering allusions seem to play a crucial role in recognition and perception of
connotations carried by them. If a novice translator renders a literary text
without paying adequate attention to the allusions, the connotations are likely
not to be transferred as a result of the translator's failure to acknowledge them.
They will be entirely lost to the majority of the readers; consequently, the
translation will be ineffective.
REFERENCES

 http://www.interproinc.com/es/articles/translation-techniques
 http://www.roanestate.edu/owl/Argument.html
 http://www.youtube.com/watch?v=87jwMEKOGrU
 http://www.youtube.com/watch?v=npMuCWOvmVE

You might also like