Reading

&
Translation
Thành GROUP 4 1
 Members:
1. Vũ Trung Thành
2. Đậu Minh Trang
3. Thái Quang Vinh
4. Lê Thị Nga My
5. Nguyễn Quốc Cường
Thành 2
 Table of contents
01 02 03
Introduction Reading Reading and
comprehension translation

04 05
Summary Quizzes

Thành 3
 01
Introduction

Thành 4
 Reading in translation

1. 2. 3.
Highlight the Provide some basic Guide learners in using this
significance of concepts about knowledge toward a more
reading of translation reading processes complete understanding of
& translation practice translation

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 Traditional research

Reading Language –
Ability decoding process

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 Modern Research
A text is not a static object and
reading comprehension is a much more complex
activity than a “simple” decoding activity.

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Thành Many layers of meaning 8
 Reading comprehension:
Reading and translation
Interactive process
Reading as interaction in
Top-down and bottom-up models
translation
Background knowledge and Reading and language
schemata directionality in translation
Interactive models of reading
Reading for translation purposes
comprehension

Semantic models

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 02
Reading comprehension –
An interactive process

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 2.1 Models of reading comprehension

Bottom-up Top-down
● Letters Relies on background
● Words knowledge, contextual
● Sentences information, schemata and
● Paragraphs other processing strategies
● Texts to understand a text
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 2.1. Models of reading comprehension

Bottom-up Top-down

● - The approach of traditional and • - Help to fill in missing information &

decoded reading comprehension unrecognized words
● - Taught in phonics methods of • - Increase awareness of background
reading in some educational contexts knowledge and schemata ‘s role in
reading comprehension

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 2.2. Background knowledge and schemata

Background knowledge is knowledge possessed by the

reader that he/she contributes to his/her comprehension of the
text. It consist of general world knowledge, specific culture,
language or specialized, expert knowledge.

Organizational structures known to the reader and related to a

particular situation are known as schemata. Schemata are
conceptual organizers that facilitate comprehension of the
text, helping the reader form a mental picture.

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 2.2. Background knowledge and schemata

Situation 1: You have a text Situation 2: You have a text without

without the title. expert knowledge related to the topic.

The title or difference highlights are Background knowledge, specifically, expert

the roles for schema in knowledge, contributes to reading comprehension
comprehension. => Without it, comprehension is seriously affected .

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 2.3. Interactive models of reading
comprehension
Reading Top-down Bottom-up
comprehension models models

=> Successful comprehension requires an appropriate combination of

both top-down and bottom-up processing

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 The reader brings in his/her background knowledge and
schemata to discover and build logical connections
marked in the text through cohesive devices.

When the cues in the text (e.g., cohesive

devices) and the reader’s knowledge are
sufficient to create a coherent mental
representation, reading comprehension takes
place.

=> Textual meaning is not an objective reality hidden in

the text that the reader must decipher; rather, it is
constructed by the reader in interaction with the text.

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 The variability of Readers create meaning by relating textual elements to his/her background,
knowledge and experiences
reading
comprehension => No two readers experience the same text in the same way. This reflects
variation (because they are different in culture, gender, characteristics, etc.)

* a common core of representation shared by the reader and the writer

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Trang 18
 Semantic models
● Meaning is made up of smaller components that, when contrasted, serve to
highlight differences within and across languages (componential semantics)

English Child Man Spanish Niño (child)

human + + human +
male +/-` + male +
adult - + young +

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 IN PRACTICE
time-consuming

the analysis not always not all meaning can be neatly

of meaning useful divided into components or
contrasted

too focused on word meaning

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 Frames-
and-scenes
semantics Proper scenes

WORD=FRAME COMPREHENSION

Activat
e
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 Various scenes present in a word “Piano”:
- Pianos are heavy, musical, made largely of wood, have a large surface perpendicular to
gravitational pull, and a characteristic shape and beauty.
- Each of these properties is foregrounded in each of the sentences in Example 5.1
respectively, while others are deactivated.

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 Scene activation
•a scene containing a doorway and a
human or living agent
•The answer: a keyhole

Riddle: What goes

through a door
but never comes in
or goes out?

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 - The number of bedrooms is a conventional measure of the size of a house in
British English
- Referring to the size of a house in German by the number of bedrooms is
unusual
=> German readers may wonder about why the old lady is interested in
bedrooms, definitely not the scene evoked by “bedroom” in the English
context.
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 Bilingual dictionaries

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Trang 26
 Bilingual dictionaries

Parallel texts
useful tools for researching and
acquiring the scenes associated with
particular words that do not appear in
dictionaries
Corpora

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28

Corpus of Contemporary American English: Corpora – searching for

words in context. (https://www.english-corpora.org/coca/)
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 03
Reading and Translation

My 29
 Reading and translation

3.1 3.2 3.3

Reading as Reading and Reading and
interaction language language
directionality directionality
in translation
in translation in translation

My 30
 3.1
Reading as interaction
in translation

My 31
 Reading as interaction in translation

❖ Reading comprehension within a translation context

comprises multiple levels of comprehension.

❖ Readers of a source text can form somewhat different

mental images of it because of the interactive nature of
reading and the differing world experiences of each
reader.

❖ A translation situation adds an extra layer of

My complexity to the reading of the source text 32
 Reading as interaction in translation
The writer and his/her role with regard to the reader

My 33
My Figure 5.4 summarizes in a visual way the main points presented in this section. 34
 3.2
Reading & Language
Directionality in
Translation
Vinh 35
 Language Proficiency

Language Proficiency Language Proficiency

Translation

Reading Target text

First language Second language

Dominant language Less Dominant Language
(Could be mother tongue).
Target text Reading

Translation
Language Proficiency Language Proficiency

Vinh Language Proficiency 36

 Example

English Vietnamese
Reading

● Terminology Ex: Carry coals to Newcastle

● Background knowledge
(Cultural / Situation,…) Chở củi về rừng
● Linguistic issues
(e.g., lexicon, syntax,…)
● Other issues
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 Strategies
Understand the reading processes and coping strategies
for comprehensive reading

Bottom-up and top-down Critically evaluating content for

processing consistency with prior knowledge.

Activating relevant Self-monitoring to see

background knowledge whether comprehension is
happening

Allocating attention to the Drawing on and testing

major points over the trivia inferences

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 AWARENESS
• Have knowledge gaps.
• Be affected by previous knowledge.
• Filling in information that is not present in the text.
• Get stuck on unknown words or linguistic structures.
• Do not realize that knowledge of the world can offer valuable assistance.

Reading comprehension activities can be used to activate readers’ prior

knowledge, while familiarizing with the use of background knowledge in
reading and in translation.

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 3.3
Reading for Translation
purposes
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 Reading for Translation purposes

Detailed
reading

Requirements

Multiple Closed
reading attention

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 A target
Purpose of
Purpose of text for
reading
translation particular
source text
purpose

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 Levels of readings and readers

Translator
Translation
process
Other
professionals

Reader of the
source text
Readers
Reader of the
Cường
target text 43
 04
Summary

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 Reading comprehension

• An interactive process.
• Cannot happen without the participation of the reader.
• Combination of bottom-up and top-down processes.

Semantic models of word

• Scene and frame semantics.

• Only meaning potential that is activated in the text.
• Understanding of word meaning in connection with textual meaning.

Aspects of reading in translation

• The translator as a reader.

• Multiple readers.
• Language proficiency.

Awareness

• Reading processes and the nature of reading.

• Concepts, books, practical exercises 🡪 Focus on specific aspects of reading
comprehension.
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 05
QUIZZE
S
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 According to modern research, “Reading” is
01 considered to be “Decoding”

A. True
B. False

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 The top-down model requires background
02 knowledge, context, etc. to understand a
text.
A. True
B. False

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 03 Two readers experience the same text in
the same way.
A. True
B. False

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 04 Reading comprehension within a
translation context comprises multiple
levels of comprehension.
A. True
B. False

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 05 Readers of a source text can form
somewhat different mental images of it
because of the interactive nature of
reading and the differing world
experiences of each reader.
A. True
Thành B. False 51
 06 In the bottom-up model, readers identify
letters through their phonemes and
spelling patterns.
A. True
B. False

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 07 Successful translation will be ensured by
A. Strategies
B. Reading awareness
C. Language Proficiency

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 08 ………… in particular give equivalents in the
target language for each term they list.
A. Monolingual dictionaries
B. Etymological dictionaries
C. Bilingual dictionaries
D. Specialized dictionaries
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 In frames-and-scenes semantics, what are
09 frames?

A. Paragraphs
B. Words
C. Sentences
D. Texts
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 10 Which type of translation is the result
of decoding operation automatically?
A. Word for word
B. Literal
C. Faithful

D. Sematic

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11 The translation process involves
multiple readers:
A. the translator
B. the target-text reader
C. the source-text reader

D. All of them

My 57
12 The activities can help to gain
awareness to help the translation more
efficiency
A. Reading comprehension activities.
B. Reading the requirements activities.
C. Reading twice activities.

My 58
13 The impaction into language
proficiency
A. Terminology
B. Background knowledge
C. Linguistic issues
D. All are correct

My 59
14 How many strategies mentioned in the
slides?
A. 5
B. 6
C. 7

My 60
 The bottom-up model goes from a
15 separated part to a whole.
……………..

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 16 Expert
………… knowledge is background
knowledge specific to a certain field of expertise

Vinh 62
 Reading comprehension is a
17 top-down
combination of both …………….. and
bottom-up models.

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 The reader brings in his/her
18 background knowledge and schemata
to discover and build logical
connections marked in the text
cohesive devices
through ………………………

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 The purpose of the reading of
19 the source text
……………………… is closely related
to the purpose of the translation.

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 20 Interactive process
………………………….. is models that view
reading as a process by which the reader attempts to
construct a coherent mental representation of a text
through interaction with the text. The reader brings
in his/her background knowledge to discover and
build logical connections marked in the text through
cohesive devices.

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 21
Background knowledge World knowledge
…………………………………..,
Prior knowledge
…………………………, ………………………… are
general terms to refer to knowledge possessed by the
reader on approaching the text.

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Thanks for your
attention

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