Tutorial orientation for EnglishChinese Translation 1

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Tutorial orientation for English/Chinese
Translation (12)Presented by Cai
Jingcaijing_at_beiwaionline.com
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Overview

• Course objectives
• Course structure
• Course features
• Assessment scheme
• Tutorial rationale
• Tutorial procedures

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Course objectives

• The courses aim to
• introduce to the learner the fundamental
• theories of translation,
• remind the learner of the major differences
  between English and Chinese,
• familiarize the learner with the practical
• skills of translation, and
• offer the learner the practice of translating
  into Chinese English texts of different styles.

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Course structure

• Course
• orientation, the
• assessment guideline
• and sample test paper

Concepts, skills and exercises in the
textbook Tutorial Supplementary exercises Key
points summary and supplementary exercises
comment Review and self-assessment Progress
reports Assignments Course forum VOB

• Exam orientation
• and the final exam

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Course features English/Chinese
Translation(1)

• Features
• significant concepts and theories
• illustrating exercises
• concise feedback

• Implications for tutoring
• Explain, if necessary, the abstract concepts and
  theories.
• Provide further practice.
• Guide the students to compare his/her translation
  with the key.

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Course features English/Chinese
Translation(2)

• Features
• ample exercises
• multiple keys
• detailed comments

• Implications for tutoring
• Check the students learning results.
• Summarize or explain, if necessary, the key or
  hard points.
• Reinforce the application of the newly acquired
  skills.

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Assessment scheme

• The learner of English/Chinese Translation(1)
  is
• assessed based on
• 8 unit-based progress reports (5),
• 2 assignments (15),
• 1 final exam (80).
• The learner of English/Chinese Translation(2)
  is
• assessed based on
• 3 assignments (20),
• 1 final exam (80).

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Tutorial rationale (1)

• Teach translation as a learning process.
• Use parallel texts.
• The learners are given a target text parallel to
  the source text which allows a contrastive
  analysis of the two languages in terms of
  lexical, syntactical, grammatical, stylistic or
  cultural points.

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Tutorial rationale (2)

• Use two translation versions.
• The learners are asked to compare two
• translations of the same text, focusing on the
• different translation skills adopted by the two
• translators in the treatment of the same
• lexical, syntactical, grammatical, stylistic or
• cultural phenomena.

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Tutorial rationale (3)

• Use pair or group preparation.
• The learners are put into pairs or groups.
• They underline any structures they think are
• problematic in the target language and circle
• any vocabulary they do not know. They then
• pool their suggested translations. Finally the
• pairs or groups are brought together for
• plenary discussion.

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Tutorial procedures (1)

• Refer to the tutoring-support resources.
• Tutorial orientation in ????
• Tutorial forum in ????
• Supplementary exercises in ??????
• Key point summary and supplementary exercise
  comment in ??????
• Other learning-support resources in ????
• Other translation coursebooks

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Tutorial procedures (2)

• Identify the key points.
• Objective list in the course book
• Activity and task titles in the course book
• Key points summary in ??????
• Focal points in ?????

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Tutorial procedures (3)

• Design the tutorial based on the key points.
• Objectives
• Components
• Time management
• Classroom organization
• Evaluation

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Tutorial objectives

• The tutorial is expected to
• review the key concepts (e.g. translation
  theories, language differences, translation
  skills), and illustrating them with further
  examples if necessary ,
• practice the key translation skills,
• evaluate the learners translations,
• answer the learners questions.

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Tutorial components and time management
The tutorial is suggested to include the
following major components.

• The t

Tutorial (120 min.)
Review session (20 min.)
Practice session (90 min.)
QA session (10 min.)
Translation theories
Language differences
passage translation
Sentence translation
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Example 1 Introduction
Task title Literal translation Vs. Free
translation Activity covered Activity
1 Learning objective Helping the learners
distinguish literal translation from free
translation Classroom organization Tutor
talk, pair work, class discussion

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Example 1 Instruction
The eight paradoxes of translation raised in
this activity are mostly centered around the
struggle between literal translation against
free translation. The formal focuses on a
word-for-word translation of the source text
into the target text while the latter involves
language adjustment in the translation process.
To further illustrate the two concepts, please
look at the following English sentences. Then
work in pairs and translate them into Chinese.
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Example 1 Classroom organization
1. He told me he would come, and I also have
something to tell him. 2. He walked at the head
of the funeral procession, and every now and
then wiped his crocodile tears with a
big handkerchief.
3. It rains cats and dogs. 4.It goes very much
against the grain with me that the name of the
writer should ever be suppressed.
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Example 1 Feedback (1)
1. ???????,?????????? 2. ??????????,?????? ?????
????????
3. ????? 4.????????,???????????
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Example 1 Feedback (2)
No matter what method you may use, your
translation should be correct, comprehensible to
the target reader and close to the original
style. Only when you keep the meaning and spirit
of the original sentence structure and/or its
figure of speech can you translation be regarded
as proper literal translation, otherwise it is
merely mechanical translation. Similarly, only
when changing the original sentence
structure and/or the figure of speech but making
no addition or deletion of the original meaning
and spirit, can your translation be regarded as
proper translation otherwise it is simply
random translation.
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Example 2 Introduction
Task title Designative meaning Vs. Associative
meaning Activity covered Activity 2 Learning
objective Helping the learners distinguish
designative meaning from associative
meaning Classroom organization Tutor talk,
pair work, class discussion

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Example 2 Instruction
Work in pairs and translate the following
sentences into Chinese, paying special attention
to the meaning of the word man in each
sentence.
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Example 2 Classroom organization

• 1. Im a man of my words, and Ill do what I say.
• 2. Why cant you be a man and face the challenge
  bravely?
• 3. Hes not his own man since his mother-in-law
  came to stay.

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Example 2 Feedback (1)

• 1?????????,?????
• 2?????????????????????
• 3???????????????????????

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Example 2 Feedback (2)
The designative meaning of a word (???) refers
to the object, people, plant, animal, place,
etc. that it represents while the associative
meaning of a word (???) is the idea, quality,
state, circumstance, etc. that it makes you
think of. For example, the designative meaning
of the word man is a male adult while the word
has various associative meanings in different
contexts, such as a trust-worthy person,
courage or the state of being happy and
carefree. A translator needs to consider both
kinds of meanings for the achievement of a
correct, comprehensible and close translation.
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Example 3 Introduction
Task title Sentence translation Activity
covered Activity 34 Learning objective
Offering the learners further practice of the
translation skills of changing the positions of
some phrases and changing words or
phrases into sentences Classroom organization
Tutor talk, pair work, class discussion

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Example 3 Classroom organization

• 1. Make a selection of the sentences to be
  translated.
• 2. Give the sentences to the learners and ask
  them to do the translation in or after class.
• 3. Ask some learners to offer their translations
  and have a discussion with the class concerning
  the advantages and disadvantages of these
  versions.
• 4. Provide the learners with the sample
  translations, focusing on the application of the
  relevant translation skill.

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Example 3 Feedback (1)

• Luckily, at this time he caught a liver
  complaint,
• for the cure of which he returned to Europe, and
• which was the source of great comfort and
• amusement to him in his native country.

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Example 3 Feedback (2)

• ????, ???????????, ?????
• ??????,??????????????
• ???

?????????,
????????????,
???????????????
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Example 4 Introduction

• Task title
• Passage translation
• Activity covered
• Activity 5
• Learning objective
• Offering the learners further practice of
• using different translation skills
• Raising the learners awareness of stylistic
• features and their effects on translation
• Classroom organization
• Tutor talk, pair work, class discussion

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Example 4 Classroom organization

• 1. Make a selection of the material to be
  translation.
• 2. Provide the learners with the background of
  the material and with a list pre-translating
  questions.
• 3. Give the material to the learners and ask them
  to do the translation after class either
  individually or in pairs or groups.
• 4. Ask some learners to read out their
  translations. Have anyone else in the class feel
  free to make comments.
• 5. Based on the class discussion, ask the
  learners to revise their translations after class
  and to hand in their revised versions .
• 6. Read through the learners final versions and
  make comments.
• 7. Provide the learners with sample translation,
  focusing on the
• treatment of linguistic, stylistic or cultural
  points.

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Example 4 Feedback (1)

• A funny thing happed to me last Friday. Id gone
• to London to do some shopping. I wanted to get
• some Christmas presents, ad I needed to find
• some books for my course at college. I caught an
• early train to London, so by early afternoon Id
• bought everything that I wanted. Anyway.Im not
• very fond of London, all the noise and traffic,
  and
• Id made some arrangements for that evening. So
• I took a taxi to Waterloo station.

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Example 4 Feedback (2)

• ??????????????, ??????????
• ??????????, ???????????
• ???????????????,????,?????
• ?????????????????,??????,
• ?????,?????????????????
• ??????????

???????????????????
???????????????,
???????,??????
??????????????????,????????????????
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Review

• In this tutorial orientation, we have covered the
• following topics
• Course objectives
• Course structure
• Course features
• Assessment scheme
• Tutorial rationale
• Tutorial procedures

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Thanks for your interest!

• Wish you happy tutoring!