Article published in:Translation and Translanguaging in Multilingual Contexts
Vol. 4:2 (2018) ► pp. 282–305
A model solution for English-Arabic-English translation students
A case study from the Lebanese University
This paper proposes a model that addresses students’ common errors in English-Arabic-English translation. My study documents an attempt to develop a new interconnectedness between students’ errors and translation theories that may improve their performance when translating different genres. Consistent and repeated errors produced by tens of students working on the same texts were compiled and analyzed. The errors showed lack of knowledge of genre structure, functional analysis, appropriate intervention as well as lack of understanding of the wider context upon which appropriate decisions can be made. The methodology expounded in this study involves describing and categorizing students’ errors. It suggests solutions grounded in translation theory and proposes comparisons with professional translations. This methodology proved to be very successful during my teaching experience at the Lebanese University. The model solution developed in this study draws on genre analysis, text-typology, text-functionality, register analysis, and equivalence. The application of the model solution minimized students’ errors to a large extent and enabled them to provide accurate descriptions of different translation strategies and critically assess professional translations.
Keywords: descriptive translation studies, register analysis, genre, Skopos theory, translation pedagogy
Published online: 26 April 2018
Dickins, James, Sandor Hervey, and Ian Higgins
Elmgrab, Ramadan[ p. 304 ]
Vermeer, Hans. J.
Cited by 1 other publications
Bazzi, Samia & Yuran Shi
This list is based on CrossRef data as of 24 april 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.