scholarly journals Communicative Approaches to Learning Latin: Voice and Tone in Learning Latin Terminations

2018 ◽  
Vol 19 (38) ◽  
pp. 61-62
Author(s):  
Grace Miller
Keyword(s):  
Approaches To Learning ◽  
The Other ◽  
Translation Practice ◽  
Student Reading

I conducted a series of 20-minute activities during my research sequence where students solely read the Latin aloud to each other in pairs, emphasising verb terminations and noun/adjective agreement, and finished with the students using this technique during their normal written translation practice, with one student reading the Latin aloud and the other translating.

The metalanguage of localization

Target ◽  
2007 ◽  
Vol 19 (2) ◽  
pp. 337-357 ◽  
Author(s):  
Iwona Mazur
Keyword(s):  
Translation Studies ◽  
The Other ◽  
Present Discussion ◽  
Translation Practice ◽  
The Future ◽  
Basic Concepts ◽  
The One

In recent years localization has become a popular concept in both translation practice and theory. It has developed a language of its own, which, however, still seems to be little known among translation scholars. What is more, being primarily an industry-based discourse, the terms related to localization are very fluid, which makes theorizing about it difficult. Therefore, the aim of this article is, first of all, to explain the basic terms of the metalanguage of localization, as they are used by both localization practitioners and scholars, and, secondly, to make this metalanguage more consistent by proposing some general definitions that cover the basic concepts in localization. This, in turn, should, on the one hand, facilitate scholar-to-practitioner communication and vice versa and, on the other, should result in concept standardization for training purposes. In the conclusions I link the present discussion of the metalanguage of localization to a more general debate on metalanguage(s) in Translation Studies and propose that in the future we might witness the emergence of a new discipline called Localization Studies.

scholarly journals Relations between terms: a cognitive approach. The interaction between Terminology, Lexicology, Translation Studies and translation practice

2021 ◽  
Vol 1 ◽  
Author(s):  
Marcel Thelen
Keyword(s):  
Translation Studies ◽  
Actual Practice ◽  
The Other ◽  
Cycle Model ◽  
Cognitive Approach ◽  
Translation Practice ◽  
Associative Relation ◽  
The One

This paper discusses two problem areas of Terminology: the word-term dis-tinction and a particular type of terminological relation, viz. the complex or associative relation. Both areas will be discussed in the light of the actual practice of translating and the translator. It will be argued that for the trans-lator to deal with these areas successfully there should be a contribution from basic translation practices and Translation Studies, on the one hand, and from Lexicology, notably TCM (“Two-Cycle Model of Grammar”), on the other.

Jazz Bass

2019 ◽  
pp. 209-218
Author(s):  
Nicholas Walker
Keyword(s):  
Approaches To Learning ◽  
Double Bass ◽  
The Other ◽  
Formal Structure ◽  
Physical Pain ◽  
Full Expression ◽  
Fundamental Information ◽  
Jazz Band ◽  
Root Movement

The role of the double bass in any jazz band is fundamental to the success of the whole ensemble. The bass line carries both the rhythm and harmony from beat to beat in a way that establishes both a solid pulse and a clear formal structure that allows all of the other elements of jazz to be meaningfully felt. This chapter is designed to introduce a double bassist to jazz playing. It begins with fundamental information about instrument setup, posture, and technical approaches that allow for full expression unhindered by physical pain and injury. Next, the chapter introduces approaches to learning music and bass lines by ear and presents a progressive sequence of skills that allow a bassist to embellish simple traditional bass lines creatively and personally by understanding root movement and connecting chords with walking iconic bass lines.

Crypto-Back-Translation in Van Rooten's Homophonic Nursery Rhymes

2020 ◽  
Vol 29 (3) ◽  
pp. 427-447
Author(s):  
Alexandra Lukes
Keyword(s):  
Language Acquisition ◽  
The Other ◽  
Reading Process ◽  
Translation Practice ◽  
Back Translation ◽  
Physical Effects ◽  
The One ◽  
Translation Methodology

This article explores the covert practice of literary back-translation, here called ‘crypto-back-translation’, through an analysis of Luis D'Antin van Rooten's Mots d'Heures: Gousses, Rames. The book contains homophonic translations of Mother Goose's Rhymes, but is presented as a collection of original French poems, edited by van Rooten with explanatory notes and translations. The article argues that crypto-back-translation takes two forms: on the one hand, it constitutes a hermeneutic strategy used by van Rooten to amuse and confound his readers, by producing new versions of known English nursery rhymes under the guise of erudite notes; on the other, it forms part of the reading process, by evoking preverbal memories of sound association, connected to language acquisition in the context of the nursery. More generally, the article discusses the role of humour and deception in translation practice, translation methodology, and the emotional, psychological, and physical effects of literary back-translation.

The Adequacy of the Study Skills of a Cohort of First-Year Nursing Students: An Investigation of Attitudes

2003 ◽  
Vol 9 (1) ◽  
pp. 22-31 ◽  
Author(s):  
Peter Sutherland
Keyword(s):  
Nursing Students ◽  
Study Skills ◽  
Quantitative Data ◽  
Approaches To Learning ◽  
Academic Skills ◽  
The Other ◽  
First Year ◽  
Learning Support ◽  
Study Methods ◽  
Strong Source

The focus of this investigation was the study methods of nursing students during their first year. The sample was 113 first-years. Quantitative data were gathered from all who completed Section C of the revised version of Entwistle and Tait's (1995) Approaches to Learning and Studying. Analysis showed that the majority did not consult their tutors; however peers provided a strong source of learning support. The skills of reading, writing essays, listening to lectures and contributing to seminars were generally satisfactory. However, there was some concern about some of the other basic academic skills of this cohort: in particular their ability to read textbooks.

scholarly journals The Effect of Extensive Reading on Students Reading Comprehension

2020 ◽  
Vol 12 (1) ◽  
pp. 58-64
Author(s):  
Dadan Hidayat ◽  
Titi Dewi Rohati
Keyword(s):  
Reading Comprehension ◽  
The Other ◽  
Reading Process ◽  
Control Group ◽  
Extensive Reading ◽  
Student Reading ◽  
Post Test ◽  
Class Room ◽  
And Control ◽  
Experimental Group

This research investigated the effect of extensive reading on students reading comprehension. The writer used the quantitative as the researched method and the writer used the queasy experiment as the research design. For collecting the data the writer gave the test for experimental and control group. For experimental group the writer used the extensive reading method as the reading class room and the other method for the control group. After the post- test gave to both classes, the writer analyzed it by using SPPS 20 program to found out the improvement on student reading comprehension after extensive reading implied on reading classroom. Based on the finding and discussion. It can be concluded that hypothesis was accepted. It meant that there was effect on extensive reading on student reading comprehension. Based on the resulted of this research. The writer suggested the teacher to used extensive reading on reading process to improved student reading comprehension.

The Role of Metacognition in Enhancing Learning

1988 ◽  
Vol 32 (2) ◽  
pp. 127-138 ◽  
Author(s):  
John Biggs
Keyword(s):  
Study Skills ◽  
Intervention Studies ◽  
Approaches To Learning ◽  
Task Demands ◽  
Metacognitive Awareness ◽  
The Other ◽  
Cognitive Resources ◽  
Metacognitive Processes ◽  
Treatment Comparisons

A model of student learning is outlined which emphasises metacognitive processes; students need to be aware of their motives, of task demands, and of their own cognitive resources, and to exert control over the strategies appropriate for handling the task. Of three common approaches to learning—surface, deep, and achieving—the last two result from the most effective metacognition. Two intervention studies are described, one with at-risk university students and the other with two classes of Year 11 students. Both studies involved teaching study skills in a context emphasising metacognitive awareness. In each case, pre- and post-treatment comparisons showed a significant increase in certain indices of deep and achieving approaches, with evidence for longterm improvements in academic performance. Implications for teaching are discussed.

Models of what processes?

2013 ◽  
Vol 8 (2) ◽  
pp. 155-168 ◽  
Author(s):  
Andrew Chesterman
Keyword(s):  
The Other ◽  
Translation Process ◽  
Translation Practice ◽  
The One

Toury (1995, 2012) distinguishes between cognitive translation acts on the one hand, and sociological translation events on the other; a translation act is embedded in a translation event, and both acts and events are seen as processes. He also explains three senses of ‘translation problem,’ which relate to different notions of the processes involved in the translation act. The present paper analyzes and develops these ideas. It distinguishes between what are here labeled virtual, reverse-engineered, and actual processes of translation acts or events, which correlate with Toury’s three senses of ‘translation problem.’ A few examples are given of models of each kind of process, both classical and more recent ones. Also discussed is the extent to which the various models are predictive and hence testable. To designate the translation process at the historical and cultural level, alongside the mental act and the situational event, the term ‘translation practice’ is suggested.

scholarly journals Change and Continuity in Translation. Renewing Communication in a Globalised World

2020 ◽  
pp. 5-19
Author(s):  
Yves Gambier
Keyword(s):  
Digital Technology ◽  
Historical Perspective ◽  
Daily Life ◽  
The Other ◽  
Multimodal Texts ◽  
The Past ◽  
Other Hand ◽  
Translation Practice ◽  
Looking Back ◽  
Limited Period

At first sight, technology is transforming rapidly the workflow in translation. Like in many other fields, digital technology impacts translators’ daily life. Technology is so omnipresent that we are hardly capable of measuring the consequences it had, the metamorphosis it has induced. On the other hand, we are also so fascinated by all the technical devices and platforms we can use that we tend to forget or undermine the past and how technology and media have always played a role in the evolution of our cultures. Looking back in history, we can realise that some current practices in translation, considered as new, are not really so new.The use of multimodal “texts” we are referring to everyday is not without analogy with the production and the reading of “texts” in the past. Perhaps the transition from a logocentric to an intersemiotic and intermedial culture puts an end to a limited period of time in history, dominated by printing. But closing the “Gutenberg parenthesis” does not imply coming across the same artefacts again as before the 15th century.Based on the existing literature, our paper questions the borders between some translation practice, media, disciplines, through an historical perspective.

scholarly journals N’zassa: from a collaborative translation approach to a collective construct

2019 ◽  
Vol 12 (2) ◽  
pp. 519-539
Author(s):  
Yéo N'gana
Keyword(s):  
The Other ◽  
Literary Translation ◽  
Collaborative Activity ◽  
Ethnographic Approach ◽  
Translation Practice ◽  
Collective Acceptance

The ethnographic approach to literary translation offers, undoubtedly, many avenues yet to be explored. If we can consider translation to be a perpetual search for a possibility, dialogic translation consists of waging with the ‘other’–be they present physically and/or metaphysically–the battle for meaning. The n’zassa approach has no aim but to both reinforce the translator’s visibility and build a trustworthy relationship with (trans)readers. I argue that every translation act is–or should be–based, to some extent, on a n’zassa approach, which sees translation practice as a collaborative activity, and its product, a collective construct wherein writers, translators and readers are Meaning Weavers. Each text carries an embryo of such an encounter, which stems from and results in mutual influences. With regard to the relation ethnography-translation, Buzelin (2004, 2005), Ferreira (2014, 2017) and Wolf’s (2000) discussions prove fundamental. I conclude that Adiaffi’s n’zassa, read through the lens of Latour’s (2008) ANT, helps reduce information lost and gives the translator a type of immediate collective acceptance. It is only through dialogue between subjects and forms, between divergent and convergent choices in the practice of translation that one can strive for a real and inclusive knowledge economy.N’zassa: De un enfoque de traducción colaborativa a una construcción colectivaResumenSin duda, el enfoque etnográfico en la traducción literaria ofrece muchas posibilidades sin explorar. Si se considera a la traducción una búsqueda perpetua de posibilidad, la traducción dialógica consiste en librar contra el otro –sea su presencia física o metafísica– la batalla por el sentido. El enfoque n’zassa busca tanto reforzar la visibilidad del traductor como construir una relación de confianza con los (trans)lectores. Defiendo que todo acto traductivo está –o debería estar–basado en cierta medida en un enfoque n’zassa, que ve en la traducción una actividad colaborativa y en su producto una construcción colectiva, en la que los escritores, traductores y lectores son tejedores de sentido. Sobre la relación entre etnografía y traducción, los trabajos de Buzelin (2004, 2005), Ferreira (2014, 2017) y Wolf (2010) son fundamentales. Concluyo que la lectura del n’zassa adiaffiano, desde la perspectiva de la teoría del actor-red de Latour, ayuda a reducir la pérdida de información y le otorga al traductor una especie de aceptación colectiva inmediata. Solo a través del diálogo entre sujetos y formas, y entre decisiones divergentes o convergentes en la práctica traductiva, se puede esperar una economía real e inclusiva del conocimiento.Palabras clave: n’zassa, traducción colaborativa, construcción colectiva, dialogismo, enfoque etnográficoFecha de recepción: 30/04/2019Fecha de aceptación: 22/06/2019¿Cómo citar este artículo? N’zassa: from a collaborative translation approach to a collective construct. Mutatis Mutandis. Revista Latinoamericana de Traducción, 12(2), 519-539. DOI: 10.27533/udea.mut.v12n2a09

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