Translation universals revisited

FORUM ◽  
2017 ◽  
Vol 15 (1) ◽  
pp. 51-66
Author(s):  
Edina Robin
Keyword(s):  
Theoretical Model ◽  
Research Data ◽  
Lessons Learned ◽  
Target Language ◽  
Social Consensus ◽  
Authentic Texts ◽  
Scientific Analysis ◽  
General Rules ◽  
Standard Practices ◽  
General Standard

Abstract According to the results of translation-based empirical research within the descriptive paradigm, transfer operations and the shifts that occur as a result of translators’ interventions are governed by norms, which represent general, standard practices built on informal social consensus (Toury 1995). Based on the scientific analysis of norms and general rules, the so-called translation universals were formulated describing the factors and qualities that distinguish translations from source texts and from authentic texts not produced through translation but originally written in the target language (Baker 1993). In the present study, I aim to summarise the theoretical conclusions drawn so far from the description of these observed translational features, as well as the results of the research into linguistic phenomena and laws that characterise translations in general, then I will synthesise and graphically represent the lessons learned in a theoretical model. Hopefully, it will provide help to understand and process the research data gained so far and in the future.

scholarly journals Recontextualizing Quality Talk for an Eighth-Grade English Classroom in China

2020 ◽  
pp. 209653112097017
Author(s):  
Liwei Wei ◽  
P. Karen Murphy ◽  
Shenghui Wu
Keyword(s):  
Language Learning ◽  
Small Group ◽  
English Language ◽  
Group Discussion ◽  
Lessons Learned ◽  
Target Language ◽  
Eighth Grade ◽  
Pedagogical Approach ◽  
Language Class ◽  
English Classroom

Purpose: Conducting meaningful interactions in the target language is essential for language learning. However, in many English language classrooms in China, it is rare that students are provided with such opportunities. In the current study, we presented and critically evaluated the implementation of a small-group discussion approach called Quality Talk (QT) in an eighth-grade English language classroom in China. Design/Approach/Methods: One eighth-grade English teacher and 82 eighth-grade students in a public middle school in Beijing participated in the study using a pretest-posttest, quasi-experimental design. Recordings of teacher coaching sessions and student discussions, researchers’ field notes, and participating teacher’s written reflections were used to identify successful practices and lessons learned with respect to the implementation of QT. Implications for future directions were also discussed. Findings: The results revealed that to successfully implement a discourse-intensive pedagogical approach in a large English language class, it is essential that (a) the materials used for discussion closely align with the school curriculum, (b) students are grouped heterogeneously and scaffolded to engage in discussions both in their native and target languages, and (c) student leadership be leveraged to facilitate discussion in each small group. Originality/Value: The present study delineated the details with respect to implementing a discourse-intensive pedagogical approach in an eighth-grade English classroom in China. We derived several key insights from recontextualizing QT in an English learning, large class context in China. These insights might hold the potential to improve the effectiveness of English teaching and learning in China.

scholarly journals ELABORATING CRITICAL THINKING SKILLS IN TEFL METHODOLOGY SUBJECT

2020 ◽  
Vol 3 (2) ◽  
pp. 151-158
Author(s):  
Yohanes Gatot Sutapa Yuliana
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Learning Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Target Language ◽  
Authentic Texts ◽  
Learning Agents ◽  
Language Courses ◽  
Effective Use

Elaborating Critical Thinking Skills in TEFL Methodology subject has become one of the 21st century trends, prioritized in the pedagogic process of language courses. Lecturers as facilitators, motivators, boosters, co-learners and inspirational model are the foundation of innovative creativity to adapt and modify comprehensively, and integrate them in their teaching projects contextually; while, the learners themselves play as the active target of learning agents. This modern TEFL Methodology critically makes use of either authentic texts or real texts that are also confronted by the need to approach texts critically. This was revealed in this research, focused on the learners’ activities that enthusiastically engage critical thinking skills in their learning process. It runs actively, innovatively, creatively, dialogically, democratically and in a critical and interactive atmosphere. The importance of applying critical thinking skills in language learning process can empower learners to maximize the objective of TEFL Methodology learning target both oral and written in accordance with their social context. Learners enter in any task using the target language which contains the elements such as identification, investigation, analysis and problem solving then they must think critically. These kinds of communicative task are commonplace for they engage the learners in authentic communication settings. This is impressive and meaningful for the learners. Thus, recommending success in TEFL Methodology subject – as in life - requires effective use of language practically along with some measure of critical thinking.

scholarly journals A 50+ Year Search for effective, efficient and engaging instruction

2017 ◽  
Vol 24 ◽  
Author(s):  
M. David Merrill
Keyword(s):  
Research Study ◽  
Research Data ◽  
Lessons Learned ◽  
Computer Assisted ◽  
Research Approach ◽  
Extensive Experience ◽  
Authoring Systems ◽  
Engaging Instruction ◽  
Approach Theory ◽  
Theory Research

In this paper I will chronicle my 50+ year career, from my interest in making education more effective, to an epiphany about theories, and some of my published work that, for a time, gained the attention of others in the field of instructional technology.  My extensive experience with computer-assisted learning covers early efforts to teach concepts to attempts to design automated authoring systems. My most recent work attempts to identify underlying principles common to most theories of instruction.The professional press publishes reports of theory, research, data, prescriptions, and opinions, but seldom do we get the back story. Where did these ideas originate?  What events led to a particular theoretical or research approach?  What were the challenges—personal and interpersonal—that affected a given approach, theory or research study?  In this paper, in addition to identifying a few of the most notable contributions to this literature, I will provide some of the back story that contributed to my career and inspired or significantly influenced my work. I will also highlight some of the lessons learned along the way.Download the PDF and read more...

Visualization-Based Decision Support Systems

2013 ◽  
pp. 162-180
Author(s):  
Vicki L. Sauter ◽  
Srikanth Mudigonda ◽  
Ashok Subramanian ◽  
Ray Creely
Keyword(s):  
Decision Support ◽  
Decision Support Systems ◽  
Support Systems ◽  
Lessons Learned ◽  
Decision Makers ◽  
Specific Information ◽  
Visualization Software ◽  
General Rules ◽  
Visualization Technology ◽  
Visualization Algorithms

Increasingly, decision makers are incorporating large quantities of interrelated data in their decision making. Decision support systems need to provide visualization tools to help decision makers glean trends and patterns that will help them design and evaluate alternative actions. While visualization software that might be incorporated into decision support systems is available, the literature does not provide sufficient guidelines for selecting among possible visualizations or their attributes. This paper describes a case study of the development of a visualization component to represent regional relationship data. It addresses the specific information goals of the target organization, various constraints that needed to be satisfied, and how the goals were achieved via a suitable choice of visualization technology and visualization algorithms. The development process highlighted the need for specific visualizations to be driven by the specific problem characteristics as much as general rules of visualization. Lessons learned during the process and how these lessons may be generalized to address similar requirements is presented.

Washington, D.C. and New Orleans: 1942–1948

2019 ◽  
pp. 148-215
Author(s):  
Craig A. Miller
Keyword(s):  
World War I ◽  
New Orleans ◽  
Lessons Learned ◽  
World War ◽  
Front Line ◽  
Scientific Analysis ◽  
American Medicine ◽  
Red Tape

DeBakey is made Consultant in the Surgeon General’s Office, participating in personnel assignments, modernization of equipment, and much writing. Military red tape vexes his efforts to prevent a repeat of the medical lessons learned during World War I, and the soldiers suffer as trench foot reappears. Auxiliary Surgical Groups are formed for front-line surgery. DeBakey tours the armies in Europe, compiling data for scientific analysis. After the war, DeBakey remains in uniform for a year, is appointed to a full Colonel and other positions of importance, and returns to New Orleans a figure well-known to leaders in American medicine and politics.

Capturing knowledge from lessons learned at the work package level in project engineering teams

2017 ◽  
Vol 21 (4) ◽  
pp. 765-778 ◽  
Author(s):  
Andrew Stewart Herbst
Keyword(s):  
Engineering Management ◽  
Lessons Learned ◽  
Work Package ◽  
Calendar Time ◽  
Content Type ◽  
Team Members ◽  
Engineering Teams ◽  
Operations And Maintenance ◽  
Standard Practices ◽  
Project Engineering

Purpose The purpose of this paper is to describe the knowledge management (KM) loop process in a work package (WP)-based project engineering management method. The purpose of the KM loop is the routine capture of learnings to improve work practices in both the project and the firm. Design/methodology/approach A conceptual model for a project KM loop is developed by researching various KM theories found in the literature and incorporating the most applicable concepts and bridging any gaps in an attempt to overcome the reported impediments to learning in projects. A specific WP-based project engineering method (the STBQ method) is chosen as the framework for illustrating the workings and advantages of the KM loop. The author’s experiential judgement is used in applying selected academic concepts to create a KM process particularly useful for consulting engineering firms engaged in the detailed design phase of heavy industrial projects notwithstanding the fact that it may be beneficial in other project environments. Findings Completion of a WP can be used as a natural point in time for the collection of lessons learned (LL). At post-WP debriefing meetings, intuitive learnings can be contributed by individuals and interpreted in the context of the recently completed WP. When seen to be applicable, the project engineer integrates this newly gained experiential knowledge into the project’s job instructions for immediate implementation on other WPs remaining in the project scope. Through the project manager, these new or revised job instructions are proposed as candidates for new or revised standard practices to the senior managers of the engineering firm who can institutionalize them by approval for use in other in-progress or future projects. Research limitations/implications The KM loop described here is specifically intended to be used with the STBQ method where the 100 per cent rule is applied and where each WP sub-team is tasked with the delivery of their WP safely, on-time, on-budget and with no quality deficiencies as the criteria for success of their WP. A research limitation is that capturing learnings throughout the project does not solve the problem of capturing post-project learnings from design errors surfacing during construction, in commissioning, or after start-up during on-going operations and maintenance. Nonetheless, innovative ideas and improvements can be found during the detailed engineering phase and the KM loop captures these for intra-project and inter-project use. Practical implications The extra effort of decomposing requirements into WPs not only helps control project costs, schedule, quality and safety but also provides an effective way to capture knowledge from project learnings for intra-project and inter-project use. Social implications The lessons-learned sessions held at the completion of each WP provides an opportunity to provide motivation and morale boosting to the WP sub-team members. Originality/value This paper contributes what is believed to be the first WP-based KM loop in project engineering management using a specific application of the 4I framework of organizational learning. In addition, when applied in the STBQ method or any other method that uses interim WPs for both planning and reporting, the LL sessions can be pre-scheduled and budgeted separately from the subject WP. This helps to overcome the problem widely reported in projects that not enough calendar time or person-hours can be spared to attend the LL sessions.

scholarly journals Metode dan Prosedur Penerjemahan Quote Anime Bahasa Jepang ke dalam Bahasa Indonesia pada Official Akun LINE Bahasa Jepang Bersama

HUMANIS ◽  
2019 ◽  
Vol 23 (2) ◽  
pp. 141
Author(s):  
Ida Ayu Made Dwi Ratna Komala ◽  
Made Ratna Dian Aryani ◽  
Renny Anggraeny
Keyword(s):  
Research Data ◽  
Target Language ◽  
Source Text ◽  
Literal Translation ◽  
Translation Techniques ◽  
Free Translation ◽  
Translational Equivalence ◽  
Translation Methods ◽  
Text Content ◽  
Bahasa Indonesia

The title of this research is “Method and Procedure of Translation used in Anime Quotes from Japanese to Indonesia at Official Account LINE Bahasa Jepang Bersama”. The purpose of the research is to identify the types of technique, procedure, and method of translation applied in translating anime quotes. Theories used in this research are the theory of translation techniques proposed by Molina and Albir (2002), the procedure of translation by Vinay and Darbelnet (1995), and the translation methods by Newmark (1988). The research data was analyzed by translational equivalence method and glossing. The result of the data analysis indicates that there are several translation techniques applied, they are literal translation, amplification, modulation, linguistic amplification,established equivalence, reduction, and transposition. The most found translation technique is literal translation because its aim is to produce a translation that stick to the originality of the language source text content and form. Then, there are procedures of translation applied, they are literal translation, transposition, and modulation. Thereafter for the method of translation applied they are literal translation, free translation, communicative translation, and idiomatic translation. The most found translation method is free translation because its aim is to produce a translation that fit to the need of target language readers. The translation methods applied tend to be oriented towards the target language.

scholarly journals DataCite: Lessons Learned on Persistent Identifiers for Research Data

2017 ◽  
Vol 11 (2) ◽  
pp. 39-47 ◽  
Author(s):  
Laura Rueda ◽  
Martin Fenner ◽  
Patricia Cruse
Keyword(s):  
Collaborative Research ◽  
Research Data ◽  
Lessons Learned ◽  
Data Reuse ◽  
Service Development ◽  
Key Factors ◽  
Data Publication ◽  
Data Citation ◽  
Share Information ◽  
Insight Into

Data are the infrastructure of science and they serve as the groundwork for scientific pursuits. Data publication has emerged as a game-changing breakthrough in scholarly communication. Data form the outputs of research but also are a gateway to new hypotheses, enabling new scientific insights and driving innovation. And yet stakeholders across the scholarly ecosystem, including practitioners, institutions, and funders of scientific research are increasingly concerned about the lack of sharing and reuse of research data. Across disciplines and countries, researchers, funders, and publishers are pushing for a more effective research environment, minimizing the duplication of work and maximizing the interaction between researchers. Availability, discoverability, and reproducibility of research outputs are key factors to support data reuse and make possible this new environment of highly collaborative research. An interoperable e-infrastructure is imperative in order to develop new platforms and services for to data publication and reuse. DataCite has been working to establish and promote methods to locate, identify and share information about research data. Along with service development, DataCite supports and advocates for the standards behind persistent identifiers (in particular DOIs, Digital Object Identifiers) for data and other research outputs. Persistent identifiers allow different platforms to exchange information consistently and unambiguously and provide a reliable way to track citations and reuse. Because of this, data publication can become a reality from a technical standpoint, but the adoption of data publication and data citation as a practice by researchers is still in its early stages. Since 2009, DataCite has been developing a series of tools and services to foster the adoption of data publication and citation among the research community. Through the years, DataCite has worked in a close collaboration with interdisciplinary partners on these issues and we have gained insight into the development of data publication workflows. This paper describes the types of different actions and the lessons learned by DataCite. 

scholarly journals Research Data Management Initiatives at University of Edinburgh

2011 ◽  
Vol 6 (2) ◽  
pp. 232-244 ◽  
Author(s):  
Robin Rice ◽  
Jeff Haywood
Keyword(s):  
Data Management ◽  
Data Storage ◽  
Academic Staff ◽  
Research Data ◽  
Lessons Learned ◽  
The Public ◽  
Research Data Management ◽  
Online Tools ◽  
University Of Edinburgh ◽  
Future Direction

During the last decade, national and international attention has been increasingly focused on issues of research data management and access to publicly funded research data. The pressure brought to bear on researchers to improve their data management and data sharing practice has come from research funders seeking to add value to expensive research and solve cross-disciplinary grand challenges; publishers seeking to be responsive to calls for transparency and reproducibility of the scientific record; and the public seeking to gain and re-use knowledge for their own purposes using new online tools. Meanwhile higher education institutions have been rather reluctant to assert their role in either incentivising or supporting their academic staff in meeting these more demanding requirements for research practice, partly due to lack of knowledge as to how to provide suitable assistance or facilities for data storage and curation/preservation. This paper discusses the activities and drivers behind one institution’s recent attempts to address this gap, with reflection on lessons learned and future direction.

scholarly journals ENGLISH LEARNING MOTIVATION AND SPEAKING ABILITY

2018 ◽  
Vol 2 (2) ◽  
pp. 70
Author(s):  
Sebastianus Menggo
Keyword(s):  
Communicative Language Teaching ◽  
Research Data ◽  
Learning Motivation ◽  
Target Language ◽  
English Learning ◽  
Science Program ◽  
The Social ◽  
Single Form ◽  
English Learning Motivation ◽  
Correlation Design

The aim of communicative language teaching is enable learners to communicate in the target language. A learner is sued to perform the micro and macro components in each utterance produced. Consequently, students need to know the linguistics forms, meanings and functions of that target language. They need to know that many different forms can be used to perform a function and also that single form can often serve a variety of functions. Students must be able to choose from among these the most appropriate form, given the social context and manage the process of negotiating meaning with their interlocutors. However, knowing learner’s English learning motivation is an urgent variable to be considered in creating conducive atmosphere classroom which will raise the learners to do more toward speaking achievement. The aim of this study is to know and describe the English learning motivation affecting students’ speaking ability of 48 students of XI grade of science program at catholic senior of Saint Ignasius Loyola Labuan Bajo, West Flores, Indonesia. Correlation design with purposive procedure applied in this research. Data were collected through questionnaire, interview, and students’ speaking document. Result shows that motivation is significantly affecting students’ speaking ability.

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