scholarly journals Hiroshima, Mokusatsu and Alleged Mistranslations

2021 ◽  
Vol 7 (1) ◽  
pp. 87-96
Author(s):  
Boris Naimushin
Keyword(s):  
Critical Thinking ◽  
Prime Minister ◽  
Opposing View ◽  
Translation Quality ◽  
Widespread Belief

This paper revisits the issue of the importance of context and critical thinking in translation and translation training by examining the linguistic controversy over the translation of the word mokusatsu in the statement of Japan’s Prime Minister Suzuki in response to the Potsdam Declaration. There is a widespread belief that the bombing of Hiroshima in August of 1945 was caused by a translation mistake. The author sides with the opposing view, i.e. that such an approach takes one word of the statement out of context in order to shift the focus of the problem from politics to linguistics. The message of the statement is unambiguous when analyzed in its entirety. As a result, it is obvious there was no translation mistake and the bomb was dropped for reasons other than translation quality. Sadly enough, the myth lives on as a textbook example of ‘the worst translation mistake in history” whereas it should be taught as an example of probably ‘the worst translation myth in history’.

Psychology of Translation

2015 ◽  
pp. 274-296
Author(s):  
Natalia Kashirina
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Professional Training ◽  
Self Assessment ◽  
Translation Quality ◽  
Psychological Mechanisms ◽  
Second Stage ◽  
The Third ◽  
The Difference

The process of translation is treated as a sequence of three principal stages (pre-translation source text analysis, translation itself, self-assessment/editing). The chapter is aimed at proving that the first and the third stages of the translation process are based on critical thinking, while the second stage (translation itself) rests upon creative thinking. Therefore, teaching critical thinking must be a necessary part of translator professional training, because it is not only important as such, but also leads students to acquisition of mature creative thinking, which is crucial for translation problem-solving. In this chapter, the problem of training translation quality assessment is analyzed, the difference between critical and creative thinking is discussed, and psychological mechanisms of their functioning in translation are treated as a cognitive process; the role of critical thinking in raising translators' awarenesses and, consequently, translation quality is stressed.

scholarly journals Teaching Translation through the Implementation of Expressive Utterances Translation Technique in Disney’s Aladdin Movie 2019

2020 ◽  
Author(s):  
Farrah Zakiyah Anwar ◽  
Dwi Haryanti ◽  
Muhammad Thoyibi
Keyword(s):  
Critical Thinking ◽  
Qualitative Method ◽  
Speech Act ◽  
Speech Act Theory ◽  
Target Language ◽  
Communication Process ◽  
Translation Quality ◽  
Translation Techniques ◽  
The Media ◽  
Meaningful Connections

Communication's purpose is delivered when the intention of the speaker or writer is accepted and understood by the readers and listeners. People have their way of delivering ideas explicitly or implicitly in the communication process. Therefore, comprehending techniques of translation becomes influential in building meaningful connections and enhance students’ competence in the translation. However, students believe that translation is tiring and boring, which makes the students' ability in translation low. The research aims are to analyze translation techniques in Disney’s Aladdin (2019) focused on the use of expressive utterances and how to implement the techniques in teaching translation. Through a descriptive qualitative method, the writers analyzed the data by selecting, identifying, classifying, describing the data, and from the results, draw conclusions. The data were analyzed by using Searle’s (1969) speech act theory. The results showed that there are seven kinds of expressive utterances translation techniques used in Disney’s Aladdin (2019), such as linguistics compression, established equivalence, literal translation, reduction, amplification, modulation, and calque. Implementing translation techniques in teaching translation can increase sensitivity into language, gain more extensive insights about cultures, and enable in producing better translation quality. Furthermore, teaching translation techniques becomes significant in developing students’ critical thinking to present ideas into target language appropriately. This research will give information concerning the use of translation techniques and how to apply them in translation teaching. Further research can replace the media for translation techniques learning.

A Study of Relationship between Translation Studies Students’ Critical Thinking Ability and the Quality of Literary Prose Text Translation

2016 ◽  
Vol 6 (9) ◽  
pp. 1855
Author(s):  
Parissa Pezhman Jahromi ◽  
Samad Mirza Suzani
Keyword(s):  
Critical Thinking ◽  
Virginia Woolf ◽  
Translation Studies ◽  
Literary Text ◽  
Critical Thinking Ability ◽  
Translation Quality ◽  
Translation Study ◽  
Thinking Ability ◽  
The Relationship

This study aims to find the relationship between students of translation studies’ Critical Thinking Ability and the quality of translation of prose text. To this end, a Ricketts Critical Thinking Ability questionnaire (2003) which contained 33 items and some paragraphs of Mrs Dalloway novel by Virginia Woolf, which is literary text, were given to the 60 MA students of translation study at Fars Science and Research Azad University. The students’ translation corrected based on Vinay and Darbelnet’s model. The obtained data were analyzed by using SPSS software and the correlation between Critical Thinking ability and Translation Quality Scores found to be .320 and significant at .013. Thus the results indicated that there was a relationship between Critical Thinking Ability of translators and their translation quality of literary text.

Cultivating critical thinking in the clinical learning environment

2000 ◽  
Vol 64 (8) ◽  
pp. 610-615 ◽  
Author(s):  
LS Behar-Horenstein ◽  
TA Dolan ◽  
FJ Courts ◽  
GS Mitchell
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Clinical Learning ◽  
Clinical Learning Environment

Gifts From the Web: Critical Thinking

1999 ◽  
Vol 3 (2) ◽  
pp. 6-6
Author(s):  
Barbara Shadden
Keyword(s):  
Critical Thinking ◽  
The Web

The Birth of Critical Thinking in Republican Rome

2015 ◽  
Author(s):  
Claudia Moatti ◽  
Janet Lloyd ◽  
Malcolm Schofield
Keyword(s):  
Critical Thinking ◽  
Republican Rome

Employees’ Critical Thinking, Leaders’ Inspirational Motivation, and Voice Behavior

2018 ◽  
Vol 17 (1) ◽  
pp. 33-41 ◽  
Author(s):  
Jing Jiang ◽  
Ang Gao ◽  
Baiyin Yang
Keyword(s):  
Critical Thinking ◽  
Field Study ◽  
Voice Behavior ◽  
Research And Practice ◽  
Inspirational Motivation ◽  
Positive Effect

Abstract. This study uses implicit voice theory to examine the influence of employees’ critical thinking and leaders’ inspirational motivation on employees’ voice behavior via voice efficacy. The results of a pretest of 302 employees using critical thinking questionnaires and a field study of 273 dyads of supervisors and their subordinates revealed that both employees’ critical thinking and leaders’ inspirational motivation had a positive effect on employees’ voice and that voice efficacy mediates the relationships among employees’ critical thinking, leaders’ inspirational motivation, and employees’ voice. Implications for research and practice are discussed.

Critical Thinking: Counteracting Corruption in the Belief Machine

PsycCRITIQUES ◽  
2007 ◽  
Vol 52 (20) ◽  
Author(s):  
Pam Marek ◽  
Chris Randall
Keyword(s):  
Critical Thinking
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