Evaluating the quality of foreign language training based on test translation of culture specific linguistic units

The article analyses the quality of foreign language training among international relations students, necessary for professional communication in a multicultural environment, with regards to different historical and cultural backgrounds of the contacting languages. The article aims to provide criteria for evaluating the quality by assessing test translation of culture specific linguistic units with focus on linguistic, social and cultural differences of the source and target languages. The study involves such methods as the analysis of theoretical literature, polling, a questionnaire survey as well as the use of quantifiable data for the analysis and classification of the findings. Fifty-seven MGIMO master program students participated in the study. Authentic specialized texts containing 56 culture specific linguistic units including non-equivalent lexicon and realia, served as test materials. The quality of translation was evaluated according to a 100-point grading scale conventionally used in MGIMO- University. The article summarizes the basic skills acquired during foreign language training as described in Russian and foreign theoretical literature, and analyzes methods for evaluating the levels of expertise. The study proposes and empirically tests criteria for assessing the quality of foreign language training among international relations students. The study found that the quality of foreign language training depends on the proficiency in translating culture specific linguistic units (realia and non-equivalent lexicon) from foreign language into Russian, with regard for social and cultural differences of the two languages. The findings indicate the relevance of the given indices and show the necessity to elaborate clear criteria for assessing the quality of professional foreign language training.

The Influences of Machine Translation Dependency on Translation Skill

To translate one language to another language, sometimes some students still have difficulty translating foreign language due to their inexperience in the foreign language. This research uses a case study research design with a qualitative approach suitable for the terms and conditions with case study research design. The research conducted a pre-test and post-test translation test, which involved five subjects with two abstracts for each subject. This study showed that subjects were influenced by machine translation dependency on behavioral and result aspects. This study also showed the results differences, which showed that subjects had lower results when translated manually than translated used machine translation. Machine translation could help the students in translation tasks. However, dependency behavior could influence the progress and results of translation because it still has weaknesses in machine translation. The study advises users to use machine translation wisely to keep the advantages of machine translation and to decrease the disadvantages of machine translation.

Severity of hardiness in young people in Russia and Israel in the situation of self-isolation of the period of prevaling coronavirus

Background. The COVID-19 virus has created a global situation of unpredictability, uncertainty and crisis. Each person lived through the period of self-isolation in different ways. Hardiness, as well as belonging to a particular country plays an important role as a personal resource in this adaptation The objective of the study was a comparative analysis of the severity of hardiness in young people in a situation of self-isolation during the spread of coronavirus in Russia and Israel. We assumed as a hypothesis that the level of hardiness in Russia and Israel would be comparable, due to the approximately equal number of factors (in all their variety) of instability, especially in a situation of an additional distress factor – the COVID-19 pandemic. Design. The research was carried out through Internet resources. The sample consisted of 40 people: 20 from Russia (8 men and 12 women) and 20 from Israel (10 men and 10 women). The age of the subjects ranged from 25 to 40 years (the average age of Russians is 29.1, the average age of Israelis is 31.8). Psycho-diagnostics of hardiness was carried out using S.Maddi’s Hardiness Test (translation and adaptation by D.A. Leontiev, E.I. Rasskazova). Results. It was revealed that the general level of hardiness and its three separate components (“involvement”, “control”, “risk taking”) is slightly higher among young people in Israel than among citizens of Russia. Statistically significant differences (Uemp = 64 (Ucr = 114 at p ≤ 0.01; 138 at p ≤ 0.05) were found only in terms of “risk taking”. Conclusions. The hypothesis that there are significant differences in the level of hardiness among young people living in Russia and Israel during the period of selfisolation was partially confirmed. The components of “involvement”, “control” and the general level of hardiness are just slightly higher in residents of Israel than those of Russia, but the component of “risk taking” is significantly higher in residents of Israel.

AN ANALYSIS OF STUDENTS’ ENGLISH VOCABULARY MASTERY AND TRANSLATION ABILITY IN SENIOR HIGH SCHOOL

<p align="center"><strong>Abstract</strong><strong> </strong><strong></strong></p><p>Learning language especially English as the foreign language is crucial. People who want to learn English have to at least possess English vocabulary mastery and translation ability. The purposes of this research are to find out students capability in English vocabulary mastery and translation ability andto find out the problems that students face in learning English. The research was conducted on XI grade students. In this research, the writer used interview, observation, vocabulary mastery test, translation ability test and literature study to obtain the data. Based on the findings of this research, it can be concluded that the average score of students’ vocabulary mastery test is 65.15 and the average score of students’ translation ability is 63.93. Both indicate that students capability in English language especially in vocabulary mastery and translation ability is low. Students also faced difficulties in answering questions containing low frequency vocabularies because they rarely see or read the words.</p><p> </p><p align="center"><strong><em>Abstrak</em></strong></p><p><em>Belajar bahasa Inggris merupakan hal yang sangat penting. Orang yang ingin belajar bahasa paling tidak harus memiliki kemampuan kosakata dan menerjemah. Tujuan penelitian adalah untuk mengetahui kemampuan kosakata dan menerjemah siswa dan mengetahui masalah yang dihadapi oleh para siswa dalam belajar bahasa Inggris. Penelitian dilaksanakan di kelas XI MIPA SMA Santo Fransiskus Asisi Pontianak. Penulis menggunakan wawancara, observasi, tes kemampuan kosakata, tes kemampuan menerjemah dan studi literatur untuk mengumpulkan data. Berdasarkan temuan penelitian, dapat disimpulkan bahwa nilai rata-rata tes kemampuan kosakata siswa adalah 65,15 dan nilai rata-rata kemampuan menerjemah siswa adalah 63,93. Keduanya mengindikasikan bahwa kemampuan kosakata dan menerjemah siswa berada pada kategori rendah. Temuan penelitian juga menunjukkan bahwa para siswa kesulitan dalam menjawab pertanyaan yang berisikan kosakata dengan frekuensi rendah karena jarang melihat atau membaca kosakata tersebut.</em></p>

The Brazillian version of the hand mobility in scleroderma (HAMIS) test: translation and validation

Background The Hand Mobility in Scleroderma (HAMIS) test was created to measure the degree of dysfunction of hand movements imposed by systemic sclerosis (SSc). The modified version (mHAMIS), with 4 of the 9 original items, was developed later. The goal of the present study was to translate and validate HAMIS and mHAMIS into Brazilian Portuguese and culture. Methods After direct and reverse translation and comprehension test in 10 SSc patients, HAMIS-Br was applied to another 32 patients with SSc. To evaluate internal consistency, intraobserver and interobserver agreement, and intraobserver and interobserver reliability, we used respectively the Cronbach’s α coefficient, kappa concordance and intraclass correlation (ICC). The correlation between HAMIS-Br and mHAMIS-Br was evaluated and a factorial analysis was performed. Results HAMIS-Br showed excellent internal consistency (Cronbach’s α = 0.997), good intraobserver agreement (kappa between 0.78 [95%CI =0.57–0.99] and 1) and intraobserver and interobserver reliability (ICC = 0.993, 95% CI = 0.973–0.993 and ICC = 0.994, 95% CI = 0.987–0.997, respectively). The mHAMIS-Br presented similar results and excellent correlation with HAMIS-Br (r = 0.923). The factorial analysis extracted three groups of questions that explain 84.4% of the total variance, and that can be understood through the influence of certain movements in the interpretation of others: [1] questions whose interpretation is influenced by the extension of the fingers, [2] questions whose interpretation is influenced by flexion of the fingers, [3] volar flexion of the fingers, with similar correlation with both other factors. Conclusions HAMIS-Br and mHAMIS-Br showed good agreement, intraobserver and interobserver reliability, and internal validity. It is necessary to be attentive to the influence of certain limitations of movements in the interpretation of others.

An Analysis of Translation Errors: A Case Study of Vietnamese EFL Students

The study aimed to analyze the translation errors committed by Vietnamese EFL students, and identify the source of errors, then inform some implications of pedagogy to improve the translation ability of the students. To this end, 36 Vietnamese students, who at the time of the study were studying English as their major, were subjected to a Vietnamese-English translation test. Translation errors were analyzed using a threefold perspective proposed by Popescu (2012) including linguistic errors, comprehension errors, and translation errors. Findings showed that translation errors and linguistic errors are the most common errors, of which errors related to lexical choice, syntax and collocations are the most frequently committed by the students. The source of the errors could be attributed to inter-lingual, intra-lingual interference or errors can be the integration of the source. Results were discussed and implications for the improvements of translation ability and recommendations for future research were presented.