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Different Methods of Evaluating Student Translations: The Question of Validity

Different Methods of Evaluating Student Translations: The Question of Validity.

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Different Methods of Evaluating Student Translations: The Question of Validity

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  1. Different Methods of Evaluating Student Translations: The Question of Validity

  2. This article examines the criterion-related validity of the results obtained by the application of 4 different methods of assessment to the correction of a second-year exam of translation in to foreign language (Spanish-English)

  3. Method A is taken from Hurtado(1995)It is based on error analysis and possible mistakes are grouped under the following headings:

  4. (1) • Inappropriate rendering which affect the understanding of the source texts: divided into 8 categories • 1.Contresens(mistranslation)2. faux sense(a very distant meaning)3. nonsense(meaningless)4. addition5. omission6. unresolved extra linguistic references7. loss of meaning 8. inappropriate linguistic variation(register, style, dialect,…)

  5. (2) • (ii) Inappropriate renderingswhich affect expression in the target language : divided to 5 category • 1.spelling • 2.grammar • 3.lexical items • 4.text • 5. style

  6. (3) In adequate rendering which affect the transmission of either the main function or secondary functions of the source text • informative • Expressive • operative

  7. (4) • Plus points to be awarded: • +1 good translation • +2good solutions to translation problems

  8. Points :Serious errors (-2)minor errors (-1)good translation (+1)good solutions (+2)

  9. Sum of negative points –110%11(a mark from 0 to 10)

  10. Addition, omission , fauxsens, style The wide playground were swarming with boys. all were shouting and the perfects urged them on with strong cries . the evening air was pale and chilly and after every charge and thud of the foot-ballers the greasy leather orb flew like a heavy bird through the grey light. • زمینهای بزرگ ووسیع بازی مملو از پسربچه بود.همه داد و فریاد می کردند وبهترین ها با نعره انها را .به حرکت وامی داشتند • هوای شامگاهی)کم رنگ (وسرد بود و پس از هر حمله وشوت بازیکنان فوتبال,گلوله ی چرمی چربهمچون پرنده ی سنگینی از میان نور خاکستری پرواز می کرد .

  11. =106%11=9/6110-6-(+2)- • زمینهای بزرگ ووسیع بازی مملو از پسربچه بود.همه داد و فریاد می کردند وبهترین ها با نعره انها را .به حرکت وامی .داشتند • هوای شامگاهیکم رنگ وسرد بود و پس از هر حمله وشوت بازیکنان فوتبال,گلوله ی چرب چرمی همچون پرنده ی سنگینی از میان نور خاکستری پروازمی کرد . • -1 addition • -2 fauxsens • -1 omission • -2 style • =- 6 • +1 good translation • +1 style • =+2

  12. When you wet the bed, first it is warm then gets cold. • The Vances lived in number seven. They had different father and mother. They were Eileen’s father and mother. • آدم که جایش را تر می کند اولش گرم است بعد سرد می شود. • (Referential ambiguity) • خانواده ونس در خانه شماره هفت زندگی می کردند.یک پدر ومادر دیگر داشتند.انها پدر ومادر آیلین بودند. • (Lexical ambiguity)

  13. When they weregrown up he wasgoing to marry Eileen. • The wide playground were swarming with boys. All were shouting and the perfects urged them on with strong cries. • وقتی بزرگ شدند با آیلین عروسی می کرد. (Structural ambiguity) • زمینهای بزرگ بازی مملو از پسر بچه بود. همه داد و فریاد می کردند وناظمها با نعره آنها را به جنب و جوش می انداختند.)کامل .بی نظیر.دانش آموز ارشد. مسئول.Lexical ambiguity)

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