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Teaching and Testing Interpreting and Translating


Edited By Valerie Pellatt, Kate Griffiths and Shao-Chuan Wu

The book presents a range of theoretical and practical approaches to the teaching of the twin professions of interpreting and translating, covering a variety of language pairs. All aspects of the training process are addressed – from detailed word-level processing to student concerns with their careers, and from the setting of examinations to the standardisation of marking. The articles show very clearly the strengths and needs, the potential and vision of interpreter and translator training as it exists in countries around the world. The experience of the authors, who are all actively engaged in training interpreters and translators, demonstrates the innovative, practical and reflective approaches which are proving invaluable in the formation of the next generation of professional translators and interpreters. While many of them are being trained in universities, they are being prepared for a life in the real world of business and politics through the use of authentic texts and tools and up-to-date methodology.


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Part One: Teaching Translation: Classroom Practice 9


Part One: Teaching Translation: Classroom Practice ZAKIA DEEB First Reading = Lasting Meaning: Students’ Misreadings of ST Vocabulary in Translation Exams Abstract This paper investigates the causes and impact of students’ misreading of ST vocabulary on their translation in exams. For example, seeing ‘lake’ as ‘lack’ or ‘surrogacy’ as ‘surgery’, while reading the ST for initial comprehen- sion, can lead to grave errors not only at individual vocabulary-item level but at the level of co-text and even at the level of the text as a whole. The problem seems that the first reading, while students are assumed to know both forms and should be able to choose the correct reading, can stick in the minds of the students. Accordingly, they make mental ‘text structure’ (macrostructure) while they read, which they later refer to when using the text information for translation. What seems to be happening in this process is that students (readers), while translating, are referring to a text structure with a ‘rogue element’. In exams, while under pressure to finish their task in a limited time with very little chance for proper revision, students unduly tend to rely on their first reading, which sometimes can be misleading. The strategy opted for by students is usually trying to make sense of their translation by adapting the meaning to fit the general discourse of the text by additions or omissions to suit their interpretations. In this paper samples of fourth year undergraduate students’ errors resulting from misreading of ST vocabulary in mid-term...

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