Error Analysis in Translation Pedagogy (original) (raw)
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Analysis of Linguistic Errors Made by Translation Students at University of Muhammadiyah Malang
2016
Translation is the replacement of textual material in one language (source language or SL) by equivalent textual material in another language (target language or TL). Since the past until current decade, the importance of translation is vivid because it acts as the bridge which connecting scattered knowledge and people with different languages. In translation, the most fundamental problem is linguistic problem since its mastery level determines the quality of a translation result. Therefore, this research focused on investigating the linguistic errors made by translation students as well as how they solved the problems in the process. The linguistic erros included in this study were grammatical, lexical, and stylistic errors. This research used the descriptive qualitative research design since it was able to give deep description regarding the encountered linguistic errors and the translation procedures used by the students in solving the problems. The samples were obtained from for...
Udayana journal of social sciences and humanities, 2024
The research aims to describe the kinds of translation errors made by Students at the Sixth Semester of English Department in IKIP Muhammadiyah Maumere. The method used in the research was descriptive qualitative. The subject of the research was the sixth semester students from English Department. The translation text consisting of 1 paragraphs (source texts) and all of it's' translations in English (the target texts) were used in the research to find out the translation errors. Then the researchers classified them into 5 kinds of translation errors according to Vilar et al. (2006, p. 698). The results of the research revealed that there were 241 translation errors found in students' translation. There were translation errors in the form of incorrect word (35, 6%), punctuation (11, 6%), missing word (30, 7 %), word order (15, 3%), and unknown words (6, 6%). In conclusion, the three most prominent error categories made by the students were incorrect word, punctuation and missing word errors.
International Journal of Academic Research in Business and Social Sciences, 2023
The demand for accurate translations of written and spoken texts has increases in both personal and professional contexts, it becomes increasingly important for one to assess the error rate made by translators. Such errors can impede effective communication and have negative implications in academic and professional settings. This study adopted Typology of Translation Errors; the translation error analysis framework proposed by Liao (2010) in order to evaluate the translation accuracy of students. The data collected from written documents (students' translation assignments) was analysed, and errors were classified into three categories based on the proposed model: rendition errors, language errors, and other errors. These mistakes were analysed in order to draw conclusions. Students made errors in all three disciplines, as indicated by the results. This analysis enables students to recognise and correct their errors, resulting in a deeper understanding of the target language and improved translation skills overall. In addition, it offers insightful pedagogical implications.
https://zancojournal.su.edu.krd/index.php/JAHS/article/view/185, 2022
The paper aims to investigate the types of errors committed by students of English Language Teaching department who study translation at the third year of university. Identifying the types of errors in students' translation products is not only significant for the teacher who knows how to address the students' difficulties but also for the students who get an idea of the causes and problems they face in order to tackle them in their translation projects. This also allows the teacher to demonstrate the students' level of mastering the linguistic and translations performances. To conduct this study, nearly 50 students of ELT department who study translation at their third-grade students participated in the study. The data of the research was collected form the students' weekly assignment of translation from Kurdish to English. Third year students who study translation have weekly assignment of translation. The data of their assignments were randomly collected by the teacher to identify and classify types of errors they have in their assignment. Later, with the help of four translation teachers, the errors were identified and classified again. Teachers of translation checked the students' translation tasks at different times so as to count for the reliability and validity of the study. For the current study, the classification of error analysis operated by Pospescu (2012) is used. He used the taxonomy of error analysis in terms of three categories: Linguistic errors, comprehension errors, and translation errors, as well as sub classification of each type. Linguistic errors involve errors in morphology, syntax and collocations. Errors of comprehension include misinterpretation of syntax or lexis. The results showed that the translation and linguistic errors are the most common types of errors committed by the students, of which grammatical and lexical errors are the most common committed by the students. The sources of many errors may be attributed to context and pragmatic analysis of translated texts. The paper offers some suggestions and recommendations for further researches and investigations for improving students' translation performance.
The use and exploitation of parallel corpora in translation training have steadily increased in the last decade because of the advantages they entail. The aim of this paper is to demonstrate the usefulness of incorporating a corpus tool in the training of student translators. It further attempts to examinev@'¡ô…P�‚@}NNr t€f= � • f= ôRs on the improvement of the level of student translation competence. The study analyzes the translations of two student translations enrolled in the course of Translation II for lexical and grammatical errors, in which only one group is exposed to the corpus. The results reveal interesting differences in the performance of the two groups and indicate improvement in the translation sub-competencies of the group that utilized the corpus.
Possible Criteria for Evaluating Students' Translation Errors (by Ramadan Ahmed Elmgrab)
Although different criteria have been proposed in applied translation literature in order to eliminate the subjectivity of the evaluator, these attempts remain tentative and, consequently, evaluation is still an area of controversy. A sound evaluation should go beyond intuition to achieve objectivity and accuracy. In translation practice, however, the operation inevitably involves the making of personal judgments and cannot be a pure mechanical process. Most translation instructors would, however, opt for a quality assessment as translation involves a transfer of meaning which can be affected by the quality of the error rather than its quantity. Yet, a high distribution of an error can always alarm instructors and arouse their suspicion, especially when it is widespread among various students. The criteria for evaluating translation students' errors will contribute to the construction of systematic assessment processes. Instructors are required to seek a basis for informed judgment built upon both theoretical consideration and experimental criteria. In this respect, this paper attempts to discuss the main criteria of translation quality assessment to see how far they serve this purpose. Keywords: criteria, translation, corpus, evaluation, students, errors.
A taxonomy of translation problems in translating from English to Arabic
2005
This thesis investigates translation problems in translating from English to Arabic. Despite the fact that there are some taxonomies available, none is based on empirical research; moreover, none can be considered comprehensive. The present study provides a ranked taxonomy of problems in translating from English to Arabic that was developed through two empirical studies. The first is a case-study of the researcher translating a published corpus of short translation-class texts. Since the aim of this project is pedagogical, students of translation were the target population of the second multi-subject study. Here, 56 undergraduate and 18 postgraduate students in Arabic —+ English translation classes at Al-Fateh University and the Academy of Graduate Studies in Libya translated a sub-set of the same texts. By comparing the two groups' performance, the researcher could also find out the effects of translation experience/proficiency on the type and severity of problems. The taxonomy...
European Journal of English Language and Literature Studies, 2019
The present study aimed at investigating the problems of translating articles from Arabic into English encountered by a sample of Saudi students. The study employed one data collection tool which was a translation test. The test was administered to 25 fresh students at the Community College of King Saud University in the first semester of the academic year 2019. The examination of the data showed that 57.2% of the students could not translate articles into English correctly. There were four main findings with regard to the type of error made by the students in the translation of articles into English. These were the overuse of 'the', the wrong use of 'a or an', the omission of 'the' and the omission of 'a or an'. Based on these types of errors, the researcher offered some logical explanations. As this difficulty proved to be serious, the researcher suggested carrying out some large-scale studies to either confirm the findings of this study or add other insights into the topic of the present study.