Thesis (MA. (Translation Studies and Linguistics)) -- University of Limpopo, 2012 / A critical analysis of The Treatment of Technological and Scientific terms in Xitsonga Bilingual Dictionaries has revealed that the role of equivalence in translation cannot be taken for granted. In the study, various types of translation equivalence problems are examined. Different strategies and procedures for dealing with non-equivalence are also discussed. The study investigates the problems encountered; the impact of transliteration when dealing with the translation of technological and scientific terms in Xitsonga bilingual dictionaries and how lexical engineering contributes towards language change; language shift; language evolution and sometimes language death. This study also reveals that technological terms should be translated by a descriptive term.

Orientador: Sandra Mari Kaneko-Marques / Banca: Ana Cristina Biondo Salomão / Banca: Daniela Nogueira de Moraes Garcia / Resumo: Considerando o cenário atual de ensino e aprendizagem de inglês como língua estrangeira, nota-se que dentre os muitos métodos de ensino e livros didáticos especializados poucos apresentam a tradução como um recurso para favorecer a aprendizagem de uma língua-alvo. Essa escassez é, possivelmente, decorrente da prática adotada por abordagens de ensino tradicionais, como a Gramática e Tradução, que partia da visão pouco condizente com as abordagens atuais de que haveria equivalência entre línguas diferentes e que tinha o uso da tradução de palavras e frases descontextualizadas como exercício mais frequente, além do trabalho com glossários e listas de palavras a serem decoradas (SOUZA CORRÊA, 2014, p. 54). Sendo assim, os objetivos deste trabalho foram analisar e verificar os tipos de tradução observados em uma sala de aula no ensino de inglês, buscando analisar se e como a tradução pedagógica, concebendo-a como o uso de atividades e exercícios que envolvem tradução, é desenvolvida nesse ambiente. Além disso, pretende-se verificar quais as visões de alunos e do professor sobre tradução no ensino e na aprendizagem de línguas. A pesquisa foi realizada no Centro de Ensino de Línguas da Faculdade de Ciências e Letras de Araraquara (CEL/FCLAr), projeto de extensão em que tutores-bolsistas, ou seja, professores em formação inicial, ministram aulas de línguas estrangeiras para a comunidade. Com este estudo, buscamos discutir as opiniões de alunos e da tutora-bolsista sobre o uso da trad... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Considering the current scenario of teaching and learning of foreign languages, there are many teaching methods and specialized textbooks for teaching English, as a foreign language, but few present translation as a resource to teach the target language. This lack is possibly due to the practice adopted by traditional teaching approaches such as Grammar and Translation, which started from the view that there would be equivalence between different languages and decontextualized words and phrases were translated more frequently as an exercise, besides working with glossaries and lists of words to be memorized (CORRÊA, 2014, 54). Thus, the aim of this study was to analyze if and how the types of translation is developed in an English classroom and to verify the visions of the students and the teacher about translation in the teaching and learning of languages. The research was carried out at the Language Teaching Center of the Faculty of Sciences and Letters of Araraquara (CEL/FCLAr), a community engagement project in which future teachers, in initial formation, teach classes of foreign languages to the community. With this study, we sought to discuss the opinions of students and teacher on the use of translation in the classroom, collected through semi-structured questionnaires and interviews recorded in audio. Through the questionnaire, it was possible to verify the students' views regarding the use of the translation. The students recognize the use of translation to solve dou... (Complete abstract click electronic access below) / Mestre

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This study concerns itself with a linguistic contrastive analysis of one particular characteristic of grammar and vocabulary in both English and Arabic languages. That is, combinations of proper verbs with adverbial and/or prepositional particle(s), which are commonly known as: phrasal verbs. In addition, the thesis attempts to approve the fact that there are fundamental similarities and dissimilarities between English and Arabic phrasal verbs. Such similarities and dissimilarities are investigated at length through a theoretical comparison of these combinations in both languages. The main hypothesis of the study is that there are wide ranges of difficulties posed to Arabic professional translators and Arabic translation students when translating idiomatic English phrasal verbs into Arabic. Exploring such difficulties is the principle aim of the study. The other aim is to propose a number of recommendations for professional translators, lexicographers and pedagogues. Such recommendations are based on a range of findings arrived at from the empirical research carried out in the study. A linguistic contrastive analysis model for the analysis and translation of idiomatic English phrasal verbs into Arabic is devised in order to establish a yardstick by which the translation quality of such idiomatic expressions can be analysed, compared, evaluated and assessed. Translation tests are conducted to identify types of errors and translational pitfalls made by Arabic professional translators and Arabic translation students when handling the most problematic and challenging idiomatic English phrasal verbs. The results revealed that there are in fact lots of difficulties encountered by Arabic professional translators and Arabic translation students when dealing with the phenomenon of idiomatic English phrasal verbs. The most important aspect of such difficulties is the failure to achieve functional-pragmatic equivalents of such verbs. Overtly erroneous errors such as: literal translation, mistranslating, reducing idioms to sense and breaching of the Arabic language system, along with covertly erroneous errors, such as wrong Arabic collocation, shift of register, incorrect delivery of speech acts, usage of paraphrasing and usage of Arabic colloquial and regional dialects, were the major reasons behind the failure of delivering the appropriate functional pragmatic equivalents of the idiomatic English phrasal verbs listed in the translation tests.ABSTRACT / (PhD)

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

University of Macau / Faculty of Social Sciences and Humanities / Department of English

University of Macau / Faculty of Social Sciences and Humanities / Department of English

University of Macau / Faculty of Social Sciences and Humanities / Department of English

University of Macau / Faculty of Social Sciences and Humanities / Department of English

University of Macau / Faculty of Social Sciences and Humanities / Department of Portuguese