The main purpose of this thesis is to derive empirical evidence Jor the didactic value of translating text in context by conducting an experiment involving final-year undergraduate students who study translation (English-Arabie-English) as a basic component of the curriculum. A number of theoretical frameworks are invoked, most notably those of the discourse model elaborated by Hatim and Mason (1990) (1997) and of House's text analysis model (1997). The experiment design draws on Hatim's multistage curriculum translation design (2000: 182) which consists of various stages representing an increasing degree of evaluativeness and difficulty. Following each major phase of the experiment (covering register, text types, genre and discourse), the students are evaluated using the pre-test / post-test technique and interviews. It was hoped that the experiment would shed light first on the students' mode of assimilating of each of these areas of context and second on the effect of the training in the development of an overall discourse awareness. As documented in the chapters on analysis and conclusions, very convincing evidence empirically emerged which indicate the· inestimable value of incorporating text, discourse and genre insights into the training of translators.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:486123 |
| Date | January 2007 |
| Creators | Bnini, Chakib |
| Publisher | Heriot-Watt University |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://hdl.handle.net/10399/2070 |
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