Summarizing [4]
This is the fourth work of my summarizing articles, still a long long way to finish. You can find the original article here and the first post of my summarizing here, the second one here, also the third one here. Enjoy! ^^
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Title : A Model of Translator’s Competence from an Educational Perspective
Writer(s) : Oktay Eser (Amasya University, Turkey)
Design : Quantitative research (I think it is a correlative study since there is a correlation analysis part in it)
Instruments : Demographic variable (career expectation) and eight sub-competences related to translation competence, questionnaire
Participants : 750 final-year students of Translation and Interpreting from nine state universities in Turkey during the academic year 2011-2012 selected through convenience sampling
Data Analysis : SPSS Statistics 17.0
Actually, I have only very few understanding about the content of this research paper. I am not sure whether it is about translation competence or translator’s competence that the writer wanted to point to. Even though the writer stated that his/her study was focusing on ‘the need for a change from translation competence to translator’s competence’, regarding of the title, I read only a fraction of translator’s competence being discussed in it. Probably, it is just my own lack of ability to understand this study, though. ^^
Then, about the thing that I learn from the article is that translation competence is one of the skills that build up translator’s competence and that it is different from bilingual competence which is one of the sub-competence constructed the translation competence itself. Many people may think that translation competence is only a matter of dealing with lingustic competence, of delivering one language into another. However, it is not. It is the bilingual sub-competence that is related to language features. There are some other sub-competences that made up translation competence aside from linguistic matter. One of the sub-competences that I am interested in is extra-linguistic sub-competence in which bicultural knowledge is included. It is not being discussed on this paper, though, so I think I will find one in which it is being discussed. From the name of the term, however, I guess it may be related to one’s comprehension on the culture of the language in translation. ^^
And, as I have mentioned in my previous posting, it is significant for EFL learners to have knowledge of their target language’s culture for better understanding in learning it. Learning languages is not only a matter of mastering vocabulary and grammar, but it is also understanding the way of thinking of the people of the target language. Therefore, teachers hold an important role in making sure that students do not over-generalized their knowledge (their way of thinking) when faced with new terms or new situations.
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~Tk~
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Title : A Model of Translator’s Competence from an Educational Perspective
Writer(s) : Oktay Eser (Amasya University, Turkey)
Design : Quantitative research (I think it is a correlative study since there is a correlation analysis part in it)
Instruments : Demographic variable (career expectation) and eight sub-competences related to translation competence, questionnaire
Participants : 750 final-year students of Translation and Interpreting from nine state universities in Turkey during the academic year 2011-2012 selected through convenience sampling
Data Analysis : SPSS Statistics 17.0
Actually, I have only very few understanding about the content of this research paper. I am not sure whether it is about translation competence or translator’s competence that the writer wanted to point to. Even though the writer stated that his/her study was focusing on ‘the need for a change from translation competence to translator’s competence’, regarding of the title, I read only a fraction of translator’s competence being discussed in it. Probably, it is just my own lack of ability to understand this study, though. ^^
Then, about the thing that I learn from the article is that translation competence is one of the skills that build up translator’s competence and that it is different from bilingual competence which is one of the sub-competence constructed the translation competence itself. Many people may think that translation competence is only a matter of dealing with lingustic competence, of delivering one language into another. However, it is not. It is the bilingual sub-competence that is related to language features. There are some other sub-competences that made up translation competence aside from linguistic matter. One of the sub-competences that I am interested in is extra-linguistic sub-competence in which bicultural knowledge is included. It is not being discussed on this paper, though, so I think I will find one in which it is being discussed. From the name of the term, however, I guess it may be related to one’s comprehension on the culture of the language in translation. ^^
And, as I have mentioned in my previous posting, it is significant for EFL learners to have knowledge of their target language’s culture for better understanding in learning it. Learning languages is not only a matter of mastering vocabulary and grammar, but it is also understanding the way of thinking of the people of the target language. Therefore, teachers hold an important role in making sure that students do not over-generalized their knowledge (their way of thinking) when faced with new terms or new situations.
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~Tk~