Translation Strategies of EFL Student Teachers: A Think Aloud Protocol-Based Case Study

Autor/in	Aly, Mahsoub Abdul-Sadeq
Titel	Translation Strategies of EFL Student Teachers: A Think Aloud Protocol-Based Case Study
Quelle	(2004), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Translation; English (Second Language); Semitic Languages; Preservice Teachers; Foreign Countries; Egypt + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Arabisch; Hebräisch; Ausland; Ägypten
Abstract	The main concern of the present study is to investigate the strategies followed by the EFL students in the translation process. This problem has been dealt with through answering the following two questions: 1- What are the strategies followed by the EFL student teachers in the translation process?; 2 - What are the educational implications for enhancing the teaching of translation at faculties of education? Since it is a think aloud protocol-based case study, the final sample of the present research consisted of 12 students in three different years (first, third and fourth) in the English language section at Benha Faculty of Education. A translation test was developed and face-validated by a jury of three experts in the field. It consisted of ten Arabic sentences to be translated from Arabic into English and two English paragraphs to be translated into Arabic. The test was administered, in the university year 2002-2003, to 12 students. The test subjects produced the translations on their own and alone, one by one separately, as they preferred. Before they started the translations, one-hour meeting was held for each year to raise the students' awareness as well as to train them to think aloud while they translate. They were also asked to verbalize everything that came into their minds while performing the translation task. They were told that the objective of the investigation was to find out aspects of mental translation procedures. After these instructions, they were given the test sheet and a cassette recorder. Two dictionaries, a monolingual and a bilingual, were intentionally brought to the test room, for those who need to use them. During the test, they proceeded in the way s/he normally liked. There was no limited time for completing the test. After the translations had been recorded, they were transcribed for subsequent qualitative and quantitative analysis which revealed the strategies followed by the sample to solve the problems they faced when they translated into the two languages. Finally, Some educational implications and recommendations for translation instruction were suggested. (Contains 8 tables.) (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10