Volume 63, Issue 2

Translation Studies have encompassed professional and contextual frameworks to study situatedness in translation training. Situatedness in translation training is associated with vocational and functionalist perspectives of TS. Situated Translation Learning (STL) has initiated various training approaches and practices planned for the translation students to be prepared for professional activities such as recruitment in translation agencies and universities. These training approaches and practices involve various practice-based proposals such as portfolios, translation tasks, and professional apprenticeships. The present paper is an attempt to analyze the principal arguments regarding scaffolding in translation learning, to highlight the situated translation experience at the University of Isfahan, Iran, and to demonstrate the significance of the progressive and reflective approaches in terms of situatedness in translation contexts. With this idea in mind, the main focus of this study is on the role of portfolios as inclusive scaffolding tools.

This paper examines cultural mediation in three different cases of postcolonial translation: 1) the translation of the Treaty of Waitangi from English into Māori; 2) Patricia Grace’s English-Māori writing ‘Potiki’, which issues challenges to postcolonial and neocolonial practices and philosophies; and 3) the German translation of ‘Potiki’. The specific purpose of the translations was political or commercial and these purposes were achieved. Yet, cultural mediation to successfully bridge the respective cultural interstices was not desired in the translations of the former texts and not completely accomplished in the German text.

The paper addresses intercultural differences which should contribute to raising awareness of sociolinguists in particular with respect to the role religion plays in shaping talk in Arabic and to serious confusion and misunderstandings that may occur when communicators from different cultural backgrounds meet. Successful intercultural interactions are at the heart of what intercultural communication is all about. So what does it mean that Arabs interact successfully with Germans (Westerners) and vice versa? This is the focus of this paper which led to the development of an intercultural communicative competence framework (Byram 1997) based on critical incidents (Schumann 2012a/b). In utilizing such a framework, our efforts toward developing intercultural competence in our students can be included in a more comprehensive, integrated approach instead of having too much trust in the mass-market course book not necessarily always tailored to the teaching context.

This study explores the use of Vocabulary Learning Strategies (VLSs) by Jordanian undergraduate students majoring French as a Foreign Language (FFL) at Jordanian universities. The vocabulary learning strategies (Memory, Determination, Social, Cognitive, and Metacognitive) were used in this study following Schmitt’s taxonomy. A five-point Likert-scale questionnaire containing 37 items adapted from Schmitt’s (1997) Vocabulary Learning Strategies Questionnaire (VLSQ) administered to 840 FFL undergraduates randomly selected from seven Jordanian universities. The descriptive analysis showed that the participants of the study regardless of their year of study were medium strategy users overall. The results revealed that Memory strategies were the most frequently employed strategies, whereas the Social strategies were the least frequently used ones. Although the participants were medium strategy users, the results of the VLSQ disclosed that some individual strategies were employed at a high level. Accordingly, detecting these strategies will be beneficial to language instructors to improve effective vocabulary teaching techniques and to motivate language learners to use them more frequently.

“The Unhappy Mistake” is a short story published in the late seventeenth century that has received little attention from critics. It has historically been attributed to Aphra Behn (1640–1689), but her authorship has been questioned by renowned critics like Janet Todd, Germaine Greer and Leah Orr. This article studies the translation produced by Jesus Serrano-Reyes (published in 2008 by Siruela) in order to draw attention to some of the translation strategies applied, showing (according to the principles of the Manipulation School and Polysystem Theory) the initial norm and type of equivalence. To this end textual binomials are analysed from the source and target texts, which consist of both key sentences, phrases, expressions, and even certain words. It also takes into account the style of some characters in Behn’s work, contrasting them with their depiction in the target text, specifically the style of the gentleman from Somertshire. Attention is also paid to the content of a political nature found in the story of Miles Hardman (whose flight from his country and domestic, and his return, constitute a metaphor for the exile of King Charles II and his Restoration), both in the original text and in the translation by Serrano-Reyes.

This work focuses on the German novel Der Vorleser by Bernhard Schlink, a former Professor of Law and Judge of the Constitutional Court at North Rhine-Westphalia. After its publication in 1995, the novel quickly became part of the literary canon in Germany with high sales numbers and it was included in the syllabus for secondary schools at several Länder . This success is due to the interest of the topics it deals with regarding the National Socialism regime: the struggle of the German society with its past and the trials around the extermination camp of Auschwitz celebrated in Frankfurt in the 60 s. This study aims at analysing the account of the trials presented in the novel. More specifically, the legal language shall be examined in the context of a literary text and the characteristics of the special language found in the novel shall be checked against relevant studies on legal texts. The main purpose is to establish to what extent special language used in a literary text presents the same features that can be detected in a specialised text.

The article examines the variations found in the spelling of anglicisms, which are especially frequent with terms containing sounds or letters alien to the phonological o graphemic system of Spanish. Although in general the variability observed is in close relation with the degree of linguistic integration, the study is focused on the sociolinguistic, stylistic and semantic factors as well as the phonological and morphological conditions which account for the choice of a particular variant. The basis of comparison include pure or direct anglicisms ( flash, flas ) and the adaptations undergone when they are subject to derivational processes, mainly nominal ( flasazo, flashazo ) and verbal ( flasear, flashear, flaxear ). It also brings to attention the varying lexicographic treatment followed in dictionaries when approaching the adaptation of anglicisms.

Este es un estudio sobre títulos de tesis doctorales redactados en lengua española con el objetivo de registrar las construcciones estructurales más recurrentes de este tipo de títulos, e intentar determinar si tales construcciones pueden considerarse variables disciplinares. Se trabajó sobre una base de datos que incluye 716 títulos de tesis doctorales realizadas y defendidas por los integrantes de una misma comunidad científica, la Universidad Nacional del Sur (Argentina). La lingüística de corpus utilizada como metodología de investigación demostró que, de las cuatro construcciones representativas de los títulos científicos altamente especializados, únicamente dos son las elegidas por los autores de tesis doctorales, a saber: la estructura nominal y la estructura de título compuesto. Este hallazgo contribuye a sentar las bases para la construcción de una pedagogía de la escritura específica de las tesis doctorales y sugiere que la estructura del título podría funcionar como variable disciplinar en determinadas áreas de estudio. A corpus containing 716 titles of Ph.D. theses written in Spanish and defended by members of the Universidad Nacional del Sur (Argentina) was constructed and analyzed to record the most recurrent Ph.D. thesis title structural constructions, and to determine if such constructions can be considered as disciplinary variables. Corpus linguistics was applied to analyze all the titles chosen and revealed that of the four representative structural constructions of highly advanced scientific titles, only the nominal construction and the compound construction are chosen. This finding lays the foundations for a specific Ph.D. thesis writing pedagogy.

This paper explores the problems related to the translation of some stilistic means in recent Italian prose, i. e. segments of orality integrated in the original literary narrative. The linguistic analysis, based on a corpus composed of two Italian novels (published in 2010 and 2012 respectively) and their French and German translations, focuses on selected lexical, syntactic and information-structural features and their translations. The first observations tend to confirm some former findings, illustrating the heterogeneity of orality-markers in the originals beside the general trend towards a more or less obvious stylistic attenuation in the target text, but there are also significant interlinguistic differences in the approach to the original text. Furthermore, the discussion of some examples demonstrates how results in linguistic research could provide precious assistance in the translation of orality – if they were accessible in specialised reference works.

This paper deals with the morphological, syntactic and semantic features of the German deverbal noun phrases. It also examines important aspects to be considered for the correct choice of the Korean equivalents for the German deverbal noun phrases. The focus was on the semantic relationships between the head word and the dependent word in the noun phrases derived from transitive verbs, case-governing intransitive verbs and intransitive verbs without case-governing, and the method of finding equivalents in Korean language.