000			06437nam a22007093u 4500
999			_c1935 _d1935
003			OSt
005			20210125164426.0
008			001128s2000 onc m 0 eng
020			_a9783639196269 (pbk)
035			_a(OCoLC)872752021
040			_aOOU _beng _cJCRC
100	1		_aSherwood, Bianca.
110			_aUniversity of Ottawa _bSchool of Translation and Interpretation
245	1	0	_aFeatures of Natural Translation in a Language Testing Environment / _cBianca Sherwood ; Brian Harris (Thesis Director).
260			_aLexington, KY : _bVDM Verlag Dr. Müller Aktiengesellschaft & Co. KG. _c2009.
300			_a168 p. : _bill. ; _c29 cm.
500			_aAlso available as an e-book.
502			_aMaster of Arts Thesis, University of Ottawa, 2000.
504			_aIncludes bibliographic references.
505			_a"Natural translation (NT) environment reflect and shape participants' expectations and assumptions about translation activities. This study explores the features of NT environments with particular emphasis on a language testing environment. The data consists of samples of natural translations of a translation task which is a sub-test of a second language competence test for candidates seeking admission to a bilingual university program. The study also includes a translation of the test text by a fully qualified professional translator. The findings support the view that translating ability is a complex developmental cognitive competence. In a performing the translation task, NT strategies tend to focus on a close linguistic matching of phrases. Student translators (STs), as is the case with the professional translator, appear to attend more systematically to a broader range of features including extra-linguistic factors. This attention to extra features may explain why most student translators were unable to complete the task in the allotted time. Nevertheless, the differences observed seem to be more a matter of degree than of type." (Book Cover)
505			_aCONTENTS:
505			_aIntroduction
505			_aChapter 1: Translation Environments and Translating Ability
505			_a1.1 The role of the environment
505			_a1.2 Abduction and inferencing as generalized mental processes underlying translating ability
505			_a1.3 Translating ability as an integrated cognitive skill set
505			_a1.4 Developmental stages of translating ability
505			_a1.5 Attaining the mature state
505			_a1.6 Frames of mind
505			_a1.7 Processing levels involved in translating ability
505			_a1.8 Language-based processing levels _t1.8.1 Lexical and derivational morphology level _t1.8.2 Syntax level
505			_a1.9 Interface of language function and other cognitive components _t1.9.1 Text level _t1.9.2 Discourse level
505			_aChapter 2: Features of Specific Translation Environments
505			_a2.1 The professional Translation Environment
505			_a2.2 Translating at home, in school, and within the community
505			_a2.3 Natural translation and personal involvement
505			_a2.4 Fon children and natural translation: an 'environmental impact' study
505			_a2.5 Malakof's study _t2.5.1 Age and grade related improvement _t2.5.2 Separate lexical-morphological and syntax processing _t2.5.3 Literacy focus and translating ability _t2.5.4 Emerging strategies for higher level processing _t2.5.5 The role of experience _t2.5.6 Cloze task correlation _t2.5.7 Metalinguistic awareness _t2.5.8 Environmental support for translating skills
505			_aChapter 3: Natural Translation in a Testing Environment for Language Teaching
505			_a3.1 Methodology
505			_a3.2 The shifting role of translation in language teaching _t3.2.1 Translation as a test of language proficiency
505			_a3.3 Data for the present study
505			_a3.4 Composition of the test _t3.4.1 Validity of the test _t3.4.2 Test administration and protocol _t3.4.3 The cloze tests _t3.4.4 Translation sub-test protocol _t3.4.5 Field testing of test items _t3.4.6 The purpose of the translation task _t3.4.7 Instructions for the translation sub-test
505			_a3.5 Selection of data for translation strategies analysis _t3.5.1 Determining the source text and the translated text
505			_a3.6 Relevance to NT
505			_aChapter 4: The Data
505			_aPart 1 Data from Test Candidates _t4.1.1 Legend _t4.1.2 NT Data _t 4.1.2.1 Instances of best-guess strategies in translating sentence segments dealing with numbers _t4.1.3 Parameters used in the data analysis _t 4.1.3.1 Spelling _t 4.1.3.2 Frequency of use and collocation _t 4.1.3.3 Calques _t 4.1.3.4 Transpositions _t4.1.4 Dominant strategy: the pull of the source text _t4.1.5 Approach to translating strategies analysis _t4.1.6 Translation key _t 4.1.6.1 Interpretation of translation key _t 4.1.6.2 The marking scheme as a reflection of an assumption schema
505			_aPart 2 Data from Translation Students _t4.2.1 Level of bilingualism _t4.2.2 ST data _t4.2.3 Comparison of NT and ST data
505			_aChapter 5: Analysis and Discussion _t5.1 Reproducing the original untranslated in the target text _t5.2 Choosing another lexeme of the same semantic category _t5.3 Explicitation _t5.4 Omission _t5.5 Overtranslation _t5.6 Best-guess strategy _t5.7 Difference in speed of processing _t 5.7.1 An analogue of U-shaped behaviour in formal translation training: automatic versus controlled processing _t5.8 Developmental phases in the acquisition of translation competence _t5.9 Possible effects of training in Phase II _t5.10 Phase III: Features of mature-state or professional translating _t 5.10.1 Features of a professional translation
505			_aChapter 6: Conclusions _t6.1 Similarities and differences between NTs and STs _t6.2 Suggestions for further study
505			_aAppendix A: Marking key
505			_aAppendix B: Statistical Analyses
505			_aReferences
546			_aAbstract in English and French.
650		4	_aUniversity of Ottawa theses _y2000.
650		0	_aTranslating and interpreting.
650		0	_aLanguage and languages _xAbility testing.
700			_aHarris, Brian
856			_uhttps://www.morebooks.de/store/gb/book/features-of-natural-translation-in-a-language-testing-environment/isbn/978-3-639-19626-9 _zPublisher's Website.
856			_uhttp://dx.doi.org/10.20381/ruor-16228 _zRecherche UO Research.
942			_2z _cBK