Journal of Translation and Language Studies

The Application of Group Dynamic Assessment to the Translation of Phrasal Verbs

2024-10-06T19:48:16+00:00

Dynamic assessment (DA), as the integration of assessment and instruction, and applied translation studies, the applications of translation theories to the practice of translation, are within the same domain of applied linguistics. An important strand of research that will solidify a central place for DA is group dynamic assessment (G-DA) through which a group of students co-construct their development with the help of the teacher who mediates the students’ performance. The present study aimed at examining the applicability of G-DA in the translation of phrasal verbs through mediation. In so doing, 30 students participated in this study based on convenient sampling. The materials used in the assessment sessions entailed 100 Phrasal Verbs taken from the Mosaic Series. The students worked on translation activities with the help the mediator providing them with hints and prompts instead of offering the accurate translation forthwith. The students were evaluated based on a test-intervene-retest format with respect to translations of phrasal verbs. The results obtained from Independent-sample t-test and One-way repeated measures ANOVA confirmed statistically significant effect of mediation in the translations of phrasal verbs. The inventory of meditational strategies helped to reveal the learners’ common mistakes while translating the PVs. An implication of the study is for teachers to employ G-DA in the translation of proverbs, idioms, collocations and fixed expressions.

Navigating Linguistic and Cultural Duality: The Impact of Internationalization on Moroccan Higher Education

2024-10-21T14:45:22+00:00

The Moroccan higher education system is marked by its linguistic diversity, with Arabic, French, and the rising prominence of English as key languages of instruction. Cross-border academic programs amplify these linguistic complexities while introducing new cultural dimensions. This study explored the linguistic and cultural dynamics within cross-border academic programs. It focused on Moroccan graduate students in Fulbright programs partnered with foreign universities, examining how language proficiency and cultural adaptation influence academic success and experiences. A stratified sample of 36 participants from four Moroccan open access universities was selected based on their language of instruction and discipline. A mixed-methods approach combined quantitative data from structured questionnaires with qualitative insights from interviews and focus groups. Quantitative analysis linked English proficiency to academic performance, while qualitative themes highlighted language barriers, cultural exchange, and adaptation strategies. The findings emphasized the central role of language in academic outcomes and adaptation, while addressing challenges of cultural duality in cross-border education, offering insights into navigating multilingualism and cultural hybridity in a globalized academic context.

Innovations in teaching and assessing ESP courses for English- majored students at Hanoi Metropolitan University, Vietnam in alignment with Industry 4.0

2025-01-25T12:03:11+00:00

The Covid-19 pandemic, declared by the World Health Organization in March 2020, significantly disrupted global educational systems, compelling a rapid shift to online learning. In Vietnam, this transformation coincided with technological innovations and the Fourth Industrial Revolution, reshaping English language education. The study focuses on English for Specific Purposes (ESP) course innovations at Hanoi Metropolitan University, addressing the evolving demands of Education 4.0 in the post-pandemic era. This research conducted a quantitative and qualitative survey involving 100 third-year English majors during the 2nd semester of 2023-2024. The study explored students' perspectives on digital technologies, innovative teaching methods, and assessment strategies aligned with Industry 4.0 competencies. The research design employed a structured questionnaire methodology to investigate the integration of digital technologies in ESP learning. The investigation highlights the critical need for adaptable English language educators who can leverage technological advancements, foster lifelong learning, and prepare students for future global communication challenges. By examining the intersection of technological innovation, pedagogical transformation, and professional skill development, the study provides insights into reimagining ESP education in the contemporary technological landscape.

An X-phemism Analysis of the Strategies Used in the Persian Translation of Taboo Language in the Novel Atonement

2024-11-29T05:35:30+00:00

Taboo language represents a linguistic variation employed by individuals to articulate their emotions, such as anger, disappointment, and dissatisfaction. This article examines the Persian translation of taboo words and expressions, particularly within the context of Iranian culture with its associated cultural prohibitions and restrictions. To achieve this, the Persian translations of taboo expressions from the novel ‘Atonement’ were collected and categorized into nine categories based on Jay’s model (2009). These categories include obscenity, profanity, vulgarity, epithets, blasphemy, cursing, slang, insults, and scatology. The analysis utilized Allan and Burridge’s (2006) triple framework for examining macro strategies, while Lovihandre et al.’s (2018) framework was applied to evaluate micro strategies. The findings indicated that the translator of ‘Atonement’ employed the macro strategy of dysphemism more dominantly, along with the micro strategies of taboo-for-taboo and substitution. This suggests that the translator did not conform to censorship practices, which is at odds with the prevailing cultural norms of the target society. Finally, a revised taxonomy of taboo translation micro strategies is proposed.