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Lecture 1 - v2

Uploaded by

erincmc.55
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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CHIN2365 Applied Translation Studies

Lecture 1: Introduction
Yao Xiaofang, Monica
[email protected]

1
Teaching team

Yao Xiaofang, Monica, Assistant Professor, School of Chinese

PhD Applied Linguistics (The University of Melbourne)

Certified Translator and Interpreter by the National Accreditation


Authority for Translators and Interpreters (NAATI) in Australia
Research interests: Linguistic Landscape/Multilingualism/City
Translation, Chinese Diaspora/Ethnic Minority/Migrant Cultures,
Digital Humanities
Office hours: Mondays 2.30-4.30pm, Rm10.53 (RRST), by
appointment

2
Teaching team

Poon Kwok Hang, Henry, MPhil Candidate at


School of Chinese, BASc degree at HKU with
a double major in Interdisciplinary Studies
and Chinese Language & Literature
Research interests: Chinese contemporary
poetry, and the application of interdisciplinary
methods (i.e., ethnography, phenomenology)
in literary research
Passions: poetry writing, photography and
hiking

3
Gingerbread man

Mark down the languages you speak and/or want


to learn to different parts of the gingerbread man Chinese

Discuss: How important are these languages to


you? How do you translate among these English
languages? What is your understanding of the
concept “translation”?
Japanese

Spanish

4
Course structure

WK1: Introduction

WK2: Translation beyond word

WK3-5: Equivalence paradigm

WK6-8: Functionalist paradigm

WK9-11: Discourse paradigm

WK12: Summary

5
Important course information!

Sign up for tutorials (3 in total over the semester):

Tutorial group 1: Thu 12:30-13:20 (CPD-LG.20): 3/10, 17/10, 7/11

Tutorial group 2: Thu 15:30-16:20 (MB224): 3/10, 17/10, 7/11

Tutorial group 3: Fri 11:30-12:20 (CPD-3.15): 4/10, 18/10, 8/11

6
Assessment Tasks

AT1: Lecture and Tutorial Discussion 20%

AT2: Homework – City Translation (Group


work) 30%, Due Reading Week

AT3: Essay (Individual or Group Work) 50%,


Due Week 13

7
Important assessment information!

Submit your work on Moodle

Assessment feedback: Formative/Summative, Peer/Teacher

Summative feedback turnaround: 2 weeks after submission

Assessments with A/A+ and F will be double marked

8
Course AI policy: Use with caution

University AI Policy

Course AI Policy: Each assignment submission should be


accompanied by a 200-word statement on the use of AI
 How and where AI tools are used in the research and writing process are
clearly stated and referenced.
 Reflection on how AI tools helped/not helped the development of assignment
is clearly noted in the statement.
Library guide for citation:
https://libguides.lib.hku.hk/c.php?g=965015&p=7009946
9
Are balanced bilinguals better at translation?

Levelt et al. (1999, p.3): Speech production model 10


Are balanced bilinguals better at translation?

 Schwell, R., Icht, M., Reznick, J., & Mama, Y. (2024). Exploring the Production Effect in
Memory Reveals a Balanced Bilingual Advantage. Experimental Psychology, 71(1), 51–63.
https://doi.org/10.1027/1618-3169/a000613

“Balanced bilinguals remembered more words than did dominant


participants, demonstrating a memory advantage in both languages.
These findings support the hypothesis that the presence of cognitive
advantage in bilingualism depends on the acquisition of a good
proficiency level in each of the languages, with direct implications
for family language policy and bilingual education.”

11
Checkpoint

Do you understand these terms?


Source text (source language)
Target text (target language)
Self-translation
Re-translation
ST-TT analysis of translation shifts

12
Two types of translation studies

Lee (2017, p. 6)
13
Similar division in linguistics

General linguistics

Applied linguistics

Bugarski (1997, p. 6)
Eliasson (1997, p. 44)
14
Applied vs Conceptual translation studies

What linguistic factors should be considered in deciding the


preferred grammatical structure for the sentence under translation?
How do Chinese translations of Japanese literature in post-colonial
Taiwan compare to pre-colonial translations?
What word choices do I have in order to translate this children’s
book in the target language appropriate for the age of readers?
What were the socioeconomic factors that influenced female
translators’ participation in translation business in the 19th century?

15
Three key theories

Lee (2017, p. 11)


16
Examples

Allen (2019, p. 76)

17
Group discussions (refer to p.12-3 of textbook)

What do you think is the


relevance of this story to
translation, even though the term
‘translation’ does not appear in
the passage at all?
Imagine we had a choice to
return to a pre-Babelian era,
where ‘the whole earth had one
language and one speech’. Does
this sound like an ideal realm to Photo from Google, Babel (School of Languages and
you? Why or why not? Linguistics), The University of Melbourne

18
Group discussions (refer to p.12-3 of textbook)

Are you more inclined to become a practitioner working at the front


line of the translation industry? Or are you more inclined to become a
conceptual theorist working in the ivory tower?
Whichever side you choose, reflect on what it is that attracts you to
become either a practitioner or a theorist. This is purely subjective –
there is no ‘correct’ answer.
Do you think it is possible or realistic for one to straddle both sides
with ease?

19
References

 Allen, J. R. (2019). Translating great distances: The case of the Shijing. In Van Crevel, M., & Klein, L.
(eds),Chinese Poetry and Translation : Rights and Wrongs (pp. 69-88). Amsterdam University Press.
https://doi.org/10.2307/j.ctvs32rh7

 Bugarski, R. (1987). Applied linguistics as linguistics applied. In O. Tomic, & R. Shuy (eds.), The
relation of theoretical and Applied Linguistics (pp. 3-19). Springer.

 Eliasson, S. (1987). The interrelations between theoretical and applied linguistics. In O. Tomic, & R.
Shuy (eds.), The relation of theoretical and applied linguistics (pp. 21-49). Springer.

 Levelt, W. J., Roelofs, A., & Meyer, A. S. (1999). A theory of lexical access in speech production. The
Behavioral and brain sciences, 22(1), 1–75. https://doi.org/10.1017/s0140525x99001776

 Seals, C. A. (2020). Classroom Translanguaging Through the Linguistic Landscape. In D. Malinowski,


H. H. Maxim, & S. Dubreil (Eds.), Language Teaching in the Linguistic Landscape (pp. 119–141).
Springer International Publishing. https://link.springer.com/10.1007/978-3-030-55761-4_6

20
Next week: Translation and Translanguaging

Seals (2020, p. 137)


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