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Exploration of Schema in Business English Translation  [cached]
Xiangyue Yu
English Language and Literature Studies , 2011, DOI: 10.5539/ells.v1n2p141
Abstract: Translators as the first readers serve as a bridge between the source language and target language. Translation is an important ability of language application and an important way for people to acquire information. Nowadays, since the business communication among countries becomes more and more frequent, to get business information also becomes increasingly important. Schema theory is a theory that cognitive psychologists use to explain the psychological process of understanding. According to the schema theory, to make full use of schemata—background knowledge that one has can promote the understanding, which can be applied to Business English translation. As to the features of Business English translation, the activation, construction, and extension of the appropriate schemata can enhance the translators’ translation ability.
Contextual Restriction in Business English Translation
Yuanyuan Gao
Theory and Practice in Language Studies , 2011, DOI: 10.4304/tpls.1.12.1839-1842
Abstract: This paper mainly studies the contextual restriction in business English translation from the perspectives of linguistic context, situational context and cultural context respectively. To avoid mistranslation resulting from translators' neglecting the contextual restriction, this paper also comes up with relevant suggestions for business English translation. The research aims at reminding translators of the contextual restriction in translating so as to produce correct, exact and proper translation.
Business English Translation Strategies in the Perspective of Skopos: In the Case of Advertisement Translation  [PDF]
Lili Zhang
Open Journal of Modern Linguistics (OJML) , 2016, DOI: 10.4236/ojml.2016.63026
Abstract: Skopos theory for a long time remains the core of Functional School of translation. The major principle of Skopos theory is that translation should be processed from the perspective of the intended audiences. Its major theory structure makes it as the guiding principle of business English translation which requires communicative and social textual equivalence. Based on the analysis of Skopos theory and business English translation features, this paper focuses on developing business English translation strategies, particularly in the case of advertisement translation. It aims to play a positive role in promoting the research and practice of business English translation.
Strategies of Business English Translation from the Perspective of Functional Equivalence  [PDF]
Hui Fan
Advances in Literary Study (ALS) , 2018, DOI: 10.4236/als.2018.61003
Abstract: The paper begins with the introduction of Nida’s functional equivalence theory, which is introduced to be reasonable guidance for business translation. Under the theory, plenty of examples and cases are quoted and analyzed, achieving functional equivalence in meaning, style and culture at the word level, the sentence level and the discourse level. This result indicates that Nida’s theory of functional equivalence can be best applied in business English translation and functional equivalence can be achieved.
Lexis in Chinese-English Translation of Drug Package Inserts: Corpus-based Error Analysis and Its Translation Strategies  [cached]
Lin Ying,Zhou Yumei
International Journal of Biomedical Science , 2011,
Abstract: Error analysis (EA) has been broadly applied to the researches of writing, speaking, second language acquisition (SLA) and translation. This study was carried out based on Carl James’ error taxonomy to investigate the distribution of lexical errors in Chinese-English (C-E) translation of drug package inserts (DPIs), explore the underlying causes and propose some translation strategies for correction and reduction of lexical errors in DPIs. A translation corpus consisting of 25 DPIs translated from Chinese into English was established. Lexical errors in the corpus and the error causes were analyzed qualitatively and quantitatively. Some examples were used to analyze the lexical errors and their causes, and some strategies for translating vocabulary in DPIs were proposed according to Eugene Nida’s translation theory. This study will not only help translators and medical workers reduce errors in C-E translation of vocabulary in DPIs and other types of medical texts but also shed light on the learning and teaching of C-E translation of medical texts.
On the Applications of Modern Educational Technology in Translation Teaching of Maritime English from the Perspective of Constructivism
Zhiyi Fu
Journal of Language Teaching and Research , 2010, DOI: 10.4304/jltr.1.4.412-415
Abstract: Nowadays maritime transportation has become a major modern logistics because of its large capacity and low cost. English plays a leading role in the industry of maritime transportation. It is the most important medium and an indispensable communication tool in international business and global marine industry. Maritime English translation teaching has made some progress in China since 1990s. However, the applications of modern educational technology in translation teaching of maritime English are still at its preliminary stage when compared to its current status abroad. Research on translation teaching of maritime English has been very limited. This has raised a realistic question on current translation teaching of maritime English: how can we improve translation teaching of maritime English depended upon modern educational technology so that more people can be trained to be more competent in international business and trade.
A Feasibility Study of Error Analysis on the Teaching of Chinese-English Translation—A Case Study of Non-English Major Freshmen in BUPT
Yunhong Zhang,Baoling Wang
Journal of Language Teaching and Research , 2011, DOI: 10.4304/jltr.2.1.170-177
Abstract: Error Analysis is one of the most common methods in statistics. According to Corder S. P (1967) error is significant to learners. This paper applies it to the teaching of Chinese-English translation. Taking a whole class as a research unit and by analyzing the common errors made by students in their homework, the researcher records the error types, numbers of each type of error as well as the corresponding frequencies separately. Then the researcher lists out the top six errors and calculates the total frequency of them (total percentage of the six errors occupied in the class). After the analysis, the teacher feedbacks the results to the students as well as explains the methods of error identification and correction. This paper compares two non-English major classes with 60 freshmen; one has adopted “Error Analysis” in the teaching of Chinese-English Translation, while the other has not. Finally after one semester, the class which has applied “Error Analysis” makes greater progress than the class not. From some aspects, the research does show that “Error Analysis Teaching Method” could promote the Chinese-English translating skills of non-English major freshmen. Though this research has its limitations, it is valuable in improving the traditional translation teaching strategies.
A translation approach to metaphor teaching in the LSP classroom: sample exercises from a Business English syllabus
Marisol Velasco Sacristán
Ibérica , 2009,
Abstract: Translation can provide a valuable contribution to the teaching of metaphor in the LSP classroom. Although all languages make use of metaphor, neither conceptual metaphors nor their linguistic renderings will necessarily always be the same across languages (Deignan et al., 1997). Thus the extent to which metaphor presents a hurdle for second language learners of professional discourse depends on the extent to which there is overlap between the metaphorical systems of the L1 and the L2. Hence it follows that a better understanding of the similarities and differences in metaphor use between language pairs can help L2 learners of different professional discourses overcome problems of transferring metaphors from one language and culture to another. In this paper I propose a translation approach to metaphor teaching in the LSP classroom, illustrating its use in a Business English syllabus in which some learner-centred cognitive translation activities have been used. The results of using this approach in that application, although still in need of further empirical research, seem to suggest that translation can constitute a valuable pedagogical and communicative means to teach metaphorical concepts and expressions to L2 learners of professional discourses.
Politeness Principle in the Translation of Business Letters  [cached]
Tao Zhang
Theory and Practice in Language Studies , 2011, DOI: 10.4304/tpls.1.6.615-621
Abstract: As the primary form of business communication, business letters play an indispensable role in business activities and contribute considerably to the rapid development of international trade and business. Therefore, the translation of business letters seems critical to the successful communication. Business letters are very formal writing and they observe politeness principle strictly in order to maintain and enhance a good rapport with business partners. So the translation of them needs to consider both English and Chinese politeness principles, which are compared in this paper and politeness equivalence in translation is proposed. Some translating methods are suggested as well.
PEDAGOGIC ISSUES FOR TEACHING BUSINESS ENGLISH Педагогические аспекты преподавания делового английского языка Педагог чн аспекти викладання д лово англ йсько мови  [cached]
T.A. Vakoulenko
Proceedings of National Aviation University , 2005,
Abstract: The article dwells upon pedagogical issues for teaching Business English. Considered are the peculiarities of BE syllabus, which depends on the learners’ needs; language proficiency and skills requirements for BE teachers, the balance of training time to be spent on input and output; feedback on learners’ performance, flexibility of the trainer etc. Рассмотрены педагогические аспекты преподавания делового английского языка. Проанализированы особенности учебной программы курса, которая зависит от потребностей обучающихся. Особое внимание уделено требованиям к профессиональным знаниям и умениям преподавателя и отдельным аспектам преподавания делового английского языка. Розглянуто педагог чн аспекти викладання д лово англ йсько мови. Проанал зовано особливост навчально програми курсу, яка залежить в д потреб тих, хто навча ться. Особливу увагу прид лено вимогам до профес йних знань ум нь викладача та окремим аспектам викладання д лово англ йсько мови.
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