Academic literature on the topic 'MA programme thesis translation'

The thesis abstract, as a genre has a set of communicative functions mutually-understood by established members of the academic community. A vast majority of translation studies of source language (SL) and target language (TL) equivalence seems to have overlooked the inherent relationship between form and function when translating. The purpose of this study was to find out whether the Arab students would translate the English passive structures into their corresponding Arabic passive in order to maintain the pragma-generic functions associated with these constructions or would employ other translation replacements when translating English passives into Arabic. A further purpose was to find out what grammatical factors constrain the choice of these translation options. To fulfill these purposes, we investigated the voice choice in 90 MA thesis abstracts and their 90 Arabic translated versions written in English by the same MA students, drawn from the field of Linguistics. The data analysis revealed that when the Arab student-translators come across the English passive sentence, they resort to either of the following options: Transposing English passives into verbal nouns (masdar), or into pseudo-active verbs or active sentence structures, or into vowel melody passives, or omitting these passive structures.

Ai Xi La Ge, which is translated by Ma Junwu is the first complete Chinese translated text of The Isles of Greece by Byron. It has a far-reaching influence. This thesis attempts to study the translation norms of Ai Xi La Ge under the influences of social-cultural conditions and translating habits of the translator from the four aspects of expectancy norms, accountability norm, communication norm and relation norm within the framework of Andrew Chesterman’s theory of translation norms.

Given the importance and the precision required in the translation of research abstracts, this descriptive quantitative research made an attempt to investigate the analysis of the type and frequency of the linguistic errors occurring in the English translations of 40 academic MA research abstracts in the field of educational management. To this end, 40 academic MA thesis abstracts in the field of educational management from 2009 to 2019 were gathered from Shiraz Azad University through the saturation method. Then, the errors were categorized based on the classification of error types adapted from Liao’s model (2010). The results of the study revealed that based on Liao’s categorization (2010), the frequencies of possible linguistic errors by educational management include grammatical mistake or ungrammatical syntax of target language (F = 190), excessive literal translation, which leads to ambiguous translation (F = 30), awkward expression, including ambiguous meaning, mismatch, redundant words, and unnecessary repetition, (F = 29), incorrect character, improper punctuation marks, or inconsistency in term translation (F = 26), excessive free translation, which differentiates the translation from the original text (F = 6), and inappropriate register (F = 6).

The rise of globalization, the strengthening of multicultural societies, the abolishment of borders, technological advances, social networks, and the increasing political power of economic forces are all unmistakable occurrences that are characteristic of the 21st century. Communication within these multilingual societies comes across new developments and challenges that inevitably modify each type of intervention. All these issues are subjects of growing interest within the scope of research and training in Translation and Interpreting Studies and intercultural communication. This article focuses on some of these issues. First, the author will briefly write about some overarching themes in Translation and Interpreting Studies (T&IS). This will be followed by an overview of the influence of some disciplines. After that, some tendencies in research methods used in T&IS will be explore. Finally, an example of crossing domains in research and practice in T&IS in the 21st century will be presented taking as an example the Master Thesis from the MA in Intercultural Communication, Public Service Interpreting and Translation (Chinese- Spanish) offered at the University of Alcalá, Madrid, Spain.

Im Zuge der Umstrukturierung des Masterstudiengangs Germanistik an der Universität Wrocław infolge der 2011 in Polen eingeleiteten Hochschulreform wurde das Studienprogramm für die Spezialisierung „Translatorik“ neu konzipiert und um die projektorientierte Lehrveranstaltung „Kooperatives Übersetzen“ erweitert, die im Sommersemester 2015 zum ersten Mal durchgeführt wurde. Ziel dieses Projekts war die auftragsgerechte polnische Untertitelung des deutschen Kinderfilms „Lola auf der Erbse“ Regie: Thomas Heinemann, wobei die Studierenden sich einerseits mit den spezifischen Anforderungen audiovisueller Translationsformen vertraut machten und andererseits die Möglichkeit erhielten, team- und kommunikationsorientierte Arbeitsformen gewinnbringend für den Lern- und Arbeitsprozess zu nutzen und entsprechende Kompetenzen zu entwickeln.Cooperative translation in the process of translating a film — observations and experience in regard to didactic aspects of translationIn the course of restructuring of the MA programme of German Studies at the University of Wrocław following the university reform introduced in Poland in 2011, the study programme of the translation specialization was redesigned and enriched with the project-oriented seminar called “Cooperative Translation,” which was organized for the first time in the summer term of 2015. The objective of this project was to create Polish subtitles suitable for the target audience for the German children’s film Lola auf der Erbse director: Thomas Heinemann. On the one hand, the students familiarized themselves with the technical requirements specific to the audio-visual translation methods. On the other hand, they had an opportunity to develop relevant capabilities and to use team-oriented and communication-oriented types of student work which were profitable for the learning process and the working process.

IntroductionBecoming a parent is one of the most significant events an individual will experience in their lifetime. The postpartum period can be a difficult time, especially for mothers, who may require extra support during this challenging time. The proposed study seeks to understand the issue of postpartum support for mothers and their families. It will address this aim by using the Mothercraft Ottawa Postpartum Support Drop-in Program as real-life illustration of a community-based service organisation delivering these services.Methods and analysisA three-phased mixed-method programme evaluation guided by the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) evaluation framework and the tenets of community-based participatory research. Instrumental case study methodology will be employed to gain an in-depth understanding of what impact(s) the programme is having on mothers, their partners and their families (phase I-qualitative). A questionnaire, regression modelling, and geospatial analysis will be conducted to gain a deeper understanding of specific programme outputs and to generate information that will help inform programme reach (phase II-quantitative). Study phase III will focus on knowledge translation activities to stakeholders and the broader academic community.Ethics and disseminationEthics approval was granted by the University of Ottawa Research Ethics Board (H-12-18-1492). The results of this study will be disseminated at a community workshop, in an academic thesis, at academic conferences and in peer-reviewed publications.

Intralingual respeaking has been widely practiced since 2001 (Romero-Fresco, 2011), however, interlingual respeaking (from one language into another) is yet to take off. As a hybrid form of subtitling and interpreting, interlingual respeaking calls upon skills used in both professions. To transform this mode of audiovisual translation (AVT) within Media Accessibility (MA), a programme must be created to train future interlingual live subtitlers (ILSers). This paper presents the results of the first ever study on interlingual live subtitling (ILS), in which 10 participants interlingually respoke three short videos using a language combination of English and Spanish. The main areas of research in this project are feasibility, quality and training. Before expanding training in this area, ILS must be deemed feasible and an effective method of assessment must be in place to determine its quality. The average accuracy rate of the study is 97.17%, with the highest accuracy rate reaching the 98% threshold with 98.33%. The initial results point to ILS as feasible providing a training programme is put in place to build upon existing task-specific skills and develop new ones to ensure interlingual live subtitles of good quality are produced.

Augusto Boal is one of the best-known contemporary practitioners and teachers in the use of drama as a means of challenging the status quo. Starting as a self-proclaimed revolutionary, challenging the artistic theories of Aristotle and seeking to supersede those of Brecht, he developed his ‘Theatre of the Oppressed’ working with the poor of Brazil. Now he is perhaps best known for his work in ‘Forum Theatre’ and ‘Image Theatre’. In this article, David Davis and Carmel O'Sullivan argue that not only have Boal's methods been far from revolutionary for many years, but that they are now focused on individual needs, enabling the individual to survive a little longer within an oppressive social structure. They propose that this is not a case of Marxist revolutionary ideology becoming diluted over time, but that the roots of the change are to be found in a lack of grounding in Marxist theory and philosophy from the beginning. David Davis is Director of the International Centre for Studies in Drama in Education and Professor of Drama in Education at the University of Central England, teaching on the MA programme as well as supervising PhD research. He has presented workshops in many parts of the world, and published widely. Carmel O'Sullivan lectures in the Education Department at Trinity College, Dublin, and is currently completing her doctoral thesis critiquing the theory and practice of Boal at the University of Central England.

http://dx.doi.org/10.5007/1980-4237.2014n16p101Monteiro Lobato desempenhou importante papel na consolidação da Literatura Infantojuvenil (LIJ) brasileira – tanto como escritor quanto como tradutor desse tipo de literatura. Dentro desse contexto, o objetivo do presente artigo é demonstrar o papel de Lobato na consolidação da interface Estudos da Tradução (ET) – Literatura Infantojuvenil (LIJ) por meio da realização de um mapeamento da área de pesquisa na intersecção Monteiro Lobato, ET e LIJ. As informações foram retiradas do portal de teses e dissertações da CAPES (http://capesdw.capes.gov.br/capesdw/) e dos acervos digitais das universidades brasileiras que oferecem graduação e pós-graduação stricto sensu em tradução, cobrindo os anos de 1991 a 2014. O mapeamento traz o ano de conclusão da pesquisa, o autor, o título do trabalho, a instituição a que os autores pertencem, a área do conhecimento e um breve resumo da pesquisa. A interpretação dos dados levantados nos permite afirmar que Lobato desempenhou dois importantes papéis para a LIJ brasileira: foi um dos fundadores da LIJ nacional e também grande responsável pela consolidação de pesquisas acadêmicas realizadas na interface ET e LIJ. ABSTRACTMonteiro Lobato had an important role in the consolidation of Brazilian Children’s Literature – both as a writer and translator of this kind of texts. In that context, the purpose of this paper is to demonstrate the role of the studies on Lobato in the consolidation of the interface Translation Studies (TS) – Children’s Literature (CL) through a mapping of the research area in the intersection Monteiro Lobato, ET, CL. The information presented here were taken from CAPES’ MA dissertations and PhD thesis portal and from the digital collection of Brazilian universities that offer undergraduate and stricto sensu graduate programs in Translation, covering the years from 1991 to 2014. The mapping brings the year of conclusion of each research, the author, the title, the institution to which the authors are affiliated to, the area of knowledge and a brief abstract of the research. Based on the data found, it is possible to state that Lobato has played two important roles in the development of Brazilian CL: directly, he was one of the founders of the national CL; indirectly, he was object of some studies that consolidated academic research in the interface TS – CL.Keywords: Monteiro Lobato; Children’s Literature; Translation Studies.

The subject of this research is the content of the Tibetan text –  famous commentary work of the prominent Buddhist reformer and founder of the Gelugpa School Je Tsongkhapa (1357-1419) – “Ocean of Reasoning: a Great Commentary on the Nāgārjuna's Mūlamadhyamakakārikā” known as "Wisdom"." (“dBu-ma-rtsa-ba’i-tshig-leur-byas-pa-shes-rab-ces-bya-ba’i-rnam-bshad-rigs-pa’i-rgya-mtsho-zhes-bya-ba-bzhugs-so”). It analyzes the content of the chapter of preliminary guidelines Tsongkhapa's writing, and preambular part of Tsongkhapa's authorial commentary to “Mūlamadhyamakakārikā”, referred to as the “introductory part” of the “Ocean of Reasoning”. The research is based on the materials translated by the author from the Tibetan language, which is the first ever translation of the original text into the Russian language. Analysis of the works of  Tsongkhapa allows concluding that it is the fundamental logical-analytical research of the “Nāgārjuna's Mūlamadhyamakakārikā” carried out in Indo-Tibetan scholastic tradition, with attraction of multiple Buddhist primary sources – Sutras and Shastras, including basic Indian commentaries to Nāgārjuna's thesis, written by the ancient Indian philosophers Buddhapalita, Bhāviveka, and Candrakīrti. This text is an important source for introducing into the modern philosophical discourse of the doctrine of Madhyamaka School, represented particularly by the Tibetan Prāsaṅgika interpreters through Je Tsongkhapa.