ERIC Number: ED267609
Record Type: RIE
Publication Date: 1985-Nov-30
Reference Count: 0
Where Cultures Clash: Teaching Translation Techniques.
The student brings to translation a predetermined set of criteria for words, grammar, sentence structure, writing, and communication generally, as well as the relative success experienced using those criteria in one's native language. Even at the advanced level, the student brings assumptions to reading that are more a reflection of personal prejudice than a true understanding of the material. Experiments conducted in both tutoring and classroom situations suggest that the greater knowledge and awareness individual students have of their own identity, culture, and language attitudes, the greater their success in translation. Language instructors can use knowledge of the students to facilitate translation, gearing instruction to their strengths and weaknesses. Better translation results from instruction that encourages students to identify their own personal style. A three-stage exercise with a single work that involves writing a literal translation, then a version portraying the mood of the piece without strict precision, and finally a personally ideal translation, has been found helpful in illustrating to students how well they understand the piece as a cultural entity, a reflection of historical and personal experience. Examples of translation exercises using Chinese poetry are included. (MSE)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the annual meeting of the Chinese Language Teachers' Association (New York, NY, November 28-December 1, 1985).