News, activities, resources, and discussions for the ESL staff at Palomar College
Tuesday, September 1, 2009
Alternative English
In response to Lee's call for examples of interesting uses of English , here are a couple sent to me by a friend I worked with at Yantai University in Shandong, China. If you can't read the image, click on it and it should enlarge. Enjoy!
Do you think such texts can be used as material to analyze for a Chinese group learning English? I'm thinking a teacher who understands where the problems come from can then show why the original translations are awkward and how to make the English translation idiomatic.
Hello Lee, Yes, I think that this could be used as material for a Chinese group learning English. Besides the obvious errors in grammar, punctuation, tone, spelling and vocabulary, I think that the two translations show a few problems that seem to occur frequently in Chinese to English translation. These problems are based in practices. The first problem is found in using English for decoration instead of communication. We see the same issue occur in the US when Chinese characters are used in nonsensical ways for images on t-shirts, tattoos, and notebooks. In this case, the translation is not carefully made or reviewed because the meaning is not really important. The second issue is the frequent and dependent use of translation devices. These devices do not consider the text semantically and cannot translate tone or idiomatic expressions accurately. Without attention to these issues, an intelligible or accurate translation cannot be made. The third issue is the related to the translator’s pride. If the person translating is supposed to be knowledgeable (and perhaps paid for their services), they will not suggest that the translation be double checked. To remedy these issues, Chinese students learning English should be encouraged to translate with attention to meaning and accuracy. These translations should be made without the use of translation devices. The instructor should not allow the use of translation devices. By doing so, students will not assume that these devices are sufficient or useful in translating texts for real life applications of English. In addition, peer review should be a frequent practice in class. This will promote a practice of seeking a second opinion without feeling ashamed.
To use these translations in class, after the three aforementioned issues are addressed, students could go line by line to correct them. After that, they could compare the translations they came up with and then vote on the most accurate and fluent. The instructor could then offer a translation and line by line explanation.
Wow. You have offered a thorough teacher-training method relevant to the issues. Have you conveyed your idea to your teacher friend in China?
I think students can also be trained to identify and isolate the problems (perhaps by circling or color highlighting) before they embark on line by line corrections.
Hello Lee, My friend has returned from China, but I know that she would love to know that we have been able to analyze and discuss her wonderful finds.
4 comments:
Do you think such texts can be used as material to analyze for a Chinese group learning English? I'm thinking a teacher who understands where the problems come from can then show why the original translations are awkward and how to make the English translation idiomatic.
Lee
Hello Lee,
Yes, I think that this could be used as material for a Chinese group learning English. Besides the obvious errors in grammar, punctuation, tone, spelling and vocabulary, I think that the two translations show a few problems that seem to occur frequently in Chinese to English translation. These problems are based in practices. The first problem is found in using English for decoration instead of communication. We see the same issue occur in the US when Chinese characters are used in nonsensical ways for images on t-shirts, tattoos, and notebooks. In this case, the translation is not carefully made or reviewed because the meaning is not really important. The second issue is the frequent and dependent use of translation devices. These devices do not consider the text semantically and cannot translate tone or idiomatic expressions accurately. Without attention to these issues, an intelligible or accurate translation cannot be made. The third issue is the related to the translator’s pride. If the person translating is supposed to be knowledgeable (and perhaps paid for their services), they will not suggest that the translation be double checked. To remedy these issues, Chinese students learning English should be encouraged to translate with attention to meaning and accuracy. These translations should be made without the use of translation devices. The instructor should not allow the use of translation devices. By doing so, students will not assume that these devices are sufficient or useful in translating texts for real life applications of English. In addition, peer review should be a frequent practice in class. This will promote a practice of seeking a second opinion without feeling ashamed.
To use these translations in class, after the three aforementioned issues are addressed, students could go line by line to correct them. After that, they could compare the translations they came up with and then vote on the most accurate and fluent. The instructor could then offer a translation and line by line explanation.
Wow. You have offered a thorough teacher-training method relevant to the issues. Have you conveyed your idea to your teacher friend in China?
I think students can also be trained to identify and isolate the problems (perhaps by circling or color highlighting) before they embark on line by line corrections.
Lee
Hello Lee,
My friend has returned from China, but I know that she would love to know that we have been able to analyze and discuss her wonderful finds.
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