The empirical status of text, discourse and genre in the training of English/Arabic translators
The main purpose of this thesis is to derive empirical evidence Jor the didactic value of translating text in context by conducting an experiment involving final-year undergraduate students who study translation (English-Arabie-English) as a basic component of the curriculum. A number of theoretical frameworks are invoked, most notably those of the discourse model elaborated by Hatim and Mason (1990) (1997) and of House's text analysis model (1997). The experiment design draws on Hatim's multistage curriculum translation design (2000: 182) which consists of various stages representing an increasing degree of evaluativeness and difficulty. Following each major phase of the experiment (covering register, text types, genre and discourse), the students are evaluated using the pre-test / post-test technique and interviews. It was hoped that the experiment would shed light first on the students' mode of assimilating of each of these areas of context and second on the effect of the training in the development of an overall discourse awareness. As documented in the chapters on analysis and conclusions, very convincing evidence empirically emerged which indicate theĂâĂÂ· inestimable value of incorporating text,
Bnini, Chakib
The empirical status of text, discourse and genre in the training of English/Arabic translators. The main purpose of this thesis is to derive empirical evidence Jor the didactic value of translating text in context by conducting an experiment involving final-year undergraduate students who study translation (English-Arabie-English) as a basic component of the curriculum. A number of theoretical frameworks are invoked, most notably those of the discourse model elaborated by Hatim and Mason (1990) (1997) and of House's text analysis model (1997). The experiment design draws on Hatim's multistage curriculum translation design (2000: 182) which consists of various stages representing an increasing degree of evaluativeness and difficulty. Following each major phase of the experiment (covering register, text types, genre and discourse), the students are evaluated using the pre-test / post-test technique and interviews. It was hoped that the experiment would shed light first on the students' mode of assimilating of each of these areas of context and second on the effect of the training in the development of an overall discourse awareness. As documented in the chapters on analysis and conclusions, very convincing evidence empirically emerged which indicate theĂâĂÂ· inestimable value of incorporating text,
empirical status text discourse genre training english_arabic translator main_purpose derive empirical_evidence didactic value translate_text context conduct involve final_year undergraduate_student study translation_english english basic_component curriculum number_theoretical framework invoke notably discourse model elaborate mason person house text_analysis model design draw curriculum translation design consist various_stage represent increase degree difficulty following major phase cover register text_type genre discourse student evaluate use pre_test post test technique interview hop would shed_light first student mode assimilate area context second effect training development overall discourse awareness document analysis conclusion convince evidence empirically emerge indicate thea value incorporate text