Responds to two papers on translation and norms, noting conceptual problems that arise when using norms in translation studies. Focuses on several issues that were examined in the original two papers, including equivalence, explanation, values, effects, strategies, and translation theory. (SM)

Discusses a question that remains largely unanswered in papers by Toury and Hermans on translation and norms: how, where, and by whom are translation norms negotiated. Explains some of the advantages that ensue from taking the term negotiation seriously. (SM)

The author responds to comments made by several individuals on his essay about translation and norms, explaining that each respondent made him rethink one issue or another. He notes that the responses appear to be a promising step toward a dialog within translation studies (though not yet a real dialog). (SM)

The author comments on responses by several individuals to his essay on translation and norms, noting the interest in the notion of equivalence, discussing methodological issues, and responding directly to comments by each author. He concludes by suggesting that the discipline needs impulses from other areas of study as well as critical inspection…

Situated in the context of Israeli in-service education, this article explores the development of the author's understanding of the process of learning to mentor from the acquisition of communicative competencies (as identified in an initial study), toward a more discursive view of the process as "participation in competing discourses of practice"…

Models of bilingual speech production generally assume that translation equivalent lexical nodes share a common semantic representation. Though this type of architecture is highly desirable on both theoretical and empirical grounds, it could create difficulty at the point of lexical selection. If two translation equivalent lexical nodes are…

Concerned that her students "knew" Spanish but could not use it in real life situations, the author created new learning goals, new learning activities, and new assessment activities. As a graduate student at the University of Illinois, the author was introduced to "Creating Significant Learning Experiences" (Fink, 2003) while studying with Steven…

In our second millennium, oral translation has become very significant due to the speedy globalization phenomenon. However, many elders in Taiwan might not effortlessly integrate into this global village because they did not obtain their opportunity of learning English in their childhood. Therefore, some of the bosses of industries or…

This article explores the potential usefulness of translation activities in the learning of intercultural competence. First, the theoretical framework adopted and the problems involved in the use of translation activities for formative evaluation are discussed. Then, a pedagogic tool which implements the data provided by the students' translations…

Melvyn C. Goldstein, an anthropologist at Case Western Reserve University, has spent 40 years, off and on, collecting oral histories from Tibet. As rural Tibetans who have endured decades of tumult approach old age, Goldstein, who is also a director of the university's Center for Research on Tibet, has preserved their stories. He has interviewed…

Due to differences in the grammars of English and French, "pendant" and "depuis" are as difficult to master for English speakers as their equivalents "for" and "since" are for French speakers. To the former, three facts are crucial: (1) "depuis" corresponds to both "for" and "since," which creates ambiguities; (2) "depuis" applies to an…

The machine translation system SYSTRAN was assessed for translation quality and system productivity. The test was carried out on translations from English to French dealing with food science and technology. Machine translations were compared to manual translations of the same texts. SYSTRAN was found to be a useful system of information…

This paper describes and explains a classroom exercise in French translation, with a view to promoting translation as an integral part of language instruction, particularly at the third-year college level when the student can be expected to have acquired an advanced knowledge of the parts of speech, of the grammatical distribution and their…

Discusses basic models of the processes of translation, second language teaching and learning, and semantization. A judicious use of many procedures is urged, because translation is present in the semantization process regardless of method used. It is noted that considerable research is still needed. (AMH)

Argues that translation can be an effective learning tool for English speakers learning Chinese if semantic and discourse analysis are incorporated. Examples are given to illustrate various problems in such translation, including the division between state and action verbs, and the nonuse of -LE with verbs in past meaning. (15 references) (JL)