Translation consist of transferring the meaning of the source language text into the receptor language text.
Is it necessary to change the form when translating?
Anything that can be said in one language can be said in another. It is possible to translate. The goal of the translator is to keep the meaning constant. Whenever necessary, the receptor language form should be change in order that the source language meaning not be distorted. Since a meaning expressed by a particular form in one language may be expressed by quite a different form in another language, it is often necessary to change the form when translating. It is not uncommon that passive constructions will need to be translated with an active construction or viceversa, depending on the natural form of the receptor language.
How does a translator know that he is successful in his translation task?
He will know that he is successful in the receptor language readers do not recognize his work as a translation at all, but simply as a text written in the receptor language for their information and enjoyment.
How does a translator make his translation as dynamic as the original text?
For the translation to have the same dynamics as the original, it will need to natural and easy to understand that the readers will find it easy to grasp the message, including both the information and the emotional effect intended bu the source language writer.
Saturday, April 21, 2012
Saturday, April 7, 2012
Interactive Multimedia Development Based on Behaviorist Approach
Educators today debate the most appropriate instructional role for technology, particularly computer technology. Here, the use of simple online games and quizzes in computer technology provides positive reinforcement to learners and adds interest to subjects which focus on fact based learning by bringing variety and heightened sensory experiences to repetitive tasks.
Robyler and Havriluk (1997) point out that among the “needs addressed by directed instruction” (their term for the Behaviourist approach) are “making learning paths more efficient- especially for instruction in skills that are prerequisite to higher-level skills” and “performing time-consuming and labor intensive tasks (e.g., skill practice), freeing teacher time for other, more complex student needs”.
Anecdotal evidence from the teacher of the subject indicates that students now learn and retain the words more quickly and complain less about the subject.
This heuristic is useful as a learning resource developer at CIT (Computer and Information Technology) as part of the Vocational Education and Training (VET) sector and many of the initial subjects courses require learners to acquire a certain base level of technical subject-specific knowledge. Many of these games can be produced easily by teachers with free or inexpensive software and require minimal technical ability to create and put online.
Games are a familiar, accessible and engaging medium which can be used in situations ranging from Behaviourist drill and practice exercises to more Constructivist problem based scenarios. There is currently a growing group of educational game producers – known as the Serious Games movement – focusing heavily on the possibilities of the latter.
Learning practitioners wishing to make use of interactive multimedia in the form of games and quizzes should allow themselves adequate time to become familiar with the game/quiz creating software that they wish to use. While most of it is designed with the less technically inclined user in mind (i.e. a wizard based approach), it can often still require the uploading of multiple supporting image and javascript files to our website or learning management system.
Robyler and Havriluk (1997) point out that among the “needs addressed by directed instruction” (their term for the Behaviourist approach) are “making learning paths more efficient- especially for instruction in skills that are prerequisite to higher-level skills” and “performing time-consuming and labor intensive tasks (e.g., skill practice), freeing teacher time for other, more complex student needs”.
Anecdotal evidence from the teacher of the subject indicates that students now learn and retain the words more quickly and complain less about the subject.
This heuristic is useful as a learning resource developer at CIT (Computer and Information Technology) as part of the Vocational Education and Training (VET) sector and many of the initial subjects courses require learners to acquire a certain base level of technical subject-specific knowledge. Many of these games can be produced easily by teachers with free or inexpensive software and require minimal technical ability to create and put online.
Games are a familiar, accessible and engaging medium which can be used in situations ranging from Behaviourist drill and practice exercises to more Constructivist problem based scenarios. There is currently a growing group of educational game producers – known as the Serious Games movement – focusing heavily on the possibilities of the latter.
Learning practitioners wishing to make use of interactive multimedia in the form of games and quizzes should allow themselves adequate time to become familiar with the game/quiz creating software that they wish to use. While most of it is designed with the less technically inclined user in mind (i.e. a wizard based approach), it can often still require the uploading of multiple supporting image and javascript files to our website or learning management system.
Tuesday, April 3, 2012
Integrating the Learning of Micro-skills (Video & Blogs)
Two technologies were employed here, video and blogs. Videos could serve as a good mode of inquiry that allows respondents to review rich contents that include various aspects of teaching: pedagogy, climate, management, classroom characteristics and student characteristics (Colestock & Sherin, 2009). The amount of attention given by teachers to each domain was different with instructional strategies receiving more concerns than other aspects. Colestock and Sherin found that teachers applied different strategies in interpreting teaching videos and subsequently developed their professional view of teaching through their interpretation and discussion. Video technology has also been implemented in micro-teaching to show examples of teaching or case-based learning by illustrating the actual and complex teaching environment.Videos allow pre-service teachers to learn teaching skills and teacher-student interaction through modelling and developing problem solving skills through observing the case in video playback (Kpanja, 2001; Lee & Wu, 2006). Video recording and playback is a useful technology to improve reflection in teaching (Akalin, 2005; Albrecht & Carnes, 2006; Benton-Kupper, 2001). Video-enabled and video-oriented discussion followed by critical reflection helped pre-service teachers to identify areas for improvement in professional growth (Fernandez, 2010; Kpanja, 2001). As a result, they could develop an increased awareness of their instructional strengths and weaknesses by observing the videos. The use of videos allows student teachers to have evidence-informed discussion and this fostered reflective practices among teachers (Albrecht & Carnes, 2006; Fernandez, 2010).
Blogs are a well accepted learning technology in education. Similar to online discussion forums, which allow participants to post their thoughts and subsequently read and comment on what is posted, blogs foreground the individual’s thoughts and cater to a much wider audience – anyone who happens to find the blog online can read and comment. As such, the fundamental difference between writing for an online discussion forum and a blog is that a blogger writes to a diverse and probably unknown audience. In education, the use of blogs is still being explored and developed (Jonassen, 2000) and this is also the case in teacher education. Duffy and Bruns (2006) proposed that technologies like blogs, wikis and RSS promote desirable practices such as collaborative content creation and reflection of learning experiences, and enable peer and formative evaluation to take place. Hernandez-Ramos (2004) carried out a comparative study between the use of blogs and online discussion to promote reflection in an instructional technology course in a teacher preparation program. His study reported that while teachers prefer blogs to online discussion forums in their reflection, the availability of information to a wider audience resulted in some apprehension in using blogs.
However, once the teachers become familiar with using blogs, they reflected on events ranging from their reactions to the time spent with their students, to their own professional learning and classroom management strategies. Pre-service teachers worked on an individual blog to reflect on the videos presented to them. Peers reading these blogs will be able to gain diverse perspectives from watching the same videos and reading the blogs. Shih (2010) used a blended learning approach using video-based blogs and found that students in the English Public Speaking course were able to enhance their learning motivation and encouraged their cooperation with their peers. He also reported that the video-based blogs helped students overcome their fear in public speaking. This is a relevant finding for this study since pre-service teachers have to overcome their fear of public speaking when they start teaching.
In conclusion, by integrating the learning of micro-skills through video technology and reflection using blogs; it aims to examine exactly what forms of reflection pre-service teachers engage in with regard to learning teaching skills.
Blogs are a well accepted learning technology in education. Similar to online discussion forums, which allow participants to post their thoughts and subsequently read and comment on what is posted, blogs foreground the individual’s thoughts and cater to a much wider audience – anyone who happens to find the blog online can read and comment. As such, the fundamental difference between writing for an online discussion forum and a blog is that a blogger writes to a diverse and probably unknown audience. In education, the use of blogs is still being explored and developed (Jonassen, 2000) and this is also the case in teacher education. Duffy and Bruns (2006) proposed that technologies like blogs, wikis and RSS promote desirable practices such as collaborative content creation and reflection of learning experiences, and enable peer and formative evaluation to take place. Hernandez-Ramos (2004) carried out a comparative study between the use of blogs and online discussion to promote reflection in an instructional technology course in a teacher preparation program. His study reported that while teachers prefer blogs to online discussion forums in their reflection, the availability of information to a wider audience resulted in some apprehension in using blogs.
However, once the teachers become familiar with using blogs, they reflected on events ranging from their reactions to the time spent with their students, to their own professional learning and classroom management strategies. Pre-service teachers worked on an individual blog to reflect on the videos presented to them. Peers reading these blogs will be able to gain diverse perspectives from watching the same videos and reading the blogs. Shih (2010) used a blended learning approach using video-based blogs and found that students in the English Public Speaking course were able to enhance their learning motivation and encouraged their cooperation with their peers. He also reported that the video-based blogs helped students overcome their fear in public speaking. This is a relevant finding for this study since pre-service teachers have to overcome their fear of public speaking when they start teaching.
In conclusion, by integrating the learning of micro-skills through video technology and reflection using blogs; it aims to examine exactly what forms of reflection pre-service teachers engage in with regard to learning teaching skills.
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