| Peer-Reviewed

Application of Halliday’s Register Model to Construction of Translation Quality Assessment Criteria in Translation Teaching Context

Received: 2 April 2020     Accepted: 17 April 2020     Published: 30 April 2020
Views:       Downloads:
Abstract

Translation quality assessment (TQA) is an essential link between translation theory and its practice, it is also an enjoyable and instructive exercise, particularly if you are assessing someone else’s translated version or, even better, two or more translated renditions of the same text. Recently, in translation teaching context, translation assessments, conducted by teachers or even students, have appeared unsystematically and mainly based on a vast of subjective deduction or personal experiences; therefore the assessment activity in classrooms is limited in searching for translation errors or mistakes only and the learners also conduct translation exercises without any apparently-standardized criteria given in advance. This paper will present an empirical research on assessment activity through the application of Halliday’s register model, applied to language- majored students’ translation assessment at a university in Vietnam, specifically at Faculty of Foreign Languages of Nha Trang University. To investigate the difference between the two selected groups of students, a survey on students’ TQA activity will be conducted. The purposes of this survey are to see how the students carry out peer assessment activity and to measure to what extent the TQA activity also affects students’ translation competence. To collect the data for the investigation, one group is instructed TQA criteria while the other are not introduced to the TQA criteria. The two selected groups also undertake the assessment activity of the same translated version. The results of this research will show the benefits of constructed criteria for TQA in learning and teaching translation at tertiary level.

Published in International Journal of Applied Linguistics and Translation (Volume 6, Issue 2)
DOI 10.11648/j.ijalt.20200602.12
Page(s) 47-51
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2020. Published by Science Publishing Group

Keywords

Register Theory, Translation Assessment Criteria, Linguistic Variables

References
[1] Baker, M., &Saldanha, G. (1998). Routledge encyclopedia of translation studies. New York: Routledge.
[2] Eggins, S. & Martin, J. R. (1997). Genre and register of discourse. In T. van Dijk, (Ed), Discourse as structure and process (pp. 230). London: Sage.
[3] Halliday, M. A. K. (1964). The linguistics sciences and language teaching. London: Longman.
[4] Halliday, M. A. K. &Hasan, R. (1989). Language, text and context: Aspects of language in Social-Semiotic Perspective. Victoria 3217: Deakin University.
[5] Hatim, B. &Mason, I. (1990). Discourse and the translation. London/New York: Longman.
[6] Hatim, B. & Mason, I. (1997). The translator as communicator. Routledge, London/ New York.
[7] Herman. (2016). The method of translation and practices. Germany: LAP LAMBERT Academic Publishing. ISBN: 978-3-330-00145-9.
[8] Herman, Murni, S. M., Sibarani, B., Saragih, A. (2019). Structures of representational metafunctions of the “Cheng Beng” ceremony in Pematangsiantar: A multimodal analysis. International Journal of Innovation, Creativity and Change, 8 (4), 34-46. Available at: https://www.ijicc.net/images/vol8iss4/8403_Herman_2019_E_R.pdf.
[9] House, J. (1981). A model for translation assessment. 2nd edition. Tubingen: Gunter Narr.
[10] House, J. (1989). Reading in translation theory. Chesterman, A. (ed). Helsinki: Layman Kirjapaino.
[11] Melis, N. M &Albir, A. H. (2001). Assessment in translation studies: Research needs. Meta: Translators’ Journal, Vol: 46, No 2, 2001, P. 272-287.
[12] Newmark, P. (1988). A textbook of translation. Prentice Hall International.
[13] Nord, C. (1991). Text analysis in translation: Theory, methodology, and didactic application of a model for translation-oriented text analysis. Amsterdam-Atlanta: Rodopi.
[14] Van, H. V. (2003). Translation studies. Publishing House of Social Sciences.
[15] Williams, M. (2001). The application of argumentation theory to translation quality assessment. Translators’ Journal. 46 (2). 326-344.
Cite This Article
  • APA Style

    Nguyen Van Thao, Hoang Cong Binh, Herman. (2020). Application of Halliday’s Register Model to Construction of Translation Quality Assessment Criteria in Translation Teaching Context. International Journal of Applied Linguistics and Translation, 6(2), 47-51. https://doi.org/10.11648/j.ijalt.20200602.12

    Copy | Download

    ACS Style

    Nguyen Van Thao; Hoang Cong Binh; Herman. Application of Halliday’s Register Model to Construction of Translation Quality Assessment Criteria in Translation Teaching Context. Int. J. Appl. Linguist. Transl. 2020, 6(2), 47-51. doi: 10.11648/j.ijalt.20200602.12

    Copy | Download

    AMA Style

    Nguyen Van Thao, Hoang Cong Binh, Herman. Application of Halliday’s Register Model to Construction of Translation Quality Assessment Criteria in Translation Teaching Context. Int J Appl Linguist Transl. 2020;6(2):47-51. doi: 10.11648/j.ijalt.20200602.12

    Copy | Download

  • @article{10.11648/j.ijalt.20200602.12,
      author = {Nguyen Van Thao and Hoang Cong Binh and Herman},
      title = {Application of Halliday’s Register Model to Construction of Translation Quality Assessment Criteria in Translation Teaching Context},
      journal = {International Journal of Applied Linguistics and Translation},
      volume = {6},
      number = {2},
      pages = {47-51},
      doi = {10.11648/j.ijalt.20200602.12},
      url = {https://doi.org/10.11648/j.ijalt.20200602.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijalt.20200602.12},
      abstract = {Translation quality assessment (TQA) is an essential link between translation theory and its practice, it is also an enjoyable and instructive exercise, particularly if you are assessing someone else’s translated version or, even better, two or more translated renditions of the same text. Recently, in translation teaching context, translation assessments, conducted by teachers or even students, have appeared unsystematically and mainly based on a vast of subjective deduction or personal experiences; therefore the assessment activity in classrooms is limited in searching for translation errors or mistakes only and the learners also conduct translation exercises without any apparently-standardized criteria given in advance. This paper will present an empirical research on assessment activity through the application of Halliday’s register model, applied to language- majored students’ translation assessment at a university in Vietnam, specifically at Faculty of Foreign Languages of Nha Trang University. To investigate the difference between the two selected groups of students, a survey on students’ TQA activity will be conducted. The purposes of this survey are to see how the students carry out peer assessment activity and to measure to what extent the TQA activity also affects students’ translation competence. To collect the data for the investigation, one group is instructed TQA criteria while the other are not introduced to the TQA criteria. The two selected groups also undertake the assessment activity of the same translated version. The results of this research will show the benefits of constructed criteria for TQA in learning and teaching translation at tertiary level.},
     year = {2020}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - Application of Halliday’s Register Model to Construction of Translation Quality Assessment Criteria in Translation Teaching Context
    AU  - Nguyen Van Thao
    AU  - Hoang Cong Binh
    AU  - Herman
    Y1  - 2020/04/30
    PY  - 2020
    N1  - https://doi.org/10.11648/j.ijalt.20200602.12
    DO  - 10.11648/j.ijalt.20200602.12
    T2  - International Journal of Applied Linguistics and Translation
    JF  - International Journal of Applied Linguistics and Translation
    JO  - International Journal of Applied Linguistics and Translation
    SP  - 47
    EP  - 51
    PB  - Science Publishing Group
    SN  - 2472-1271
    UR  - https://doi.org/10.11648/j.ijalt.20200602.12
    AB  - Translation quality assessment (TQA) is an essential link between translation theory and its practice, it is also an enjoyable and instructive exercise, particularly if you are assessing someone else’s translated version or, even better, two or more translated renditions of the same text. Recently, in translation teaching context, translation assessments, conducted by teachers or even students, have appeared unsystematically and mainly based on a vast of subjective deduction or personal experiences; therefore the assessment activity in classrooms is limited in searching for translation errors or mistakes only and the learners also conduct translation exercises without any apparently-standardized criteria given in advance. This paper will present an empirical research on assessment activity through the application of Halliday’s register model, applied to language- majored students’ translation assessment at a university in Vietnam, specifically at Faculty of Foreign Languages of Nha Trang University. To investigate the difference between the two selected groups of students, a survey on students’ TQA activity will be conducted. The purposes of this survey are to see how the students carry out peer assessment activity and to measure to what extent the TQA activity also affects students’ translation competence. To collect the data for the investigation, one group is instructed TQA criteria while the other are not introduced to the TQA criteria. The two selected groups also undertake the assessment activity of the same translated version. The results of this research will show the benefits of constructed criteria for TQA in learning and teaching translation at tertiary level.
    VL  - 6
    IS  - 2
    ER  - 

    Copy | Download

Author Information
  • Faculty of Philology, Hanoi Pedagogical University 2, Vinh Phuc, Vietnam

  • Faculty of Foreign Languages, Nha Trang University, Khanh Hoa, Vietnam

  • Department of English Education, Universitas HKBP Nommensen, Medan, Indonesia

  • Sections