Translation and Interpretation

In Translation (في الترجمة) is an annual Journal issued by Annaba Badji Mokhtar University, Algeria. It is a refereed, double blind peer reviewed journal open for scholars, professors, and officials of translation and other related and associated disciplines, as comparative literature, literary studies, language studies, linguistics, didactics, culture, communication, economy, media, technology , and the like. It is an open access journal, which promotes research and enables users to download its articles free of any charge. In Translation accepts articles in Arabic, English, and French. The Journal is published in both print and online versions. It welcomes unpublished, original and full-length manuscripts that reflect the latest researches and developments of the above cited domains and disciplines.
You can get the relevant information at :https://www.asjp.cerist.dz/en/PresentationRevue/95 .

Repetition is a common literary device that can be used to create associative networks within a text, parallel structures suggesting similarities in meaning, or a wide span of effects ranging from monotony to excitement. If repetition is a common literary device, then it follows that its translation is a common challenge for the literary translator. However, translators tend to avoid repetition and by doing so often fail to recreate the function the repetition fulfils in the source text. Using Michael Cunningham’s literary travelogue Lands End: A walk in Provincetown and its German translation as a case study, in this paper I will have a closer look at the literary function of repetition and how omitting the repetition in the target text can affect the text’s meaning potential. In addition, I will discuss alternative solutions that maintain the literary function in the target text. In particular, I will argue that the target text does not necessarily need to mirror the linguistic form of the source-text repetition, but can employ other stylistic means to recreate its literary function in the target text.

The purpose of the Master’s in Specialized Multilingual Translation at the
University of Lille III is to bridge the gap between academic studies and
the reality of the professional world. For that reason, instructors are themselves primarily practitioners; their role is to ensure that throughout their studies students acquire not only the skills that underpin translational activity but also an understanding of the practices and requirements which await them in the translation market.
Consequently, our challenge was to develop a global rating scale for
summative assessment to evaluate our students at the end of the two-year programme. In so doing, we attempted to answer the three key questions put forth by Martinez Melis and Hurtado Albir (2001: 275): what kind of evaluation will we adopt, what exactly are we setting out to evaluate, and how we will evaluate it?

What was the role of interpreters and translators during the Ottoman Empire? What are the differences between modern translators and/or interpreters and dragomans? What were the peculiarities that characterised their profession? What types of interpreters existed during this period and who were the most important interpreters/dragomans of that time?

We are currently soliciting unpublished, quality research articles/case studies in the fields of ELT, Linguistics, Literature, Discourse and Translation Studies for Volume: 08, Issue: 02 [April-June, 2020 Issue] of IJ-ELTS. 
The papers can address issues in/related to the following research disciplines-
1. English Language Teaching [ELT]
2. Teaching English for Specific Purposes/ Academic Purposes
3. Language Assessment and Testing
4. Studies in Language, Linguistics and Discourse Studies
5. Issues in Translation and Interpretation Studies
6. Theoretical reflections on Translation
7. Translation in a globalized world (media, communication, culture and conflict)
8. Issues and Studies in Machine Translation
9. Issues and Studies in Legal and Economic Translation
10. Interpreting studies
11. Audiovisual Translation
12. Corpus Linguistics and Translation Studies
13. Translation and Literature
14. Literary Translation
15. Postcolonial Translation Studies
16. Translation and Ideology
17. Translation Criticism
18. Cultural Translation
19. Corpus-Based Translation Studies
20. Translation Quality Assessment
21. Translation of Medical Texts
22. Sociological Models of Translation and Interpreting
23. Specialised Translation
24. Screen Translation
25. Translator and Interpreter Training

Submission is free and open for all. You can submit your manuscript to submissions@eltsjournal.org and a copy to ijelts@gmail.com .
For more information, visit For Authors webpage of IJ-ELTS- http://www.eltsjournal.org/for%20authors.html

Nowadays, one of the most serious issues in teaching a second language is whether using first language is allowed or not during the teaching process. However, this critical issue is also important for Iranian teachers in teaching Prospect 1, a new course book for Iranian junior high school students. The study tries to consider the use of the first language (Persian) by both Iranian EFL teachers and learners in teaching Prospect 1. Moreover, teachers and students' attitudes toward using Persian in English classrooms are scrutinized in this paper. To conduct this research, 248 Iranian EFL junior high school teachers, teaching Prospect 1 in Sabzevar, Khorasan-e Razavi Province, and sixty Iranian junior high school students participated in the study. The data were collected through two sets of questionnaires, for both the teachers and students. As the results of the study revealed, the tendency is toward using both L1 and L2 where Prospect 1 Course book is taught.

The current study aimed to explore the present and target situation academic language needs of undergraduate students of physical education. To this end, a total number of 110 undergraduates, 30 graduates, 18 language EAP instructors, and 18 content EAP instructors participated in the study. The EAP classes for students of physical education were observed. Then, all four groups of stakeholders were asked to complete needs analysis questionnaires and participate in semi-structured interviews. The undergraduates and graduates also took a general English proficiency test. The findings indicated that the undergraduates perceived speaking, reading, listening, vocabulary, and translation as important. Besides these skills and components, EAP instructors further considered writing, grammar, and pronunciation as significant. Furthermore, both language and content EAP instructors referred to participating in international events as an important skill that prepares the undergraduates to pursue professional objectives in the future. Finally, participants elucidated various major problematic areas. The findings have profound implications for revisiting EAP courses for students of physical education.

Translator behavior criticism theory is regarded as one of the main current translation studies theory in China. It is proposed by Professor Zhou Lingshun in 2010 and now it has been 10 years. This article starts from translators' position as the center, which provides the background for this theory. Then it moves on to make clear the main proposals and practice of this theory, especially his "truth-seeking and utility attaining" continuum mode of evaluation. Through this continuum mode, one can measure the degree of rationality of a translator's behavior by taking various factors into consideration, hence the evaluation of the translated version. After that this article talks about the significance and limitations of this theory. His theory is a breakthrough in translation studies, but still needs to be further polished.

This research examines the translation of the swear words of a Turkish film (GORA, 2004) into English subtitles. So far, the most closely related research on translation of swearing in the Turkish Soler-Pardo, 2015). The main reason for this paper is the current research gap in translating the Turkish swear words into another language (English). Throughout this research, the English subtitle translation of Cem Yılmaz's GORA (2004) was picked on Netflix and parts which contained swear words were documented on a .txt file, were marked and analyzed using swear words categories of Pinker (2007). Ameri & Ghazizadeh's (2014) swear word translation model, as well as Harvey's (2000) technique of 'functional equivalence' (2000, pp. 2-6) presented by the four main culture-based concepts of translation technique was used for the analysis. This article aims to explore and answer the following questions; (i) How have the Turkish swear words in GORA (2004) been translated into English? (ii) How and for what reason did changes in translation occur? The hypothesis of this research is as follows; (a) there will be a loss of meaning and function due to smoothing during the translation of swear words; (b) cultural contraction will be observed during the translation of swear words. The findings confirm the hypotheses and support that the words of curses are either completely omitted from the frame or changed in meaning by being softened. This shows that the translations also adopted a target language-oriented strategy during translation.

This research will explore the result of studying different aspects of identity seeking and establishing it as a liminal-prone one in a hybridized atmosphere among the colonized in terms of post-colonial discourse, based on Bhabha's theories in his book, The Location of Culture, and on Isabel Allende's novel, The Japanese Lover (2015). This study strives to expose the way through which the colonized characters' identities in the novel undergo radical transformation through the third space which is heavily laced with qualities like ambivalence, stereotype, mimicry, and unhomeliness. Isabel Allende is an author whose novels mostly are an attempt to delineate the process of identity shaping particularly in the USA, since identity has always been an obsession for human which is defined based on different properties, one of which refers to the nation, culture and the territories based on Bhabha's notion of hybridity which stems from confrontation of the cultures of the oppressor and the oppressed in the process of colonization. Generally, subject of identity in post-colonialism discourse is one in which people especially the colonized seeks for attachment. It will be divulged through this analysis that how liminal quality which is created as the consequence of colonial discourses will result in creating a space in which the oppressed one undergo radical changes in forming identity and how their identities are susceptible to alteration and likely to be unstable and fugitive.

Willingness to communicate (WTC) refers to the possibility of being involved in communication when one has the freedom to do so. Less and more intelligent people might demonstrate different WTC level in language learning classrooms. Since WTC and intelligence are two key factors in language learning, the present study was an attempt to investigate the willingness to communicate among less intelligent and more intelligent learners across gender among Iranian EFL learners. For this purpose, 46 EFL leaners (homogenized by a placement test) were given the Raven's intelligence Test. Next, based on their scores, they were divided into one less and one more intelligent groups. Then, they received the WTC questionnaire to fill out. The result of the data analysis showed that: 1) there was a statistically significant difference between the less and more intelligent groups considering their WTC level, 2) there was no statistically significant difference between the male and female participants regarding their WTC level. It was concluded that less intelligent learners had less tendency to engage in communication. Language teachers, L2 researchers, and teacher educators may benefit from the findings of this study.

College students are always wondering if there is any relationship between the types of course materials introduced by teachers and the test formats they give. By knowing the existence or non-existence of such a relationship, they can be prepared better for a test and it may reduce their test anxiety. In this study, two universities that offer "English translation" programs at the B.A. level in Iran were randomly selected and examined. Here, the researcher looked at the kinds of materials for 47 courses in Mofid University (introduced by 15 teachers) and 42 courses in University of Kashan, then at the test formats used to assess the knowledge or skill of the students. After comparing the materials with the tests given, it was found that approximately 83 percent of tests in University of Kashan and 89 percent of them in Mofid University were of written form (essay type, multiple choice, etc.) and we came to the conclusion that there was no relationship between course materials and test formats for the students majoring in English translation. Rather, apart from teachers' preferences, it was the nature of the courses that decided the type of questions and led to different types and formats of tests.

Δημοσιευμένη το 1916, η Ανθολογία του Spoon River είναι από τα κορυφαία έργα της αμερικάνικης λογοτεχνίας του 20ού αιώνα. Γραμμένοι με τη μορφή του επιτύμβιου επιγράμματος, οι απέριττοι αυτοί μονόλογοι που ο Edgar Lee Masters, αφοσιωμένος μελετητής της αρχαίας ελληνικής γραμματείας, εμπνεύστηκε, ως φόρμα, από τα επιγράμματα της Παλατινής Ανθολογίας, προσφέρονται ιδιαίτερα προς δραματοποίηση και σκηνική παρουσίαση, κάτι που εξηγεί τις πολυάριθμες διασκευές του έργου ιδιαίτερα στην Αμερική από τη δεκαετία του ’60 ως σήμερα. Στο άρθρο αυτό παρουσιάζεται το εγχείρημα της νέας μετάφρασης επιλεγμένων ποιημάτων του έργου, από το αγγλικό πρωτότυπο, εν όψει της πρώτης σκηνικής παρουσίασής του στην Ελλάδα, με κριτήριο την προφορικότητα και την αναζήτηση μιας σύγχρονης, άμεσης αλλά και περιεκτικής γλώσσας, που σέβεται τη φόρμα του επιγράμματος αναδεικνύοντας την επικαιρότητα του έργου. Επεξηγώντας τις μεταφραστικές επιλογές μέσα από συγκεκριμένα παραδείγματα, στόχος του άρθρου είναι να δείξει πως η μετάφραση αποτελεί αξεδιάλυτο σύνολο με τη δραματουργία, άρα και τη σκηνοθεσία, καθώς συνιστούν τα υλικά μιας ενιαίας ποιητικής γλώσσας.

College students are always wondering if there is any relationship between the types of course materials introduced by teachers and the test formats they give. By knowing the existence or non-existence of such a relationship, they can be prepared better for a test and it may reduce their test anxiety. In this study, two universities that offer "English translation" programs at the B.A. level in Iran were randomly selected and examined. Here, the researcher looked at the kinds of materials for 47 courses in Mofid University (introduced by 15 teachers) and 42 courses in University of Kashan, then at the test formats used to assess the knowledge or skill of the students. After comparing the materials with the tests given, it was found that approximately 83 percent of tests in University of Kashan and 89 percent of them in Mofid University were of written form (essay type, multiple choice, etc.) and we came to the conclusion that there was no relationship between course materials and test formats for the students majoring in English translation. Rather, apart from teachers' preferences, it was the nature of the courses that decided the type of questions and led to different types and formats of tests.