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

Nguyen Van Thao; Hoang Cong Binh; Herman

doi:doi:10.11648/j.ijalt.20200602.12

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

Nguyen Van Thao, Hoang Cong Binh, Herman

Published in International Journal of Applied Linguistics and Translation (Volume 6, Issue 2)

Received: 2 April 2020 Accepted: 17 April 2020 Published: 30 April 2020

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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), 2024. Published by Science Publishing Group

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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. 2^nd 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.

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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

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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

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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

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@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}
}

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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  -

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Author Information

Nguyen Van Thao

Faculty of Philology, Hanoi Pedagogical University 2, Vinh Phuc, Vietnam
Hoang Cong Binh

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

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

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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

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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

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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