AW: [itit] Re: world-wide query..."...abilities and skills...expected...of translator?"
- Just by the way,
many years ago (somewhere around 1960) the school of languages in Monterrey
produced a language test. It was intended for use to determine whether
people had the capacity to learn a foreign language. Its target language
was purely synthetic and the grammar rules were a bit of this and a bit of
that. I remember that the top mark was 57 out of 57 (or was it 59?) and the
pass mark was 22. At that time, I was at a language school and a colleague
and I were asked to test it out and we turned out to be at genius level! I
have no idea whether this test ever gor any further.
John D. Graham
Am Flutgraben 22
Fax.: +49-2066-370 999
E-Mail : johndgraham@...
> -----Ursprüngliche Nachricht-----
> Von: Marja Jänis [mailto:marja.janis@...]
> Gesendet am: Dienstag, 20. November 2001 10:29
> An: firstname.lastname@example.org
> Betreff: Re: [itit] Re: world-wide query..."...abilities and
> skills...expected...of translator?"
> I was asked whether I know a way to test the excellent command of the
> target languages. No, I do not know. And I don´t think that a test will
> once and forever prove one´s command of the language, especially when it
> comes to the way a translator must know the language.
> It is more as an ideal, an aim for a coming translator.
> Marja Jänis
> Marja Jänis
> FT, venäjän kielen (kääntäminen ja tulkkaus) yliassistentti
> Kansainvälisen viestinnän laitos, Joensuun yliopisto
> PL 48
> 57101 Savonlinna
> puh. 015-51170, faksi 015-515096, sähköposti marja.janis@...
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- Hello everyone,
I do not have any experience with on-line translation
programs, but I have been a practicing translator for
around six years, and am very interested in this
option in order to get the necessary training in
translation studies, theory, pedagogy and such. At
present, I am exploring a remote-mode program based in
the United States (not in translation, but
individualized studies) offered by Goddard University.
The reason I would choose this type of delivery, with
which I would address Anthony Pym's question about
e-learning arrangements, is that a) it offers
flexibility in regards to scheduling and content. This
is an important issue, since it is hard to find
spare-time to spend it commuting to school b) the
student profiles are similar, with all of us being
working adults, sharing interests and life experiences
alike. This specific program requires two weeks of
residency at the school, where the off-campus students
are required to take a series of workshops and classes
with the on-campus students. The rest of the time is
spent engaged in on-line chat discussions with other
students grouped together according to similar
interests, and conduct research in order to complete a
portfolio. Students are expected to send five packages
of research in the course of a semester, and their
respective faculty advisor will revise and offer
further suggestions. Another reason to enroll in an
on-line program, rather than a traditional one, is
money. At the University of Wisconsin, for instance,
an on-site 30-credit MA program costs around $11,000.
I have the feeling that for a lower price I could
enroll in a similar program on-line from a college in,
say, Spain or Latin America. Certainly, good quality
in a program is the main consideration, and this leads
me to the reasons why I am still hesitant about
enrolling in a program on-line. I believe that the
on-line academic community needs to overcome the fears
of the students. In the United States at least, and
this is probably also true in Chile, remote-mode
education is seen as an inferior alternative to the
traditional delivery mode. True, students are eager to
take courses on-line, but in the work field a diploma
obtained entirely from a traditional school in an
on-site program will be regarded as more valuable than
one obtained through remote-mode. Another concern is
that the school offering remote-mode programs might
try to enroll as many candidates as possible, and
overload teachers, leaving them no time for a more
individualized relationship with the student, which is
supposed to be one of the advantages of the on-line
system. This is probably the case in a traditional
delivery setting (overworked teachers) anyhow, but at
least there is the limitation of physical space. The
virtual classrooms has no boundaries, and this fact
could be tempting for some administrators..
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