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Virtual Networks in English-for-Specific-Purposes Education: A Translation-Reviewing/Editing Model

Virtual Networks in English-for-Specific-Purposes Education: A Translation-Reviewing/Editing Model

Marina Tzoannopoulou, Bruce Maylath
Copyright: © 2018 |Pages: 26
ISBN13: 9781522541547|ISBN10: 1522541543|EISBN13: 9781522541554
DOI: 10.4018/978-1-5225-4154-7.ch013
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MLA

Tzoannopoulou, Marina, and Bruce Maylath. "Virtual Networks in English-for-Specific-Purposes Education: A Translation-Reviewing/Editing Model." Multilingual Writing and Pedagogical Cooperation in Virtual Learning Environments, edited by Birthe Mousten, et al., IGI Global, 2018, pp. 318-343. https://doi.org/10.4018/978-1-5225-4154-7.ch013

APA

Tzoannopoulou, M. & Maylath, B. (2018). Virtual Networks in English-for-Specific-Purposes Education: A Translation-Reviewing/Editing Model. In B. Mousten, S. Vandepitte, E. Arnó, & B. Maylath (Eds.), Multilingual Writing and Pedagogical Cooperation in Virtual Learning Environments (pp. 318-343). IGI Global. https://doi.org/10.4018/978-1-5225-4154-7.ch013

Chicago

Tzoannopoulou, Marina, and Bruce Maylath. "Virtual Networks in English-for-Specific-Purposes Education: A Translation-Reviewing/Editing Model." In Multilingual Writing and Pedagogical Cooperation in Virtual Learning Environments, edited by Birthe Mousten, et al., 318-343. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-4154-7.ch013

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Abstract

This chapter reports on an international telecollaboration involving translation of published materials by students in a journalism course in Greece, followed by review and editing of the translations by students in an international technical writing course in the U.S. A key component of the collaboration was dialogue between the two parties about how best to render the meaning of the text in the source language when translated into the target language. Analysis of the collaboration's results revealed that three types of comments were found in the students' correspondence: translation decisions affecting the English used, translation decisions affecting the journalistic style, and translation decisions related to cultural references in the source texts. The comments helped students minimize misunderstandings and clarify meanings that arose in the drafts and enabled both parties to achieve clear, well-written texts. The collaboration increased students' language and trans-cultural awareness and contributed jointly to producing work at the level expected by professionals.

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