Arab World English Journal (AWEJ) Volume 12. Number1  March 2021                                                    Pp. 40- 58
DOI: https://dx.doi.org/10.24093/awej/vol12no1.4

Full Paper PDF

Using Parallel Corpora in the Translation Classroom: Moving towards a Corpus-driven Pedagogy
for Omani Translation Major Students

Awad Alhassan
Department of English Language and Literature, College of Arts and Applied Sciences,
Dhofar University, Salalah, Oman
Corrspondent Author: awad_alhassan@hotmail.com

Yasser Muhammad Naguib Sabtan
Department of English Language and Literature, College of Arts and Applied Sciences, 
Dhofar University, Salalah, Oman
&
Department of English, Faculty of Languages and Translation
Al-Azhar University, Cairo, Egypt

 Lamis Omar
Department of English Language and Literature, College of Arts and Applied Sciences 
Dhofar University, Salalah, Oman


Received: 12/29/2020                Accepted: 1/30/2021                  Published:3/24/2021

Abstract

Research has shown that parallel corpora have potential benefits for translator training and education. Most of the current available Arabic corpora, modern standard or dialectical, are monolingual in nature and there is an apparent lack in the Arabic-English parallel corpora for translation classroom. The present study was aimed to investigate the translation problems encountered by Omani translation major students when translating from Arabic into English with a view to proposing some corpus-informed pedagogy approach for training student translators to overcome these challenges by looking at some model samples of professional translation. Thirty students voluntarily took part in the investigation. The study adopted a combination of both corpus and qualitative methodology whereby some typical problems students would encounter when translating from Arabic-into-English were selected along with some specific Arabic texts involving these problems were prepared and the participants were asked to translate them into English. The participants were provided with some samples of the parallel English translated texts and were asked to compare and contrast their translations with these samples and reflect on the overall experience. They were then interviewed to explore their impressions about and the extent to which they think that parallel corpora would help them improve their translation. Results of data analysis indicated that the participants experienced several translation challenges. They, however, showed an overall positive attitude towards parallel Arabic-English corpora as they reportedly found them very helpful in improving their translation. Pedagogical implications for corpus-informed translation teaching, training and materials design and development are presented and discussed.
Keywords: Arabic-English translation, Omani translation major students, parallel corpora, translation challenges, translation
classroom, translator education

Cite as:  Alhassan, A., Sabtan,Y.M.N., &  Omar, L. (2021). Using Parallel Corpora in the Translation Classroom: Moving towards a Corpus-driven Pedagogy for Omani Translation Major Students.  Arab World English Journal, 12 (1) 40- 58 .
DOI: https://dx.doi.org/10.24093/awej/vol12no1.4

References

Alhassan, A. (2015). A corpora-driven approach for the Sudanese EFL translation classroom: moving beyond bilingual dictionaries and intuition, ADAB, 35, 31- 47.

Almanna, A. (2016). The Routledge course in translation annotations: Arabic-English-Arabic. London: Routledge Taylor & Francis Group.

Almanna, A. (2018). The nuts and bolts of Arabic-English translation: An introduction to applied contrastive linguistics. UK: Cambridge Scholars Publishing.

Alotaibi, H. M. (2016). AEPC: Designing an Arabic/English parallel corpus. Research in Corpus Linguistics. 4, 1-7.

Alotaibi, H. M. (2017). Arabic-English parallel corpus: A new resource for translation training and language teaching. Arab World English Journal. 8(3), 319-337. DOI: https://dx.doi.org/10.24093/awej/vol8no3.21

Bakari, W., Bellot, P., &Neji, M. (2016). A preliminary study for building an Arabic corpus of pair questions- Texts from the Web: AQA-Webcorp, iJES, 4(2), 38-45.

Baker, M., (1993). Corpus linguistics and translation studies: Implications and applications. In M. Baker, G. Francis, & E. Tognini-Bonelli (Eds.), Text and technology: In honour of John Sinclair (pp. 223-250). Amsterdam: John Benjamins.

Baker, M. (1995). Corpora in translation studies: An overview and some suggestions for Future research. Target, 7(2). 223-243.

Baker, M. (2018). In other words: A coursebook on translation (3rd ed.). London: Routledge Taylor & Francis Group.

Bell, R. (1991). Translation and Translating: Theory and Practice. England: Longman Group UK Limited.

Bernardini, S., Stewart, D., & Zanettin, F. (2003). Corpora in translator educa-tion: An introduction. In S. Bernardini, D. Stewart, & F. Zanettin (Eds.), Corpora in translator education (pp. 1-13). Manchester: St. Jerome.

Bernardini, S. (2004). The Theory Behind the Practice: Translator Training or Translator Education? In K. Malmkjoer (Ed.). Translation in Undergraduate Degree Programmers (pp. 17-29). Amsterdam/Philadelphia. John Benjamins Publishing Co.https://doi.org/10.1075/btl.59.03ber

Biber, D., S.  Conrad & R.  Reppen (1998). Corpus Linguistics: Investigating Language Structure and Use.  Cambridge:  Cambridge University Press.

Bowker, L. (1998). Using specialized monolingual native-language corpora as a translation resource: A pilot study. Meta, 43(4), 631–651. DOI

https://doi.org/10.7202/002134ar

Dickins, J., Hervey, S., & Higgins, I. (2017). Thinking Arabic translation: A course in translation method: Arabic to English (2nd ed.). London: Routledge Taylor & Francis Group.

Doval, I., & Nieto, M. T. S. (2019). Parallel corpora in focus: An account of current achievements and challenges, in I. Doval and M. T. Sanchez Nieto eds. (2019). Parallel corpora for contrastive and translation studies: New resources and applications. (pp. 1-38). Amsterdam/Philadelphia: John Benjamins Publishing Company.

Fantinuoli, Claudio, and Federico Zanettin (eds.). 2015. New directions in corpus-based translation studies. Berlin: Language Science Press. DOI: 10.17169/langsci. b76.64

Frankenberg-Garcia, A. (2005). Pedagogical uses of monolingual and parallel concordances. ELT Journal, 59(3), 189-198.

Gabrielatos, C. (2005). Corpora and language teaching: Just a fling, or wedding bells? TESL-EJ, 8(4), 1-37. http://www.tesl-ej.org/ej32/a1.html

Gallego-Hernández, D. (2015). The use of corpora as translation resources: A study based on a survey of Spanish professional translators, Perspectives23(3), 375-391, DOI: 10.1080/0907676X.2014.964269

Hareide, L. (2019). Comparable parallel corpora: A critical review of current practices in corpus-based translation studies. In I. Doval, & M. T. Sanchez Nieto (Eds.), Parallel corpora for contrastive and translation studies: New resources and applications (pp. 19-38). Amsterdam/Philadelphia: John Benjamins Publishing Company.

Jackson, H. (1988). Words and their Meaning. London: Longman.

Jakobson, R. (1959). On linguistic aspects of translation. In L. Venuti (2012), The translation studies reader (3rded., pp. 126-132), New York and London, Routledge.

Kennedy, G. (2014). An introduction to corpus linguistics (2nd ed.). London and New York: Routledge Taylor & Francis Group. DOI?

Kenny, D. (2008). Equivalence. In M. Baker, & G. Saldanha (Eds.), Routledge encyclopedia of translation studies (pp. 96-99). London: Routledge.

Krzeszowski, T. P. (2012). Meaning and Translation: Part 1: Meaning (vol. 7). Lodz: Peter Lang.

Lahlali, E. M., &Abu Hatab, W. (2014). Advanced English-Arabic translation: A practical guide. Edinburgh University Press.

Marco, J. (2019). Living with Parallel corpora: The Potentials and Limitations of their use. In I. Doval, & M. T. Sanchez Nieto (Eds.), Parallel Corpora for Contrastive and Translation Studies: New resources and applications (pp. 39-56). Amsterdam/Philadelphia: John Benjamins Publishing Company.

Murphy, L. M. (2010). Lexical meaning. Cambridge: Cambridge University Press.

Newman, D., &Husni, R. (2015). Arabic-English-Arabic translation: issues and strategies. London: Routledge Taylor & Francis Group.

Nida, E. A. (1964). Towards a science of translating, Leiden: E. J. Brill.

Nida, E. A., &Taber, C. R., (1982). The theory and practice of translation. Leiden: E. J. Brill.

O’Hagan, M. (Ed.). (2019). The Routledge handbook of translation and technology. London: Routledge Handbooks.DOI: https://doi.org/10.4324/9781315311258

Olohan, M. (2004) Introducing Corpora in Translation Studies. London and New York: Routledge.

Riemer, N. (2005). The semantics of polysemy: reading meaning in English and Warlpiri. Berlin: Mouton de Gruyter.

Saad, M. K., &Ashour, W. (2010). OSAC: Open Source Arabic Corpora. EEECS’10 The 6th International Symposium on Electrical and Electronics Engineering and Computer Science, pp. 118–123, European University of Lefke, Cyprus.

Sabtan, Y. M. N. (2016). Bilingual lexicon extraction from Arabic-English parallel corpora with a view to machine translation, Arab World English Journal, special issue on translation, 5, 317-336.

Sinclair, J. M. (Ed.). (2004a). How to use corpora in language teaching. Amsterdam, The Netherlands: John Benjamins.

Van Leuven-Zwart, K. M. (1990): Shifts of meaning in translation: Do’s or don’ts? In M. Thelen, &B. Lewandowska-Tomaszczyk (Eds.), Translation and meaning, Part 1(pp. 226-233). Maastricht: Euroterm.

Varantola, K. (2003). Translators and disposable corpora. In F. Zanettin, S. Bernardini,& D. Stewart (Eds.), Corpora in translator education (pp. 55–70). Manchester & Northampton, MA: St. Jerome.

Vinay, J.-P., &Darbelnet, J. (1995). Comparative stylistics of French and English: A methodology for translation. Amsterdam: John Benjamins.

Yahya, N., Alotaibi, H., & El-Dakhs, D. A. (2020). Parallel Corpora in EFL Writing Classrooms: Are They Effective? International Journal of Computer-Assisted Language Learning and Teaching, 10 (2), 23-39, DOI: 10.4018/IJCALLT.2020040102

Zanettin, F. (2002). DIY corpora: the WWW and the translator. In B. Maia, J. Haller, & M. Ulrych (Eds.), Training the language services provider for the new millennium (pp. 239–248). Porto: Universidade do Porto.

Share on facebook
Facebook
Share on twitter
Twitter
Share on linkedin
LinkedIn
Share on tumblr
Tumblr
Share on reddit
Reddit
Share on email
Email
Share on stumbleupon
StumbleUpon
Share on digg
Digg
Received: 12/29/2020
Accepted: 1/30/2021 
Published: 3/24/2021   
https://dx.doi.org/10.24093/awej/vol12no1.4 
Share on facebook
Share on twitter
Share on linkedin
Share on tumblr
Share on digg
Share on email
Share on reddit
Share on stumbleupon
Share on vk

Dr. Awad Alhassan is an Assistant Professor of applied linguistics & TESOL at Dhofar University, Oman. He is also affiliated to Khartoum University in Sudan. He has a PhD in Applied Linguistics from the University of Essex, UK. His teaching and research interests include EAP, corpora in translation & translator education and English-medium instruction in higher education. He has presented at national and international conferences and published extensively in peer-reviewed journals. ORCID: https://orcid.org/0000-0002-1147-0919

Dr. Yasser Sabtan is an Assistant Professor of Linguistics and Translation at Dhofar University, Oman.  He is also affiliated to Al-Azhar University, Egypt. He has a PhD in Computational Linguistics from the University of Manchester, UK. His teaching and research interests include translation studies, corpus linguistics, machine translation, Arabic computational linguistics and EFL. He has presented at several national and international conferences and published extensively in peer- reviewed journals. ORCID: https://orcid.org/0000-0002-4389-285X

Dr. Lamis Omar is an Assistant Professor of Translation and EFL at Dhofar University, Oman. She holds a doctorate in Translation Studies from Durham University, United Kingdom. She taught translation, conference interpreting, EFL and literary criticism at Damascus University, and she also has a long professional experience in English/Arabic translation and conference interpreting. Her research interests include translation and simultaneous interpreting, the conceptual theory of metaphor, Shakespeare’s metaphors as well as teaching English as a Foreign Language. ORCID: https://orcid.org/0000-0003-0246-5613