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Investigating translation competence: a case study of undergraduates at Eduardo Mondlane University

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dc.contributor.advisor Moropa, C. K.
dc.contributor.advisor Ferreira, P. D. Magaia, Armando Adriano 2015-05-06T13:20:34Z 2015-05-06T13:20:34Z 2014-11
dc.identifier.citation Magaia, Armando Adriano (2014) Investigating translation competence: a case study of undergraduates at Eduardo Mondlane University, University of South Africa, Pretoria, <> en
dc.description Text in English en
dc.description.abstract Undergraduate students at the Eduardo Mondlane University (UEM) experience great difficulty in developing their translation competence during their training period. On the one hand, they show many signs of poor quality during their training when they accomplish practical translation assignments on and off-campus. On the other hand, the quality of the final work submitted in partial fulfilment of the requirements for the Bachelor Honours Degree (Licenciatura) suggests that most students fail to go beyond the minimum standards with regard to translation competence. Yet, comprehensive research aimed at understanding factors hindering translation competence at the UEM has been scanty. Besides, the few studies available have some significant lacunae, for they focus on Portuguese language development; are limited to error analysis, and often ignore students‟ perspectives. Consequently, the problem of finding a balanced approach to developing students‟ translation competence has remained unaddressed. Therefore, this study has been conducted with the purpose of investigating the translation competence of the UEM undergraduates in order to establish the major obstacles to their translation competence development, and consequently come up with suggestions for improving the current translator-training degree programme. The study design uses qualitative methods translated into a case study approach. First, questionnaire data is analysed to gain lecturers‟ and students‟ perspectives on translation competence at the UEM. Second, a students‟ error typology is developed following a macro- and micro-textual analysis of their translations. The study concludes that substandard bilingual skills, compounded by curricular, attitudinal/motivational, pedagogical and infrastructural/instrumental factors, negatively impact the students‟ development of translation competence at the UEM and that addressing these may pave the way towards improving the current translation-training programme. en
dc.format.extent 1 online resource (xii, 154 leaves) : coloured illustrations
dc.language.iso en en
dc.subject Translation competence en
dc.subject Translation competence development en
dc.subject Translation practice en
dc.subject Translation studies en
dc.subject Translation training en
dc.subject Translator training en
dc.subject Translation quality assessment en
dc.subject Typology of translation errors en
dc.subject Source-Language-Originated Errors en
dc.subject Target-Language-Originated Errors en
dc.subject.ddc 418.0209679
dc.subject.lcsh Translating and interpreting -- Study and teaching (Higher) -- Mozambique en
dc.subject.lcsh Translating and interpreting -- Vocational guidance -- Mozambique en
dc.subject.lcsh Translating and interpreting -- Ability testing en
dc.subject.lcsh Intercultural communication -- Mozambique en
dc.subject.lcsh Universidade Eduardo Mondlane
dc.title Investigating translation competence: a case study of undergraduates at Eduardo Mondlane University en
dc.type Dissertation en
dc.description.department Linguistics and Modern Languages en M. A. (Linguistics)

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