The aim of the research is to investigate strategies used by students taking part in translation class. The strategies, which are frequently considered ＂errors＂ but in fact show their tactics to overcome their probl...The aim of the research is to investigate strategies used by students taking part in translation class. The strategies, which are frequently considered ＂errors＂ but in fact show their tactics to overcome their problems at hand. The participants were 50 graduate students taking a translation course at Lampung University, Indonesia. The research which last for four months in 2011/2012 academic year was qualitative by nature. The research instruments were protocol analysis, observation, and interviews. The protocols of their translations were coded and analyzed to identify kinds of gooffmgs and their motivating factors. Observation was intended to get data on goofings while they were on the process of translation. Interview was intended to get the data on how they translated and why they translated in the way they did. It was found that majority of goofmgs was developmental, which can be easily eradicated by exposure and appropriate training on how to translate communicatively. Feedback from the lecturer plays an important role in minimizing their goofmgs. Therefore, the lecturers are suggested to provide a lot of exposure, appropriate training on how to translate communicatively, and feedback to the participants so that they could take benefits from it.展开更多
文摘The aim of the research is to investigate strategies used by students taking part in translation class. The strategies, which are frequently considered ＂errors＂ but in fact show their tactics to overcome their problems at hand. The participants were 50 graduate students taking a translation course at Lampung University, Indonesia. The research which last for four months in 2011/2012 academic year was qualitative by nature. The research instruments were protocol analysis, observation, and interviews. The protocols of their translations were coded and analyzed to identify kinds of gooffmgs and their motivating factors. Observation was intended to get data on goofings while they were on the process of translation. Interview was intended to get the data on how they translated and why they translated in the way they did. It was found that majority of goofmgs was developmental, which can be easily eradicated by exposure and appropriate training on how to translate communicatively. Feedback from the lecturer plays an important role in minimizing their goofmgs. Therefore, the lecturers are suggested to provide a lot of exposure, appropriate training on how to translate communicatively, and feedback to the participants so that they could take benefits from it.
