Translating and Editing of Text Difficulties Encountered by English major

Students in Literary Texts

A Thesis
Presented to the Faculty of
College of Teacher Education
Maryhill College
Lucena City

In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Secondary Education
Major in English

Ryan Jhon O. Ardemil

Redenniel T. Barrantes
 JUNE 2020

Chapter I

Introduction

This study proposed below make use of the distinction between translation
problems and translation difficulties. Many Students seem to equate these terms in their
writings, but several Students have used the distinction in very helpful ways. This
contextualization of the classification of translation problems allows us to define both the
theoretical and the practical level concepts related to different problems in order to
manage the quality of the translation. (Christiane North 2016). Peter Newmark has used
the term "translation problem" more or less as a unit of translation. Newmark defines
translation problem as an instance when literal translation becomes inadequate
(Newmark, 2015: 30-3 1). When this happens, the translator must make a concerted
effort to enact all of his or her skills in order to render the source-language sentence into
an adequate target-language sentence. However, he uses "problem" and "difficulty"
almost in the same breath. Makes more practical, pedagogical distinction between the
two, first in a short article. (Cluistiane Nord, 2016), and then in her Text Analysis in
Translation (2016). She defines "translation problems" as those points which prove a
challenge for all translators in a particular language combination, while she regards
"translation difficulties" s rooted in the individual translator as they may arise from his or
her educational or cultural background and experience (Nurmi, 2016).

These concepts are useful when teaching specialized or technical translation,

because they allow trainers and students to separate and discuss what a challenge is
for all translators from what may or may not be a challenge for individual translators.
However, translating direction may constitute a difficulty for those translators who have
training and a background in the humanities, if they cannot distinguish whether to
translate this tern1 as address, steering, heading or location depending on the
specialized field in which it is used. Therefore, having sensitivity to literary language,
and ability to reveal and re-create the work of art helps translators to translate creatively.
Research (Parrish; 2016; Rojo, 2015; Schwieter, & Ferreira, 2014; Shreve, & Angelone,
2014) indicated that artistic translators contribute to the development of translation as an
art of revelation, a shift from darkness into light, making the unknown message of the
source texts known to the readers of the target languages.

To perform such a challenging task, graduate students who will become

translators should be trained to enhance their creativity, and refine their skills in
classroom environments that help them improve their cognitive abilities. Literary texts,
which include fiction such as novels, short stories, folktale, drama, poetry, ballads,
sagas, biographies and autobiographies, and children literature have special
characteristics and creative messages that make them unique. In this respect, research
(Chanda, 2014; Lihua, 2015; Flourishing Creativity & Literacy IJALEL, 2016; Stubbs,
2017) indicated that misinterpreting the author’s message leads to distorting the
aesthetic value of literary texts.

In this respect, research (Dean, 2015; Howlett, Ferreira, & Blomfield, 2016;
Moghadas & Sharififar, 2014; Shreve & Angelone, 2014; Yingxuek 2016) provided
evidence that teaching cognitive approaches had positive impacts on students’
performance. Cognitive approaches are relevant to the translation process since
cognition implies mental processes that students can use not only to understand and
synthesize the literary text, but also to reconstruct it creatively. Thus, the current
research examined the effect of using cognitive methodologies on students’ creativity
translation.

In choosing the topic, the researcher has three reasons. Firstly, translation is an
important thing but it is not an easy task. Translation is a difficult process because the
translators have to deal with two different languages. Second, translating literary text is
considered more difficult than translating other texts. Many experts say that translating
literary works, especially translating literary text is harder than translating other types of
text. Besides, the researcher also believes that it will be quite more difficult to translate a
literary text, especially literary text than a nonliterary text as it contains figures of speech
and literary devices that is used to convey the beauty.

Significance of the Study

This Study aims to determine the Translating and Editing of Text Difficulties Encountered
by English major Students in Literary Text.
This study will be beneficial to:

To the English majors ​of Mary College​. This Study will serve as a tool in
determining which aspects of translation the respondents are having difficulties from.
Once determined, it will be easier for the researcher to design a program that will help
the respondent overcome the difficulties they are struggling with. As a matter of fact,
student’s academic performance will most probably improve because students will be
able to gain new ways of thinking once they are able to learn how to translate literary text
successfully and overcome the difficulties.

To the Students. ​This study will serve as a tool in determining which aspects of
translation the respondents are having difficulties from. Once determined, it will be easier
for the researchers to design a program that will help the respondents overcome the
difficulties they are struggling with. As a matter of fact, students’ academic performance
will most probably improve because students will be able to gain new ways of thinking
once they are able to learn how to translate literary text successfully and overcome the
difficulties.

To the Teachers​. This study the struggles that the students are battling with are
finally going to be answered. They will have an idea on how to determine the difficulties
and where they are coming from. Through this, they will be able to make something that
can help the students learn the proper translation effectively and without fear.
 To Researchers​. ​This study can be a guide, basis and reference to make a
related research that can be of help in solving the difficulties and hindrances that
learners face when translating literary text.

Statement of the problem

1. What are the difficulties experienced by the respondents in translating literary text in
terms of the following domains/aspect:
1.1. Textual level

1.2. Referential level

1.3. Cohesive level

2. Which among the domains of translating did the respondents find most difficult?

3. What appropriate learning tool can be derived from the findings of the study?

Research Simulacrum
 FIGURE 1: A conceptual paradigm on ​Translating and Editing of Text Difficulties
Encountered by English major Students
In literary texts
Conceptual paradigm shows the input, process and output of this study. The
researchers will determine the difficulties faced by the English Major students of Maryhill
College when it comnes to Translating Literary Text. To be able to gather the needed
data. The researcher will create a checklist to determine which among the domains of
translating the student found more difficult. After having administered and collecting the
desired data. The researchers will the tally and tabulate the answer of the respondents.
Then, after all of these have been completed, the researchers will make enhancement
tool in translating literary text that may help them.
CHAPTER II

Methodology

This chapter presents methods and designs for conducting this study. This
method includes the following population and sampling, instrumentation, procedure and
timeframe, analysis plan, validity and reliability, assumption and scope and limitations.

Population and Sampling

For this research study, the subject will be the students of Maryhill College taking
the subject Translating and Editing of Text as respondents of the study.

Instrumentation

The researchers will use a descriptive method in assessing the difficulties of

English major students of Maryhill College from, Second year to Forth year. To
determine these difficulties, the researchers will create a test questionnaire that will
decide in which domains or aspects of the English language the respondents are having
most difficulties with. The result of the study will be used to design an appropriate
learning tool that the respondents can use to remediate and improve on their translating
skills.
Procedure and Time Frame

The researchers will use a self-made test for this study, the total of test items will
be 10 items for each domains in translating literary text. The content validity will be
presented to the respected validators and professors of English, their comments and
suggestions will be integrated in research instruments. The test items intended to find
out the students’ difficulty in translating literary text. The researchers will finish the study
by October, 2019.

Analysis Plan

In order to analyze the data with the help of statistician. The statistical treatments
will employ the responses from the accomplished instruments will be collected through
quantitative analysis. The researchers will also analyze interpret and conclude after the
collection of data.

Scope and limitation of the study

In this study, the researchers wants to find out the difficulties that students of
Maryhill College taking “Translating and Editing of Text” are facing when translating
literary texts. The researchers choose students from Maryhill College to help them
overcome their difficulties when translating literary text.
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