CHIN 5008 - Advanced Language Studies for Translation
North Terrace Campus - Semester 2 - 2016
General Course Information
Course Code CHIN 5008 Course Advanced Language Studies for Translation Coordinating Unit Centre for Asian Studies Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact 4 hours per week Available for Study Abroad and Exchange Y Assumed Knowledge Fluency in both Chinese and English Restrictions Students who are enrolled in a postgraduate program Course Description This course aims to develop students? linguistic skills required for translation between English and modern Mandarin Chinese. Focusing on contrastive analysis of Chinese and English syntax and semantics, this course will increase students? vocabulary in both Chinese and English, heighten their awareness of linguistic and cultural contrasts between the two languages, and enhance their understanding and usage of idioms. This course emphasises abilities to read sophisticated texts in both Chinese and English and to write grammatically correct prose, using appropriate diction, in both Chinese and English, in order to improve students? translation skills.
Course Coordinator: Dr Hong Cai
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
On successful completion of this course students will be able to:
1. familiarize students with the varieties and the development of English and Chinese
2. understand the linguistic features of English and Chinese as well as their implications for translation
3. develop and deploy appropriate linguistic strategies in identifying, analysing and solving problems in translation
4. develop competence in the research of translation studies from linguistic and sociolinguistic perspectives
5. communicate skilfully in both languages with clear contextual awareness
6. work effectively in a collaborative environment where the usage of online and offline resources is essential for translation
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1, 2, 3 , 4 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
2, 3, 4 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
3, 5, 6 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1, 2, 3, 4, 5 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
3, 5, 6 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
1, 3, 5, 6
Required ResourcesMelchers, G., & Shaw, P. (2011). World Englishes: An Introduction. London: Routledge. (ebook available)
Schneider, E. W. (2010). English Around the World: An Introduction. Cambridge, GBR: Cambridge University Press. (ebook available; get a hard copy from the Co-op shop)
Chen, Ping (1999). Modern Chinese: History and Sociolinguistics. (ebook available)
Norman, J. (1988). Chinese / Jerry Norman (Cambridge language surveys). Cambridge [Cambridgeshire] ; New York: Cambridge University Press. (ebook available)
1. Norman, J. (1988). Chinese / Jerry Norman (Cambridge language surveys). Cambridge [Cambridgeshire] ; New York: Cambridge University Press. (ebook available)
2. Chao, Y. (1968). A grammar of spoken Chinese / by Yuen Ren Chao. Berkeley: University of California Press. Available at Barr Smith Library Main collection (495.1 C461g )
Babel: International Journal of Translation
Chinese Translators Journal (Zhongguo Fanyi)
International Journal of English Language & Translation Studies
Meta: Translators’ Journal
Target: International Journal of Translation Studies
TTR (Traduction, Terminologie, Rédaction)
English for Uni to improve your academic English:
1. English to Chinese dictionary (editor: Lu Gusun)
2. Chinese to English dictionary editor: Wu Guanghua)
* The list is not exhaustive and additional reading will be given in class. Students are strongly encouraged to locate the articles by themselves for better library research skills, and to read more in particular areas that interest them.
Learning & Teaching Activities
Learning & Teaching ModesLectures
The purpose of the lectures is to explain the linguistic and sociolinguistic features of Chinese and English that lays a solid foundation for translation between Chinese and English. Each week's lecture covers a different topic. Students are required to read the materials for each week, which are available on MyUni>Week by Week.
Each tutorial consists of two hours. The first hour is dedicated to the week's worksheet which helps consolidate the content delivered during the lecture. The second hour is used for translation practice with an emphasis on the linguisitc and/or sociolinguisitc features outlined in the lecture.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
1 x 2-hour lecture (or equivalent) per week 24 hours per semester
1 x 2-hour tutorial (or equivalent) per week 24 hours per semester
6 hours reading per week 72 hours per semester
2 hours research per week 24 hours per semestercell
1 hours assignment preparation per week 12 hours per semester
TOTAL WORKLOAD HOURS 156 hours per semester
Learning Activities SummaryWeek Learning activities
1. Introduction: Languages in China, Chinese in China and elsewhere
2. Introduction: World Englishes
3. Chinese script and Romanization schemes
4. Basic structure of Modern Chinese and English: phonetic features and translation (1)
5. Basic structure of Modern Chinese and English: phonetic features and translation (2)
6. Mid-semester exam (English to Chinese)
7. Basic structure of Modern Chinese and English: lexical features and translation (1)
8. Basic structure of Modern Chinese and English: lexical features and translation (2)
9. Basic structure of Modern Chinese and English: syntactic features and translation (1)
10. Basic structure of Modern Chinese and English: syntactic features and translation (2)
11. Historical development of Chinese and English: classical texts and translation
12. Final exam (Chinese to English)
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
ASSESSMENT TASK TASK TYPE WEIGHTING COURSE LEARNING OUTCOME(S) Participation Formative and summative 10% 1, 2, 3, 4, 5, 6 Mid-semester test Summative 30% 2, 3, 5 Worksheets Summative 30% 1, 2, 3, 4, 5, 6 Final exam Summative 30% 2, 3, 5
Assessment DetailAssessment in this course is criteria-based, i.e. the desired learning outcomes are specified and are designed to indicate progress towards the learning outcomes. The assessment grade is a measure of the extent to which the student has achieved the learning outcomes. The standard of performance required for the award of a particular grade is a judgement based on the professional expertise of the staff who contribute to the assessment process and is informed by experience of accepted standards. There is no predetermined distribution of grades.
Participation – 10% weighting
Students should actively engage in interaction in class activities (e.g. discussion) and cooperative sharing of materials and information.
Mid-semester test – 30% weighting
The mid-semester test is to be held in Week 6 in class. It is a 2-hour English-to-Chinese translation test, which is completely based on real-life materials. Only paper dictionaries and electronic dictionaries are allowed in this test.
Worksheets – 30% weighting
There is a worksheet for each week except Week 6 and Week 12. The Worksheets are available on MyUni on the Monday of each teaching week and the due date is the Saturday of the same week. Students are required to submit the worksheets via Turnitin.
Final exam– 30% weighting
The final exam is in Week 12. It is a 2-hour Chinese-to-English translation test, which largely conforms to the professional standards of NAATI. Only paper dictionaries and electronic dictionaries are allowed in this test.
SubmissionThe worksheets are to be submitted via Turnitin. The due date is the Saturday of Week 1, 2, 3, 4, 5, 7, 8, 9, 10 and 11.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.