A METHODOLOGY OF METHODS FOR EVALUATING QUALITATIVE TRANSLATION

МЕТОДОЛОГИЯ МЕТОДОВ ОЦЕНКИ КАЧЕСТВЕННОГО ПЕРЕВОДА

Токарева Анастасия Олеговна

студент 3 курса, Факультет иностранных языков, Карагандинский университет имени Е.А. Букетова,

Казахстан, г. Караганда

ABSTRACT

This article explores methods for assessing the quality of translation used in an educational environment. Particular attention is paid to methods such as readability testing, back-translation, and comprehension testing. The study identifies typical errors made by students, analyzes the reasons for these mistakes, and suggests ways to improve translation quality. The findings highlight the importance of using a combination of evaluation techniques to help students develop self-analysis and self-monitoring skills.

АННОТАЦИЯ

В статье рассматриваются методы оценки качества перевода, применяемые в образовательной среде. Основное внимание уделяется таким методикам, как тестирование на читаемость, обратный перевод и тестирование на понимание. В результате исследования были выявлены типичные ошибки студентов, изучены причины их возникновения и предложены пути повышения качества перевода. Также сделаны выводы о целесообразности использования совокупности методов для развития навыков самоконтроля и анализа у студентов.

Keywords: retranslation, testing, readability, analyzes, evaluations methods.

Ключевые слова: ретрансляция, тестирование, читаемость, анализ, методы оценки.

The aim of my research was to explain and improve the quality of translation among the students in my group. For this purpose, I carefully looked through other people's scientific articles and analyzed them. Also, this topic was chosen by me, for my own understanding and to improve the quality of translation, because I believe that I am a student with a low level of foreign language. Therefore, the practical foreign language course that is taught to us and is comfortable for students' research was taken as the basis of my research.

The study explores the issues related to various ways of checking the adequacy and equivalence of translation texts in the process of training future translators. The proposed methods for assessing the quality of translations allow students to develop an algorithm for preparing the final text, developing the skills of self-analysis and self-control. The study was conducted with the use of mixed type of methodology.

Identify the problem and the course of its solution. Highlight the main methods for assessing quality translation and test them. To study and analyze scientific articles/researches, highlight main information. According to scientific research common methods of evaluation of translating are retranslation (reverse translation), readability and tests.

I decided to start my research with a readability test, as I think this method is suitable not only for assessing the quality of translation, but also for diagnosing students' language skills. For this purpose, an Intermediate level text was prepared (see Appendix 1).

These tests are performed when someone is asked to read a completed semantic part/unit of the translation aloud. As the test taker reads the translation text, he/she notes any places where the reader hesitates and has difficulty (stops, rereads a phrase or sentence). This indicates some problems with readability. These tests do not have to be done only in formal sessions. Anytime someone is reading a translation, everyone listening (translator, test taker, students) should be aware of any reading difficulties. A text is readable because it is well written, that is, it has a pleasing style, good rhythm, and is read at an acceptable pace. The readability of a text is an important aspect of communication because it affects how easily the text will be understood and digested by the reader. This implies how well the translator will be able to translate the text.

Thus, this method helped me to identify some problems with students' comprehension, translation and readability of the given text. Also, with the help of analysis to determine the level of their foreign language.

The second method in my research, I decided to use the back-translation method. The method of back-translation is to check the adequacy of the translation by having a person who speaks two languages, the source language and the target language, back-translate the text into the source language without relying on the text originally used by the translator. Back-translation allows the translator to know how adequately the information he or she has conveyed is perceived in the translation.

Thus, I took a text (see Appendix 2) of Intermediate level. Students translated this text from English into Russian and then did the reverse translation, i.e. from Russian into English. Due to the different levels of English, everyone got texts of different levels. As a result, the teacher gave the students the original text to compare the resulting texts.

It is also very useful for the student translator to check with different people the readability and comprehension of the content of the translation after the initial draft has been completed. The result of the revision of the initial draft is a second draft. This second version is then checked by careful comparison with the source text.

I decided to conclude my research activity with the method of comprehension testing. The purpose of comprehension testing is to check whether a translation is correctly understood by native speakers of a foreign language or by fluent speakers who have not seen a translation of the proposed text before. One of the options in comprehension testing is questions about the translated text. The questions should be prepared in advance and should take into account the expected results and the specific units of the test. Translators can retell or give a summary of the material they have read. The amount of this material should not be large and difficult to memorize. Questions designed to assess the translation of a topic may also be asked. These questions focus on the most significant points of the content and aim to determine whether the translation makes the main points of meaning clear.

Results of the research:

Comprehension and readability testing methods are used daily in practical foreign language classes. These methods are practiced by students during the year, which gave their results:

1. The understanding of translation and analysis of various texts has improved.

2. Vocabulary was replenished according to the level of study, also students wrote out definitions for new words, which improved memorization and correct use of new words.

3. Listening and speaking skills were improved.

A new method for students was the method of back-translation. With the help of which students used to evaluate the adequacy of their own translation and that of the students in their group. The main purpose of this method was to increase the percentage of adequacy and equivalence of the translation, but there were some difficulties with this. Since there were different levels of foreign language among the students in the group, the students with the lowest level of foreign language made mistakes in linguistic and grammatical skills.  Students with average level of foreign language complicated the level of the text with words of level B2 and C1, as a result of which the text did not correspond to the initial level. Students with the highest level of foreign language had no problems.

If we take V. N. Komissarov as a basis, he singles out the following errors in text translation:

1. Errors that constitute a gross distortion of the original content

2. Errors that result in an inaccurate rendering the meaning of the original, but not distorting the text completely as in the previous case.

3. Errors that do not violate the general meaning of the original, but reduce the quality of the translation text due to deviation from the stylistic norms of the target language

4. Violations of mandatory norms of the target language that do not affect the equivalence of the translation but indicate the translator's insufficient knowledge of the target language or his/her inability to overcome the influence of the source language.

The students made errors of 3 and 4 points.

Conclusion

In this report, I describe effective methods for assessing the quality of translation.

The proposed methodology for assessing the quality of translation texts allows students to develop an algorithm for preparing a final text using various ways of checking its adequacy and equivalence. Of no small importance is the possibility of developing the student's skill of self-analysis and self-control. The evaluation process is inevitably connected with subjective inferences.

These conclusions of the research study are similar to the inference that is given in the original article. Since I researched and concluded that the intended methodology allows students to develop an algorithm to prepare for quality translation. This was the purpose of this study. In the original, we are described a collegial decision on the necessary correction of the text at all stages of its translation, which allows us to increase the student's responsibility and develop the skills of self-analysis and self-control.

Appendix 1.

THE STRANGE OBJECT ON THE HILL

This happened when I was 16, and I can still remember it vividly. It was a clear morning, sunny but with a breeze. I was going to meet a school friend to go walking in the hills where there were some wonderful views. I'd agreed to meet him at the top of one of the hills. I knew those hills really well, but that morning there was a strange shape in the familiar landscape. It was a mile or so to the north, on the top of the next hill. It was a white object and it looked like a dome or an igloo. I was carrying binoculars, so I could see it clearly. It was big, the size of a small house, but it didn't seem to have any doors or windows, and it wasn't moving in spite of the wind. Then I noticed that some sheep which were on that hill were running away from it. They seemed really frightened. I kept staring at the dome. Then, suddenly, it began to move. It moved slowly, not in the direction of the wind but almost directly against it. It looked as if it might be gliding a few inches above the grass. A few seconds later the dome disappeared. I never saw it again. I had watched it for 15 minutes. When my friend arrived I asked him if he had seen the object, too, but he hadn't. He had been coming from a different direction. I have told only a few people about what I saw. one of them, a friend of mine who is a doctor, is convinced that I was hallucinating. But I am sure that what I saw wasn't a hallucination. It was really there.

Carl, Winchester

Appendix 2

WHAT TO DO IF ... THERE’S AN EMERGENCY ON A PLANE

Your plane is very unlikely to crash, but if it does, the most important thing is to be ready for it. Eighty per cent of all accidents take place during take-off or landing, and if there is an emergency, such as a fire, you will probably only have about 90 seconds to get off. So when you get on the plane (and when it starts the descent) you need to be thinking about what you would do. Pay attention to the safety card and the flight attendant's safety briefing. Memorize where the emergency exits are and count how many rows you are away from them. Don't do what many people do which is to relax, take off their shoes, and start reading or listening to music. If something does happen you need to be ready to take action. In fact this is one of the reasons why people are told to switch off electronic devices during take-off and landing. Above all don't go to sleep. But once the plane is flying and the seat belt signs have gone off, you can start to relax and enjoy the flight.

Ваш самолет вряд ли разобьется, но если это произойдет, самое главное - быть к этому готовым. Восемьдесят процентов всех аварий происходят во время взлета или посадки, и если возникнет чрезвычайная ситуация, например пожар, у вас, скорее всего, будет всего около 90 секунд, чтобы спастись. Поэтому, когда вы садитесь в самолет (и когда он начинает снижение), вы должны думать о том, как бы вы поступили. Обратите внимание на карточку безопасности и инструктаж стюардессы по безопасности. Запомните, где находятся аварийные выходы, и посчитайте, на сколько рядов вы от них удалены. Не делайте того, что делают многие люди, - расслабьтесь, снимите обувь и начните читать или слушать музыку. Если что-то случится, вы должны быть готовы к действиям. На самом деле это одна из причин, по которой людям советуют выключать электронные устройства во время взлета и посадки. Прежде всего, не ложитесь спать. Но как только самолет взлетит, а знаки ремней безопасности погаснут, вы сможете расслабиться и насладиться полетом

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