хартия переводчика

хартия переводчика

принята в сентябре 1963 года на конгрессе Международной федерации переводчиков. Содержит следующие основные положения:

(1) всякий перевод должен быть верным и точно передавать мысль и форму оригинала; соблюдение такой верности является юридической и моральной обязанноятью переводчика;

(2) верный перевод не следует, однако, смешивать с переводом буквальным, поскольку верность не исключает необходимых изменений, имеющих целью дать почувствовать на другом языке, в другой стране форму, атмосферу и внутренний смысл произведения;

(3) переводчик должен хорошо знать язык, с которого переводит, и, что еще важнее, в совершенстве владеть языком, на который переводит;

(4) он должен, кроме того, быть широко образован, достаточно хорошо знать предмет, о котором идет речь, и воздерживаться от работы в незнакомой ему области.

ACADEMIC WRITING

Topics for discussion 1. Introduction to the course. Revision of the basic strategies of the writing process. Prewriting. Techniques for generating ideas. The structure of an essay: basic difficulties in writing.

Summary:

Academic writing. Basic strategies. The process of writing involves the integration of several skill including the ability to generate, plan and organize ideas, express one’s thoughts with words, and structure sentences and paragraphs in proper order. Writing also requires working memory. Ways of generating ideas: brainstorming, free writing, journalistic questions, cluster mapping, flow charting, double (triple) entry. The structure of an essay: introduction, body, conclusion.

Practical tasks:

1. The following text is a passage from the book "English as a Global Language " by British linguist David Crystal. While reading, check your knowledge of the underlined words and expressions consulting a dictionary if necessary. React to the statements typewritten in bold using the following scale and discuss your judgments with a classroom partner.

a) strongly disagree;

b) disagree;

c) doubt;

d) agree;

e) strongly agree.

When we investigate why so many nations have in recent years made English an official language or chosen it as their chief foreign language in schools, one of the most important reasons is always educational—in the broadest sense. Black Southern African writer Harry Mashabela, writing in 1975, puts it like this: learning and using English will not only give us the muchneeded unifying chord but will also land us into the exciting

world of ideas; it will enable us to keep company with kings in the world of ideas and also make it possible for us to share the experiences of our own brothers in the world...

Not everyone has viewed the arrival of the language in such a positive light...; but the dominant view is certainly that a person is more likely to be in touch with the latest thinking and research in a subject by learning English than by learning any other language....

It is important to appreciate that the use of English does vary, in this respect. A 1981 study of the use of English in scientific periodicals showed that 85 per cent of papers in biology and physics were being written in English at that time, whereas medical papers were some way behind (73 per cent), and papers in mathematics and chemistry further behind still (69 per cent and 67 per cent respectively). However, all these areas had shown a significant increase in their use of English during the preceding fifteen years—over 30 per cent, in the case of chemistry, and over 40 per cent, in the case of medicine— and the figures fifteen years further on would certainly be much higher. This can be seen even in a language-sensitive subject such as linguistics, where in 1995 nearly 90 per cent of" the 1,500 papers listed in the journal Linguistic Abstracts were in English. In computer science, the proportion is even higher Since the 1960s, English has become the normal medium of instruction in higher education for many countries—including several where the language has no official status. Advanced courses in The Netherlands, for example, are widely taught in English. If most students are going to encounter English routinely in their monographs and periodicals, it is suggested—an argument which is particularly cogent in relation to the sciences—then it makes sense to teach advanced courses in that language, to better prepare them for that encounter. But these days there is also a strong lingua franca argument: thepressure to use English has grown as universities and colleges have increasinglywelcomed foreign students, and lecturers have found themselves faced with mixed-language audiences. The English language teaching (ELT) business has become one of the major growth industries around the world in the past thirty years. In a 1995 global consultation exercise initiated by... a British Council project, people professionally involved in ELT in some ninety countries were asked to react to a series of

statements concerning the role and future of the English language. Responses used a 5-point scale from 'strongly agree' to 'strongly disagree.' Nearly 1,400 questionnaires were returned. One of the statements was: 'The global market for English language teaching and learning will increase over the next 25 years.' Over 93 per cent agreed or strongly agreed. A particular growth area is central and eastern Europe, and the countries of the former Soviet Union, where it is thought that nearly 10 per cent of the population—some 50 million in all—are now learning English.

2. Read the excerpt from a newspaper article. In the space provided below, brainstorm as many arguments as possible for and against the role of English as the Latin of the modern world. Exchange and discuss your arguments with a partner.

Tedd Wragg, Professor of Education at Exeter University, said: 'The Internet has hammered the final nail in the coffin of language teaching, ft has made English the Latin of the modern world. This generation realises that English is increasingly the world language.'

For Against

3. Reflect upon these ten strategies of writing in English. Then, divide them into those which, in your opinion, are useful for Kazakh writers, and those which do not seem to be useful. Be ready to supply arguments in favor of your choices.

1. Simply translating your texts into English yourself or with the help of computer programs.

2. "Lifting" useful expressions from authentic English papers, combining them, adding some of your own and using them in your writing.

3. Paying attention to the organization and language of English papers in the leading journals in your discipline.

4. Consulting with native speakers merely because they are native speakers.

5. Learning how the key parts of the academic text are typically organized and structured.

6. Relying on assistance of your colleagues (working or studying in your discipline)—native speakers of English.

7. Being always eager to rewrite and revise believing that the best way of mastering or improving writing (and not only in English) is to write as much as possible.

8. Thinking that academic writing in English (or in any other foreign language) is a matter of synthesizing a whole from literature in the field and data sources.

9. Having a Kazakh colleague (or supervisor) who has already had experience of successful academic writing in English and is able to give you a good piece of advice.

10. Studying English writing manuals or textbooks and following their recommendations.

1. Write a paragraph giving 3 the most important strategies to follow in writing

Recommended literature:

1. Cynthia A. Boardman, Jia Frydenberg Writing to communicate. Longman, 2001

2. T.V.Yakhontova English Academic Writing. Вид. 2-ге. - Львів: ПАІС, 2003.

John Trzeciak, S. E. Mackay Study skills for academic writing. St.book.

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