Publication: A Study of Ellipted Subjects Translation Strategies: A Case Study of Thai EFL Learners in an Introductory Translation Course
Submitted Date
Received Date
Accepted Date
Issued Date
2016
Copyright Date
Announcement No.
Application No.
Patent No.
Valid Date
Resource Type
Edition
Resource Version
Language
en
File Type
No. of Pages/File Size
ISBN
ISSN
1513-5934 (Print), 2651-1479 (Online)
eISSN
DOI
Scopus ID
WOS ID
Pubmed ID
arXiv ID
item.page.harrt.identifier.callno
Other identifier(s)
Journal Title
rEFLections Journal
Volume
21
Issue
Edition
Start Page
1
End Page
23
Access Rights
Access Status
Rights
Rights Holder(s)
Physical Location
Bibliographic Citation
Research Projects
Organizational Units
Authors
Journal Issue
Title
A Study of Ellipted Subjects Translation Strategies: A Case Study of Thai EFL Learners in an Introductory Translation Course
Alternative Title(s)
Author’s Affiliation
Author's E-mail
Editor(s)
Editor’s Affiliation
Corresponding person(s)
Creator(s)
Compiler
Advisor(s)
Illustrator(s)
Applicant(s)
Inventor(s)
Issuer
Assignee
Other Contributor(s)
Series
Has Part
Abstract
The primary purpose of the study is to examine how Thai EFL learners translate ellipted subjects in a Thai news article to English and to explore whether there is any significant relationship between the skills of writing and reading in English and translation proficiency. The participants of the study include eighteen Thai freshmen from different intended majors in the Faculty of Arts, Chulalongkorn University. The data used in this research are a test on Thai to English news article translation taken individually by the students during a translation course. Their writing and reading scores from their previous English course are also used to compare their writing and reading skills with their Thai to English translation proficiency. The results revealed that the most frequently adopted strategy for translating omitted Thai subjects among the students was the use of personal pronouns after separating long complex sentences into short simpler ones, followed by the use of conjunctions, preparatory it, and structural transformation. The use of participles and the relative pronoun “who” were the least frequently adopted strategies. Furthermore, there exists a significant relationship between reading in English and translating from Thai to English, but not between writing in English and Thai to English translation. Implications for classroom practices and further research are also discussed.