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CHIN 5008
CHIN 5008 - Advanced Language Studies for Translation
North Terrace Campus - Semester 2 - 2017
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.
Advanced Language Studies for Translation
Coordinating Unit
Centre for Asian Studies
Location/s
North Terrace Campus
Available for Study Abroad and Exchange
Fluency in both Chinese and English
Students who are enrolled in a postgraduate program
Course Coordinator: Dr Baohui Xie
The full timetable of all activities for this course can be accessed from Course Planner.
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
steeped in research methods and rigor
based on empirical evidence and the scientific approach to knowledge development
demonstrated through appropriate and relevant assessment
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
Career and leadership readiness
technology savvy
professional and, where relevant, fully accredited
forward thinking and well informed
tested and validated by work based experiences
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
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
Required Resources
Melchers, 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)
钱乃荣,2001, 《现代汉语》,江苏教育出版社
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)
The Translator
English for Uni to improve your academic English:
o https://www.adelaide.edu.au/english-for-uni/
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.
o http://www.theaustralian.com.au/
o https://www.theguardian.com/au
Monolingual websites:
o http://www.news.com.au/
o http://www.theguardian.com/au
o http://www.nytimes.com/
o http://www.economist.com/
Bilingual websites:
o http://www.taiwan-panorama.com/en/index.php
o http://www.cuyoo.com/index.php?
o http://www.chinadaily.com.cn/
Learning & Teaching Activities
Learning & Teaching Modes
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.
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 Summary
Week 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)
6. Mid-semester exam (English to Chinese)
7. Basic structure of Modern Chinese and English: lexical features and translation (1)
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 Summary
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 Detail
Assessment 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.
The 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.
Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme)
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.
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Academic Progress by Coursework Students Policy
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Modified Arrangements for Coursework Assessment
Student Experience of Learning and Teaching Policy
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