Chapter 2 Checking

Republic of the Philippines
ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY

College of Education
Barotac Nuevo, Iloilo, 5007 Philippines | email: iscofcoed@gmail.com
website: iscof.edu.ph | Contact No: (+63) 917-640-0638
13
Chapter II
Review of Related Literature
This chapter deals with the discussion of literature
and studies related to the present study.
Translators have a full understanding of the translated
content in situational teaching, but in the actual process
of translation, they will inevitably face the situation of
language integration and word order adjustment. With the in-
depth research and continuous exploration of English
translation skill patterns by multimodal networks, the scope
of English translation skill analysis has been extended to
other aspects besides words, and the traditional single-mode
English translation skill analysis has gradually changed
into a systematic English translation skill analysis that
integrates language, images, music, and other symbols. It is
undeniable that the multimodal network-based English
translation skill model plays an important role in texts.
Research on understanding discourse meaning can be traced
back to ancient times, but the word “discourse semantics”
did not appear until the 1980s. Although language is an

14
important means and tool for human communication, it is not
the only means. Especially for the publicity translation of
folk culture, it is difficult to accurately convey the rich
folk culture of China by single-modal discourse analysis.
In the process of multimodal networking, English translation
skills not only involve converting the original text into
the target text and converting the original image, sound, or
video into the target text but also converting the original
text into multimodal forms and carrying out multimodal
reorganization in the target text according to the cognitive
context of the target language. Some cultural images,
including words, music, and frames, should be accurately
identified. Wang et al., a Chinese translation scholar, put
forward that “translatology” is a special field of
communication”. Language is the traditional carrier of folk
culture, but with the development of multimedia technology,
unnatural language symbols such as pictures, sounds, images,
animations, etc., have also become an integral part of
cultural meaning and image construction, and the spread of
the new media environment has promoted the integration of
text, sounds, videos, and images (Guan, X. et. al., 2022).

15
In the study of English, compared with reading, writing
is a general shortcoming for Chinese students. In China the
study of English is made universal at schools, from
elementary to senior high school. The vocabulary used in
their writing is poor in abundance. This can be summed as
“strong receptivity and weak output ability”, which stems
from the Grammar Translation Method that has a long history
in the English teaching in China. Li Jie (2015) did a
research on 548 non-English major sophomores consisting of
434 (79.2%) science students and 114 (20.8%) arts students
from four Chinese universities. 77.9% of them began to learn
English from junior high school, and about 20% began to
accept formal English learning at primary school. The result
shows that the average vocabulary of these students is close
to 3000 words, and they generally have a good command of at
least 2000 words. This result is close to what Shao Hua
(2002) and Zhou Dajun, Wen Boyan (2000) got from their
researches. Many experimental studies found that second
language learners’ productive vocabulary knowledge tends to
lag far behind their receptive knowledge. As the researches
above suggest college students have medium amount of

16
vocabulary. e writing of college students does not sound
like the authentic English. To be more specific, they
produce the kind of writing which is a mixture of English
and Chinese, especially a type of English that includes many
Chinese words. Students on the whole do not attach
importance to diversified writing style, or to organizing
the writing in structure properly. Most students concentrate
on using advanced vocabulary and complex grammar when
writing, ignoring the layout of the overall composition, the
cohesion between paragraphs, which makes their article read
like a medley of loosely connected advanced words and
grammar. Writing differs from translating in that it is more
independent and need the subjective initiative of the second
language learner. Due to weak of mastery of vocabulary,
syntax and layout, they may produce an essay which is easy
to understand but rambling in structure. By comparison,
translating asks for analysis of the original text first.
Another reason is that students are generally influenced by
their mother tongue in the process of second language
learning. There are essential differences between the two
language systems. English learners and researchers usually

17
believe that Chinese will interfere with English learning.
This phenomenon is called the negative transfer of the first
language. Translation emphasizes the teaching of vocabulary,
grammar and sentence pattern. Through the study of C-E
translation, students can make a comparison of the two
languages thus find out the similarities and differences,
developing an intensive understanding and a good command of
the two languages. Though getting higher marks in English is
the major task Chinese students are facing, it should never
be the overarching goal of learning English. English writing
demands learners to express themselves in written words of
another language, in which such factors as content planning
use of words and sentence structures, organization should
all be taken into consideration. C-E translation provides a
way for learners compare the two languages on lexical and
syntactic level, demonstrating to students how authentic
expressions are used in writing, thus is a promising method
to improve one’s English writing ability (Yu, Z. et. al.,
2021).
College English course can make students have a solid
foundation in English learning, while translation teaching

18
is to cultivate students' practical English application
ability. It has seriously eroded the initiative and
enthusiasm of college students in learning translation, and
their translation ability has never been improved. For
ordinary college English majors, the goal of innovative
translation training is to develop students' language
application ability, and the application of translation
ability is one of the important aspects. Foreign language
professional translation teaching bears the brunt of the
task of cultivating high-level translators, and the college
English with the largest number of students. The existing
translation teaching mode needs to be adjusted. It is
necessary to change the teaching and training mode with the
reference translation provided by the teacher as the
ultimate goal of translation teaching. There is a consensus
among scholars in these studies that non-English majors
should cultivate and improve their translation ability.
According to the actual situation of the University and the
students' professional situation, each university formulates
plans and takes concrete measures to implement innovative
translation training. There is no professional English

19
translation part in College English textbooks. Although some
textbooks mention some theories and techniques of College
English translation, they lack systematic and complete
explanations. College English translation teaching has
gradually developed into a disadvantaged subject in Colleges
and universities. There is also the ability to equate
translation with the ability to translate. From the existing
translation ability research, its content is richer than the
bilingual conversion ability. Colleges and universities
should establish the latest college English curriculum
system and apply it to the college English education
teaching practice as soon as possible, so that students can
also conduct professional college English translation
studies after mastering the basic knowledge of college
English. College students' innovative translation training
can have different focuses on students of different majors.
For English majors, developing their ability to apply
translation is an important aspect. As far as translation
activities are concerned, representational knowledge
summarizes language rules, knowledge of relevant fields
involved in translation content, and participants in

20
communicative activities. College students' innovative
translation training provides a platform for English majors
to integrate language environment, ability training and
innovative translation. Classroom teaching should be
student-centered and ability-oriented. Improving translation
ability is not to improve temporary translation level, we
should plan the teaching of translation in the light of
students' language competence, cultural knowledge,
translation strategies and the application of assistive
tools. Translation teaching cannot provide enough practical
translation practice for students. College English
translation teaching should conform to the development of
the times. College English teachers should actively explore
high-efficiency and high-quality college English translation
teaching mode in combination with new teaching concepts
(Xinyi, 2019).
English translation is to express the meaning of
English language in the form of Chinese. As this mode of
work will involve the control of the original language and
translation, it has a very high demand for the translator or
machine. Artificial language translation was a waste of time

21
and energy in the past, so in order to change this
situation, scholars put forward the related technology of
computer English translation. Technology has some practical
skills and related problems to be found and solved- it is
not easy to learn this. In the process of English Chinese
translation, due to the incoherence of our language, we
always translate the original text into obstinate oral
Chinese. This will also cause the mismatch between the
translated language and the spoken language.
We are used to using some Chinese grammar in our daily
writing. However, when we translate the original writing
into computer, the English translation appears in many cases
in the form of wrong editing. Some Chinese with small
vocabulary can be translate for some English Translation
websites- the translation accuracy of this kind of works is
also very high but, the error rate of English translation
will be much higher than that of short stories once the
vocabulary of sentences increases and a certain degree of
superposition occurs. When translating some professional
words, it is difficult for the computer to find the most
direct meaning of these terms from the database. In the

22
process of writing some professional academic articles, some
English translation software plays a small role. Computer
based English translation is not only the innovation of
educational means, but also an improvement measure to
improve the professional English language recognition
technology of electronic equipment (Zhao, 2021).
The original single sentence translation mainly
assesses student’s ability to use the correct vocabulary and
grammatical structures. And now consists of a single
sentence translation to translate a paragraph, clearly
improve the ability of students to translate requirements.
Mr. Lv Shuxiang famous linguist that is representative of
this view, he once said: "I believe that Chinese students
are most useful to help him recognize the differences
between English and Chinese, in each specific question -
form, meaning and grammatical categories, sentence
structure, as far as possible with the case of Chinese and
English, let him get through this comparison a deeper
understanding." in contrast, native English speaking
students in learning Chinese, as well. On the role of mother
tongue in foreign language teaching, language in the world

23
it has been controversial. Most courses in English
professional translation of domestic institutions only 2
hours, non-English majors are more scarce, translation
teaching materials are outdated and simplistic, lack of
practicality, the teachers and students generally pay more
attention to listening, speaking, reading and writing in
English in the traditional sense of these basic skills,
while ignoring the best embodies the goal that is
communication in foreign language teaching translation
skills. Translation is a language and cultural significance
of carrying conversion to another language and culture in
cross-language, cross-cultural communication, language is
the carrier of culture- language is the mirror of culture.
Translation is the significance of a language expressed with
other language cultural activities. Thus, the importance of
the role of cultural background knowledge in Translation
imagined. Chinese and English language differences in
vocabulary, semantics, syntax, and pragmatics, determine the
two languages in the conversion cannot be completely
equivalent translation, depending on the context requires a
different translation skill. Rhetoric is the essence of

24
English static nouns and prepositions advantages, and the
advantage of the preposition is the inevitable result of the
advantages of a noun due to the aid between nouns and noun
preposition junction. The so-called sexual revolution is the
translation in the translation process, in accordance with
customary language translation of part of speech conversion,
such as: the original text of a noun into a verb in the
original text is converted to adverbs prepositions. Because
there is a big difference between Chinese and English on the
grammatical structures and habits of expression, in the
translation process, according to the expressions of the
target language is used to adjust the original word order, a
part of the upcoming original sentence (words, phrases,
phrases, clauses,) position changes to make it more in line
with the target language sentence translated language
habits, so that the maximum sentence translated language
fluent. College English Translation Teaching to let students
understand the concept of translation as well as the
standard translation, then through their own accumulation of
knowledge, through specific practices to improve their
translation skills. College English Translation Teaching

25
English Contrast introduced the theory and method of
teaching is an effective way to improve translation quality.
University English translation Is the Chinese and English
languages on the complex process of transformation in
thinking and language, in English Learning and our everyday
communication is increasingly important (Liu, 2016).
Translation studies are recently growing faster, yet
the developments of its curriculum remain unexplored.
Several studies have been done to investigate translation
skills from different angles, such as Calvo (2011),
Kavaliauskienė & Kaminskienė (2009), Belencova & Davtyan
(2016), and Teleiba (2004). There have been some debates on
the focus of teaching translation, whether it should be
theoretical based, practical based or genre based. Different
from Calvo (2011), Kavaliauskienė & Kaminskienė (2009)
investigated translation skill based on students’ opinion
which one was more important, to translate into their mother
tongue, or into English. To come to the conclusion, they
gathered the data from two instruments; interview and
questionnaire. The translation skills included: reading
comprehension skill, dictionary use, and the skill to render

26
the text. It is found that most students agreed the training
could improve their translation skill. Besides, based on the
result of the test, there was positive and significant
correlation between students’ score and students’ attitude
toward translation. The subject was 70 university students
majoring English Education who took translation class for 1
semester. Questionnaire was used to collect the data on
students’ opinion which translation skills were important
for them. Based on the result of survey on students’ need
through questionnaire, the researcher divided the discussion
on findings into four sections, reading skill, dictionary
use skill, translating skill, and teaching and learning
process. Doing translation without dictionary is as a farmer
works without hoe. Dictionary is a tool in assisting someone
to translate text. The skill of how to use dictionary is
really important to be delivered to the students before they
do translation task. There were several points to be noted,
first, in the reading skill aspect, students expected to
master reading skill such as understanding main idea,
understanding the content of the text, and discovering the
meaning of a word based on the context. Second, students

27
mostly preferred to use bilingual dictionary but they also
needed to master to use more than one types of dictionaries
such as monolingual dictionary and online dictionary. Third,
related to the translation skill, students needed to learn
the skill to translate text from English to Indonesian, and
vice versa, they also needed to learn to translate idiom and
tenses. Fourth, in the teaching learning process of
translation, students needed to learn skill to work both
individually and with group, skill to use the theory of
translation in the analysis, skill to use learning resources
such as textbook and understanding research on translation
studies (Lutviana, 2018).
The examination of coherence of translation with other
language activities namely reading and writing can be
observed by skimming the text that is quite evident, as well
as listening and speaking, which is much more latent but
very often it exists in practice. Such processes as
linguistic encoding and decoding in the native or foreign
languages are typical of such mediation activities as
translation and interpreting (Hall, 2011; Encoding and
Decoding, 2008). So, training skills of listening, speaking,

28
reading and writing causes perfection of translation and
interpreting skills. Translation is closely connected to
other kinds of language activity, which perform the same
function inter alia communicative and are realized in the
common basis in a system of a definite language. Translation
is primarily connected with the ability to correlate visual,
graphical images with sound and motor ones and later with
semantic units. Moreover, though verbal and written forms of
communication use different stylistic devices, vocabulary
and grammar patterns, these communicative forms are
interdependent and interrelated. Written speech as well as
translation is an indirect form of speech communication
where only graphic symbols are used. It is characterized by
absolute comprehension of the idea written or translated and
clarity of thought. General language patterns of verbal
communication can be used in a written variant but in a more
transformed and extended way; any language subsystem of a
definite functional style has a complicated system of more
or less synonymic expressive means related to each other
(Brinton & Brinton, 2010). Language transformations imply
quick mental comparison of the language systems and mental

29
reasoning. Mental operations become more and more
complicated, they include specification, elaboration and
improvement of the information being translated. Apparently,
to develop students’ translation skills special assignments
taking into consideration zero, partial and overall
learners’ transformation skills should be used. Translation
from a foreign language into Russian also provides the
perfection of reading skills and the translation from
Russian into a foreign language helps to improve writing
abilities and skills. Any language activity as well as
translation as a form of mediation has a communicative
function. Any communicative speech act is implemented into
practice in the form of a speech utterance or text verbally
or in a written form. It includes not only perception but
production as well (Belenkova, 2016).
The Philippines is recognized globally as one of the
largest English-speaking nations with majority of its
population having at least some degree of fluency in the
language. English has always been one of the official
languages of the Philippines and is spoken by more than 14

30
million Filipinos. It is the language of commerce and law,
as well as the primary medium of instruction in education.
Proficiency in the language is also one of the
country’s strengths that has helped drive the economy and
even made the Philippines the top voice outsourcing
destination in the world, surpassing India in 2012. The
influx of foreign learners of English is also on the rise
due to the relatively more affordable but quality English as
a Second Language (ESL) programs being offered locally.
However, in a recent roundtable discussion organized by
the British Council, key stakeholders from the government,
academe, private, and non-government sectors acknowledged
that even if the Philippines is doing fine in terms of
English competency, concerns on how much of a competitive
advantage it still is for the country were raised. The
stakeholders agreed that the country needs to step up its
efforts in improving the teaching and learning of English,
developing it as a vital skill of the workforce. This is an
initiative that could potentially strengthen the
Philippines' distinct advantage in this part of the world,
particularly with the upcoming ASEAN economic integration.

31
Other participants from the government sector
underscored the need for an interagency government body to
regulate and support ESL provision in the country in order
to further capitalize on its economic potential.
Representatives from the academe focused on teacher
training and professional development, highlighting the need
for skills in differentiated instruction, materials
development, and knowledge sharing.
Dr. Rosario Alonzo, Dean of the University of the
Philippines College of Education, says that the College
ensures this by emphasizing to its students that English is
a skill to be used for communication. Education students
focus on learner-centered teaching, and are taught to ask
learners to do meaningful tasks using English.
“Our future teachers should ensure that English is a
means of communication, rather than a set of facts to be
learned,” says Dr. Alonzo.
“Our future teachers should ensure that English is a
means of communication, rather than a set of facts to be
learned,” says Dr. Alonzo. In the same way, the Department
of Education focuses on the needs of learners and ensures

32
that they learn the English language holistically, as
specified under the K to 12 basic education frameworks.
There is also a greater imperative to further build on
the English skills of the labor force, particularly of those
in the business process outsourcing (BPO) sector.
Representatives from the private sector also suggested
corporate social responsibility programs to support teacher
development, particularly in English language proficiency in
teaching other subjects. They also recommend collaboration
between the government and the private sector to address
teacher and student language proficiency in the outlying
communities.
The international and development organizations
recognize the same gaps and agree with the recommendations
of the other sectors. In addition, they propose to have a
platform for information sharing and communication among
stakeholders to avoid duplicating initiatives.
These statements were made amid the decline of the
quality of English in the Philippines while jobs in various
industries that require certain levels of English
communication skills are left unfilled. Statistics from the

33
IBPAP show that today, only eight to 10 individuals are
hired for every 100 applicants in the IT-BPO sector.
Nicholas Thomas, Country Director of the British
Council Philippines, says that developing a wider knowledge
of the English language is one of the British Council’s
founding purposes.

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Republic of the Philippines

ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY

Review of Related Literature

This chapter deals with the discussion of literature

and studies related to the present study.

Translators have a full understanding of the translated

content in situational teaching, but in the actual process

of translation, they will inevitably face the situation of

language integration and word order adjustment. With the in-

depth research and continuous exploration of English

translation skill patterns by multimodal networks, the scope

of English translation skill analysis has been extended to

other aspects besides words, and the traditional single-mode

English translation skill analysis has gradually changed

into a systematic English translation skill analysis that

integrates language, images, music, and other symbols. It is

undeniable that the multimodal network-based English

translation skill model plays an important role in texts.

Research on understanding discourse meaning can be traced

back to ancient times, but the word “discourse semantics”

did not appear until the 1980s. Although language is an

important means and tool for human communication, it is not

the only means. Especially for the publicity translation of

folk culture, it is difficult to accurately convey the rich

folk culture of China by single-modal discourse analysis.

In the process of multimodal networking, English translation

skills not only involve converting the original text into

the target text and converting the original image, sound, or

text into multimodal forms and carrying out multimodal

reorganization in the target text according to the cognitive

context of the target language. Some cultural images,

including words, music, and frames, should be accurately

identified. Wang et al., a Chinese translation scholar, put

forward that “translatology” is a special field of

communication”. Language is the traditional carrier of folk

culture, but with the development of multimedia technology,

unnatural language symbols such as pictures, sounds, images,

animations, etc., have also become an integral part of

cultural meaning and image construction, and the spread of

the new media environment has promoted the integration of

text, sounds, videos, and images (Guan, X. et. al., 2022).

In the study of English, compared with reading, writing

is a general shortcoming for Chinese students. In China the

study of English is made universal at schools, from

elementary to senior high school. The vocabulary used in

their writing is poor in abundance. This can be summed as

“strong receptivity and weak output ability”, which stems

from the Grammar Translation Method that has a long history

in the English teaching in China. Li Jie (2015) did a

research on 548 non-English major sophomores consisting of

434 (79.2%) science students and 114 (20.8%) arts students

from four Chinese universities. 77.9% of them began to learn

English from junior high school, and about 20% began to

accept formal English learning at primary school. The result

shows that the average vocabulary of these students is close

to 3000 words, and they generally have a good command of at

least 2000 words. This result is close to what Shao Hua

researches. Many experimental studies found that second

language learners’ productive vocabulary knowledge tends to

lag far behind their receptive knowledge. As the researches

above suggest college students have medium amount of

vocabulary. e writing of college students does not sound

like the authentic English. To be more specific, they