Class 43

INSTITUTOESPECIALIZADODENIVELSUPERIOR
CENTROCULTURALSALVADOREÑOAMERICANO
Misión Institucional:
Formar profesionales en educación competentes, innovadores, con altos valores éticos y sensibilidad social, a través de la aplicación de procesos académicos y tecnológicos de
calidad que respondan a las exigencias, desafíos actuales y futuros.

Instructor: Lic. Samuel Fernández
Date: Wednesday, June 3rd, 2015
Class # 41

Unit 3: Introduction to the translating
process.
Achievement Indicator:
To describe the use of context clues.

AGENDA
Activity #1: Recalling previous learning
Activity #2: Comparing context clues
Activity #3: Wrapping up

Activity 1: Recalling Previous Learning
Purpose of the activity: To describe the aspects to
take into account to make a professional translation.
Instructions:
1. Work in pairs.
2. Describe the aspects to take into account to
make a professional translation.
3. Share the most important information with the
class.

Language functions and structures for activity #1:
1. Word order is important because
___________________________________
2. Accuracy is about
___________________________________
3. Details are identified by answering the questions
___________________________________
4. Quality refers to
___________________________________
5. Parallelism is related to
___________________________________

Extratextual framing
Extratextual framing - using
your background knowledge
and experience to understand
texts.

Intratextual framing
Intratextual framing - making use of
cues from the text, such as headings
and sub-headings and referential words
such as "this" and "that" to understand
texts.
Marketing Strategies

Circumtextual framing
Circumtextual farming - using
information from the cover of the book,
title, abstract etc. to understand the
text.
grab attention
marketing strategy
economy
“Free” can mean many things, and
that meaning has changed over the years. It raises
suspicious, yet has the power to grab attention like
almost nothing else. It is almost never as simple as it
seems, yet it is the most natural transaction of all. If
we are now building an economy around “free”, we
should start by understanding what it is and how it
works.
Within the commercial use of “free”
there is a wide range of meanings – and businesses
models. Sometimes “free” is NOT really “free”. “Buy
one, get one free” is just another way of saying 50%
off when you buy two. “Free gift inside” really means
that the cost of the gift has already been included in
the overall product. “Free shipping” typically means
the price of shipping has been built into the
product´s markup.
Of course, sometimes “free” really is
free, although it tends to be part of a wider
marketing strategy aimed at encouraging the
consumer to spend and it is hardly a new economic
model.
A “free sample” is simply marketing,
intended to both introduce a product and trigger a
slight feeling of moral debt that may encourage you
to buy the full price item. “A free trial” may be free,
but only for a limited time, and it may be difficult to
opt out before it becomes paid. And “Free air” at a
gas station is what economists call a
“complementary good” intended to reinforce
consumer interest in a paid product.
Then there is the world of ad-supported
media, from free-to-air radio and TV to most of the
web. Ad-supported free content is a business model
that dates back more than a century: a third party
(the advertiser) pays for a second party (the
consumer) to get the content for free.
Finally, sometimes “free” is really “free”
and does represent a new model. Most of
this is online, where digital economics, with
near-zero marginal costs, hold sway. Flirck,
the photo-sharing service, is actually free
for most of its users (it doesn´t even use
advertising). Likewise, most of what Google
offer either is free and without advertising
or applies the media ad model in a new
way to software and services (like Gmail),
not content. Then there is the amazing “gift
economy” of Wikipedia and the
blogosphere, driven by the non-monetary
incentives of reputation, attention,
expression, and the like.
All these can be sorted into
four broad kinds of free, two that are old
but evolving and two that are emerging
with the digital economy. Before we get to
those, let´s pull back and observe that all
forms of “free” boil down to variations of
the same thing: shifting money around
from product to product, person to person,
between now and later, or into non-
monetary markets and back out again.
Economists call these “cross-subsidies”.

Intertextual framing
Intertextual framing - making
connections with other texts you are
reading to help to understand your text.
Finally, sometimes “free” is really “free” and does represent a new model. Most of this is online, where digital economics, with
near-zero marginal costs, hold sway. Flirck, the photo-sharing service, is actually free for most of its users (it doesn´t even use
advertising). Likewise, most of what Google offer either is free and without advertising or applies the media ad model in a new
way to software and services (like Gmail), not content. Then there is the amazing “gift economy” of Wikipedia and the
blogosphere, driven by the non-monetary incentives of reputation, attention, expression, and the like.
All these can be sorted into four broad kinds of free, two that are old but evolving and two that are emerging
with the digital economy. Before we get to those, let´s pull back and observe that all forms of “free” boil down to variations of
the same thing: shifting money around from product to product, person to person, between now and later, or into non-
monetary markets and back out again. Economists call these “cross-subsidies”.

Activity #2: Describing the use of context clues.
Purpose of the activity: To describe the use of context
clues.
Instructions:
1. Work in pairs.
2. Read the information on the next slide.
3. Take notes.
4. Describe the use of context clues.
5. Share the most important information with the
class.

MILK P. 458
PET. P. 532
Flower P. 284

Analyzing meaning
1. accept (v) 5. almost (adv)
except (prep) most (adj)
2. advice (n) 6. among (prep)
advise (v) between (prep)
3. affect (v) 7. again (adv)
effect (v) against (prep)
4. allusion (n) 8. access (n)
illusion (n) excess (adj)

Language Transfer
The process occurring from the native to the foreign language if
frequency analysis shows that a statistically significant trend in the
speaker’s native language is then paralleled by a significant trend
toward the ‘same’ alternative in the speaker’s attempted production of
the foreign language sentences, phonetic features, phonetic sequences,
etc.
Selinker (1966: 103).
Language Transfer takes into account every
single aspect of the language:
Semantics, phonology, discourse, lexicon, grammar,
context, etc.

Language Transfer
The process occurring from the native to the foreign language if
frequency analysis shows that a statistically significant trend in the
speaker’s native language is then paralleled by a significant trend
toward the ‘same’ alternative in the speaker’s attempted production of
the foreign language sentences, phonetic features, phonetic sequences,
etc.
Selinker (1 966: 103).

Let’s analyze!
1. El oso saltó al agua para atrapar al salmón.
2. Aunque admiro a mi profesor, oso (me atrevo) decir que está
equivocado al respecto.
Obviously the first sentence refers to an animal, while the second
one refers to the way something is said.

Effect as a verb.
The government effected changes through its policy of taxation.

Effect as a verb.
The government effected changes through its policy of taxation.
El gobierno efectuó cambios a través de su política de impuestos.

Excercise: Translating sentences
within context
1. They advised us to take precautions in the hot
climate.
He never listened to his father’s advice.
2. He made an allusion to his disrespectful
attitude.
In the desert, one gets the illusion that there’s
water ahead.

3. Almost everyone bought the concert ticket.
Most coffee shops are open 24 hours.
4. I accepted my boss’ offer of a 10% salary
increase.
Answer all the questions except #2.
5. The issue was discussed among all the faculty
members.
The renewal proposal was discussed between
the two neighbors.

Pre-reading as a translating technique
What reading strategies have you studied?

Pre-reading as a translating technique
What reading strategies have you studied?
Reading strategies:
Understanding Vocabulary in context:
Reading for general meaning:
1. Predicting
2. Skimming
3. Finding the main idea
Reading for specific information:
1. Inference
2. Scanning

Reading and translating
Reading is a powerful skill to master translation, once we know
how to understand the message from a reading we are able to:
1. Interpret
2. Analyze
3. Paraphrase
4. Describe

1. Interpret
2. Analyze
3. Paraphrase
4. Describe
Whenever we interpret a text, we need
to take into account the importance of
addressing the message clearly to be
understood by the person who needs the
translation.

1. Interpret
2. Analyze
3. Paraphrase
4. Describe
In order to analyze we need to develop
our critical thinking to identify the purpose of
the information to be translated.

1. Interpret
2. Analyze
3. Paraphrase
4. Describe
Paraphrasing is a good strategy to
transmit the information accurately.
We need to be careful not to change the main
idea.

1. Interpret
2. Analyze
3. Paraphrase
4. Describe
It is possible to describe only if the
message has been understood clearly, and this
process involves require the application of all
the elements we have been studying before.

Activity #3: Wrapping up
Purpose of the activity: To describe the change of meaning
depending on the context.
Instructions:
1. Work in pairs.
2. Describe why the meaning can change depending on the
context.
4. Use the language functions and structures provided.
5. Share your ideas with the class.

Language functions and structures for activity #3:
1. The meaning of a word depends on its context,
because
___________________________________
2. Words can change according to
___________________________________
3. What I learned today is
___________________________________

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