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UNIVERSIDAD AUTONOMA DEL CARMEN FACULTAD DE CIENCIAS EDUCATIVAS

THE SUITABLE KIND OF MULTIPLE INTELLIGENCE FOR TRANSLATION STUDENTS

By

DANIELA FORMOSO ZAVALA

A thesis submitted in partial fulfilment of the requirements For the degree of Bachelor of Lengua Inglesa Facultad de Ciencias Educativas At Universidad Autnoma del Carmen

Thesis Advisors MTRO. RAFAEL FERRER MENDEZ

Cd. Del Carmen, Campeche a 30 de Agosto de 2012

ABSTRACT

This research is about Gardners Multiple Intelligences and its relationship with translation students at UNACAR. The main question to solve in this project was which of the eight types is the most suitable for them; that is which one of them gathers the necessary skills to render an accurate translation and the general purpose was to determine if the translation result of a student with the Linguistic Intelligence fulfills the requirements of an effective translation. To obtain

information regarding the students abilities, checklists and tests were used based on the results of a translation exercise. To draw the final conclusion, the inductivedeductive model of the scientific method was followed. The results showed that it is the Linguistic Intelligence the one that gathers most, if not all, of the skills any translator student should master prior to any attempt to translate and which will finally warrantee the achievement of an effective translation.

DEDICATIONS

To my parents for the love and support before and after completing my degree.

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ACKNOWLEDGMENTS
I would like to thank:

My thesis advisor, Mtro. Rafael Ferrer Mendez not only for guiding me through all this research process since its first stages, but also for being patient and believing in my abilities; for correcting my mistakes, making suggestions and contributing with his experience to this work.

The Facultad de Ciencas Educativas at Universidad Autnoma del Carmen for giving me access to its facilities where I found the resources that made possible this investigation

My colleague and friends who I shared this challenge with and contributed to this investigation with valuable feedback and suggestions.

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TABLE OF CONTENTS
Chapter Dedications Acknowledgements Table of Contents List of Figures List of Tables List of Abbreviations Glossary 1 1.1 1.2 1.3 1.4 1.5 1.6 1.7 2 2.1 2.2. 2.3 2.4 2.5 2.5.1 2.5.2 2.5.3 2.5.4 2.5.5 2.5.6 2.5.7 2.5.8 2.6 2.7 2.8 2.9 2.10 2.11 2.12 2.13 2.14 CHAPTER I. INTRODUCTION TO THE STUDY Research Topic Objective Research Questions Background Contextualization Delimitation Study Limitations CHAPTER II. LITERATURE REVIEW Early Studies About Intelligence Definition of Intelligence Measurement of Intelligence The Theory of Multiple Intelligences The Eight Intelligences The Verbal Linguistic Intelligence The Logical Mathematical Intelligence The Visual-Spatial Intelligence The Musical Rhythmic Intelligence The Bodily-Kinesthetic Intelligence The Interpersonal Intelligence The Intrapersonal Intelligence The Naturalist Intelligence What is Translation? Types of Translation Communicative and Semantic Translation The Translation Process Translation Methods Equivalence in Translation Meaning Meaning in Translation Quality Page iii iv v vii viii ix x 1 2 3 3 4 4 5 5 7 8 11 12 15 18 20 22 22 23 23 24 24 25 25 27 30 31 34 36 37 38 39

2.15 2.16 2.17 3 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 4 4.1

Good and Effective Translation The Translator and Its Role Translation as a Profession CHAPTER III. METHODOLOGY Research Type StudyType The Research Process The Methods The Techniques The Instruments The Subjects The Objects CHAPTER IV. RESULTS AND ANALYSIS Report of the Results 4.1.1 The MI Inventory 4.1.2 The Checklist 4.1.3 The Translation Grades Analysis and Preliminary Conclusion CONCLUSION AND SUGGESTIONS Conclusion Suggestions for Further Research List of References Appendixes Appendix A Appendix B

40 42 46 50 51 51 52 53 54 55 57 57 59 60 60 63 71 72 82 83 86 89 91 92 94

4.2

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LIST OF FIGURES

Figure 2.1 4.1 4.2

Title Concept Lens Standards Achieved In The Translations Subjects With Interpersonal Intelligence

Page 33 66 78

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LIST OF TABLES

Table 2.1 4.1 4.2 4.3 4.4 4.5 4.6 4.7

Oblique translation procedures

Title

Page 28 61 62 63 64 70 71 72

Number of statements ticked by the subjects from each category Subjects type of MI. Most popular intelligence among subjects. Checklist results of translation exercise Number of standards fulfilled Grade of translation exercise Translation's final grade

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LIST OF ABBREVIATIONS

IQ: Intelligence Quotient L1: Another way to call Source Language L2: Another way to call Target Language LO: It stands for Lengua Origen (Original Language) in Spanish LT: It stands for Lengua Terminal (Target Language) in Spanish SL: Source Language TL: Target Language ST: Source Text TT: Target Text MI: Multiple Intelligence UNACAR: Universidad Autnoma del Carmen PEMEX: Petrleos Mexicanos ESIT: Ecole Suprieure d Interprtes et Traducteurs de la Sorbonne LDRC: Learning Disabilities Resource Community

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GLOSSARY

Colloquialism: Ordinary, relaxed, informal speech (Trask: 1999). Grammar: The rules for constructing words and sentences in a particular language, or the branch of linguistics studying this (Trask: 1999). Idioms: An expression whose meaning cannot be worked out from the meanings of its constituent words (Trask: 1999). Linguistics: The scientific study of language (Trask:1999). Multiple intelligence: Concept proposed by Howard Gardner who claims that a standardized instrument to evaluate human beings IQ doesnt measure the many talents and intelligences of humans beings (Klingler: 2000) . Semantics: The study of the meaning is encoded in language, as distinct from what speakers mean to say when they use that language (Kramsch: 1998). Source text: Source text or language will refer to the language which the material first appears in (Chriss 2002). Syntax: Sentence structure, or the branch of linguistics which studies this (Trask:1999). Target language: Target text and language refer to the language that the material is translated into (Chriss 2002).

CHAPTER I INTRODUCTION TO THE STUDY

1.1 RESEARCH TOPIC

Multiple Intelligences (MI) applied to translation students at Universidad Autnoma del Carmen (UNACAR). This research topic arises from the necessity of knowing why some students encounter more difficulties when translating than others despite all of them have been given the same lessons on theory and practice of translation at UNACAR. Also why some of them produce more effective translation than others? Is the students level of intelligence a critical factor in this achievement? Are some of these students more intelligent than the others? In the attempt to answer the previous questions, the first thing that comes to our mind is that we know for a fact that people are not equal, we all do not think the same way, therefore we do not act or respond the same way. Since translation is an activity that requires not only the knowledge of two languages and some training with linguistics and semantics, but it requires the ability to solve problems (translators make choices during the whole translating process, choosing which technique to use, what terms fit best etc.), the person undertaking it must be, without a doubt, an intelligent person. But, what is it to be intelligent? Is there only one way to be intelligent? According to Howard Gardner (1983) human beings have at least eight ways to be intelligent, or in better words, there are different levels of each kind of intelligence that create a unique combination which makes a person different from others. It is usually the most prevalent type the one that defines the type of intelligence.

Intelligence and more specifically, types of intelligences are a key concept in studying the problem of this research. They are a variable factor, however independent. Such independency results from the notion that students possess different and unique types of intelligence. Each one of them has a different way to deal with a text in a foreign language for example, or how to render it in their mother tongue, and it is exactly there where the success of their translations lies as the translation examples made by students with different types of intelligence show in this research. To achieve optimal quality in their final result depends on their abilities and how they use their intelligence. Hence, ensuring an effective

translation would be a dependent variable that relies upon the translators intelligence. The importance of the study lies on the fact that if students are not good at translating in school, it does not only affects the grades, but the whole training as translators and, by consequence, their future careers as professionals.

1.2 OBJECTIVE
This research examined the translations produced by the Licenciatura en Lengua Inglesa students at UNACAR from 7th semester in 2008, and compared the results within the context of MI. The objectives of this study are the following: -To determine if a particular MI provides a translator student with the most appropriate abilities to produce effective translations, and - If this intelligence represents an advantage over other students with different types of MI.

1.3 RESEARCH QUESTIONS

By examining the work made by the students this research seeks to explore how having different types of intelligence influence the quality of their final translations while using the following questions as guides for this study: - What is an effective translation? - What are the desired skills and abilities in a translator? Are any of these abilities gathered in a specific type of MI?

- Can the predominant type of MI guarantee an effective translation? - How can MI help translation students?

1.4 BACKGROUND
The concept of MI is the theory proposed by Howard Gardener in 1983. This theory suggests that there is more to a persons intelligence than one single ability or skill. Gardener put forward eight different types of intelligences originally and then added a couple more. On the other hand, Effective Translation is a term defined by Ali Darwish in 2004 referring to translations fulfilling seven standards. Fulfilling these standards, according to his point of view, guarantee a high reliable result which is also referred to as the desired effect. The desired effect in this case means translations that comply with functionality, acceptability and usability acquired through optimal approximation.

The concepts mentioned above were the core of this investigation. The ideas proposed in this work are mostly based on such definitions and also took part in the preparation of the instruments.

1.5 CONTEXTUALIZATION
The Universidad Autnoma del Carmen is based in Cd. del Carmen, a city in the South of the Mexican state of Campeche. Cd. del Carmen was once a fishing village which was transformed in the mid-1970s when the Mexican oil company, PEMEX, discovered a wealthy supply of petroleum just off the Yucatan coast. Mexico's richest industry pumped a new class of services, well-stocked stores and big buildings into the city as well as foreign companies and personnel. Due to this new industry and the mix of languages, it was evident the need of bilingual personnel to work onshore and offshore. Translators and interpreters are in high demand by the oil industry. The Universidad Autnoma del Carmen, also known as UNACAR, is an autonomous public institution of higher education that is located in Ciudad del Carmen. Currently the university offers several graduate levels in the areas of natural sciences, social and administrative, education and humanities and engineering. The Facultad de Ciencias Educativas is one of the departments that belong to the UNACAR and currently offers two degrees: Licenciatura en Lengua Inglesa and Licenciatura en Educacin. The group involved in this research is the 7th Semester of the Translation Area of Licenciatura en Lengua Inglesa, corresponding to the 2008-2009 term.

1.6 DELIMITATION
The focus of this research is the study of the translation level of the 7th grade group of the Lengua Inglesa degree in the area of Translation from the Facultad de Ciencias Educativas at the Universidad Autnoma del Carmen. The group consists of 11 students. The aspect to be analyzed is the type of intelligence they have as well as their translation skills. The study was carried out from August 2008 to August 2009.

1.7 STUDY LIMITATIONS

Some of the limitations of this research and which may influence the results are the fact that nobody possesses only one single kind of intelligence. Everybody has all of the eight intelligences in different grades; thus, it is impossible to state, for example, that a student is only verbal linguistic or musical intelligent and not logical mathematical just because one is the most developed intelligence; and that he or she is not able to perform any mathematical operation. For the same reason, this research does not aim to say that a student with intelligence other than the linguistic one is not capable to render a translation, that is, the results of the research cannot be generalized to all students. There is also the case in which a person may have more than one kind of intelligence as predominant, for example some of the tests actually showed students with strong abilities in two or three areas. Another factor that could interfere is that the students are aware of what they are doing; that is, they know that the purpose of the quiz is to recognize the strongest intelligence in each one of them as they are familiar with the multiple 6

intelligence term as such and this may lead to false results. For example, as an acting student wants to hear he or she has got the skills to make it in the film industry, a translation student would like his or her results of a MI test to be Verbal Linguistic, especially when there is only one semester to graduate. On the other hand, students with little interest in participating or practicing their translation skills with an exercise that will not count for their real grades may cause some of them not to give their best effort.

CHAPTER II LITERATURE REVIEW

2.1 EARLY STUDIES ABOUT INTELLIGENCE

The investigation of intelligence is undoubtedly a very controversial area of psychology yet the one that has fascinated scholars the most over the centuries. The concept was firstly addressed by philosophers as Plato and Aristotle. The latter, often regarded as the father of psychology, believed that mind was one of the bodys functions; however, he thought of it as something separable and impassible, as it can be seen in is following quote, When intellect is set from its

present conditions, it appears as just what it is and nothing more: it alone is immortal and eternal and without it nothing thinks. (Britannica 1997, cited by Plucker 2003:7). By using such words, it results obvious that Aristotle regarded the intelligence as something superior to human body, something almost divine that even remains after death, and despite this is not true, what is certain is that without it, nothing works, nothing thinks. More than 2,000 years later, psychology began to emerge as a discipline apart from philosophy. Nevertheless, individuals from as diverse fields as biology and genetics continued to influence psychological discourse and the study of intelligence. Such was the case of Darwin, who affirmed that the difference between human and animal intelligence was a matter of degree, not of kind and that most of an individual qualities were innate (Plucker 2003). He did not believe education as the main provider of intelligence or training, he thought we were born with own capacities and our intelligence and performance was inherited through genes. This theory was supported by his cousin Galton, who was the first to coin the phrase nature vs nurture, a debate which still remains as a classic 9

controversy among experts nowadays. The nature side of the debate argues for a hereditary view of the phenomenon of intelligence: that a person maintains his mental ability solely based on what he is born with genetically. Defending this side of the debate exclusively would be establishing that a persons environment plays no role in determining his mental aptitude. Francis Galton began to study how genetics influence intelligence and theorized that children inherit their intelligence from their parents. He believed that genes were responsible for intelligence and even suggested only the reproduction of gifted people, concept known as eugenics. According to Seligman (Cited by Plucker, 2003:57), he also established that "numerous heritable traits, including height and intelligence, exhibited regression to the mean - meaning that extreme inherited results tended to move toward average results in the next generation". Conversely, the nurture camp argues that a persons environment plays a large role in his mental aptitude. According to Neil (2005) Supporters of the nurture theory believe that our behavioral aspects originate mostly from the environmental factors of our upbringing. Studies on infant and child temperament have revealed the most crucial evidence for the nurture theory. The nurture camp also took advantage of the nutrition studies, twin studies, and adoption studies for collecting evidence for their hypothesis. The American psychologist John Watson, best known for his controversial experiments with a young orphan named Albert, demonstrated that the acquisition of a phobia could be explained by classical conditioning. Watson used an 11 month-old Albert to prove that a person could be conditioned to be afraid of 10

something by which he was not previously affected. Albert was put into a room with no other human and no other distracters present. Watson placed a white rat in the room. Albert seemed to like the rat; he even showed affection towards it. Sometime later, Watson would produce a very loud noise every time Albert would reach out to touch the rat. As a result, the baby became terrified of every white and furry object in which he came in contact. This important investigation became known as the Albert experiment. Experiments such as these ones prove that a

persons environment can have a crucial effect on him and on his manner of thinking. Watson , a strong proponent of environmental learning, said: Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors. (Watson, 1930: 83). Through the research that has been conducted, it seems that heredity, as well as environment plays an important role in humans mentality, but these are not exactly equal in influence. A persons entire environment seems to be more effectual in determining his mental ability than heredity is. The most fundamental way to explain this opinion is that heredity determines ones potential, but environment determines how far one will reach that potential during his lifetime (Plucker, 2003: 96). In other words, every individual has a destined mental

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potential, but how much of that potential the individual will be able to gain solely depends on the environment that the individual grows in.

2.2 DEFINITION OF INTELLIGENCE

According to Binet (1916, cited by Plucker 2003:19), a person may be a moron or an imbecile if hes lacking of judgment; but with good judgment he can never be either The French psychologist defined intelligence as the totality of mental processes involved in adapting to the environment. To be intelligent is also to be able to solve new problems or to deal with difficult situations. Para Binet, la inteligencia implicaba tener juicio, sentido prctico, iniciativa y facultad para adaptarse a las circunstancia del ambiente(Prieto, 2002: 88)1. In other words, it is about discovering relationships or being capable of invention. Judgment is what makes people aware of relationships. Thus, all intelligent action is characterized by the comprehension of relationships between the given elements and finding out what has to be done given those relationships, to create new relationships, solve a difficulty or reach a desired goal. Intelligence is the ability that allows us to gather information from within and the world around us, in order to issue the best response to the demands that we face in daily life. According to general agreement among experts on the subject, like Gardner and Sternberg, intelligence depends on genetic background and the experiences that we experience throughout life. Intelligence and intellect are often seen as synonyms, but the difference between them is that the first one makes a stand on the skills and aptitudes to

To Binet (1857-1911) intelligence means to have judgment, practical sense, initiative and faculty to adapt to circumstances of the environment.

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handle concrete situations and to obtain benefit from sensorial experience. Psychologists think that these abilities are necessary in daily life where individuals have to analyze new mental and sensorial information in order to address their actions towards specific goals. An intelligent person is characterized by his knowledge, quick solution to a problem, maturity, creativity, easiness and

willingness to learn, as well as his ability to combine them. Current trends in intelligence theory and research involve the formation of more complex multiple intelligence theories and other ways of measuring intelligence. At the same time, the availability of relatively cheap computers has promoted advances in statistical analysis, providing new perspectives on the measurement of intelligence. Although a strong tendency to view intelligence as a purely intellectual or cognitive function remains, considerable evidence suggests that intelligence has many facets. Gardner for example, argues that reason, intelligence, logic and knowledge are not synonymous and states that intelligence is the ability to solve problems, or to create products, that are valued within one or more cultural settings (1983 cited by Plucker, 2003:29).

2.3 MEASURAMENT OF INTELLIGENCE

The task of trying to quantify a persons intelligence has been a goal of psychologists since before the beginning of this century. The Binet-Simon scales were first proposed in 1905 in Paris, France when Binet was asked by the French minister of public education to develop a test that could be used to identify children who would have difficulty in school so they could be given special instruction. The Stanford-Binet intelligence scale, which is still in use today, was developed in 1916 13

when Terman, a psychologist from Stanford University, translated into English and revised the tasks created by Binet and his collaborator Simon in 1905. Binet y sus colaboradores pretendan medir la inteligencia analizando los aumentos de la capacidad del individuo para resolver tareas relativamente complejas (Prieto 2002: 88) 2. On the other hand, Terman (1915) worked on the Binets test in order to identify and study the individual differences at gifted children and initiated the first American works about intelligence testing. Se preocup por demostrar la validez del Coeficiente Intelectual para pronosticar el xito escolar y profesional 3 (Prieto 2002: 89).

However, the British psychologist Spearman (1863-1945) has been considered one of the greatest theoreticians of human intelligence, and, as stated in Enciclopedia de Pedagoga Es el primer psiclogo psicmetra que tuvo una concepcin clara de la teora clsica del <<test>>, 4(Prieto 2002: 88). According to Prieto (2002), Spearman proposed in 1904 the existence of a general intelligence factor <g>. He based this theory on a statistical technique which he invented called factor analysis. Since its introduction, the factor <g>. has been the cornerstone of psychometric models of intelligence. Furthermore, Spearmans <g>. has often been used by researchers and theoreticians to make the case for the genetic basis of intelligence and to downplay the importance of environmental influences.

Binet and his collaborators claimed to measure intelligence by analyzing the increase of the individuals capacity to solve relative complex tasks 3 He was concerned to demonstrate the validity of the intelligence quotient in order to forecast the scholar professional success 4 He is the first psychometric psychologist who had a clear conception about the classic theory of <<test>>

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People like Binet (1905), Piaget (1963), and Sternberg (1987) influenced cognitive science and resulted in the re-thinking of conventional methods of evaluating individuals intelligence. As Sternberg insists real life is where intelligence operates and not in the classroom the true measure of success is not how well one does in school, but how well one does in life (1996 Cited by Plucker 2003:89).

Nonetheless, an additional important controversy surrounds the issue of the validity of IQ tests. That is because such tests measure what they were intended to measure, namely, human intelligence. Prominent current researchers of human intelligence such as Sternberg and Gardner argue that IQ test only measure a very narrow aspect of human intellectual performance. Such researchers also highlight the importance of considering the cultural context for a proper evaluation of performance (Plucker, 2003:15).

According to Thurstone (1938), the <<g>> factor formulated by Spearman does not describe rigorously what intelligence is. In fact, he extracted seven components of intelligence from his studies. They are: verbal comprehension, verbal fluency, ability for calculates perceptible speed, spatial representation, memory and inductive reasoning (Prieto 2002).

After taking into account all the previous points of views, it can be understood that what they all have in common is the argument that human intelligence is not unitary, but it rather involves multiple facets.

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2.4 THE THEORY OF MULTIPLE INTELLIGENCES

One of the theories that have been recently studied more is Gardners, who approaches the study of intelligence from a new perspective of the neurologist and psychological development. He goes beyond an imposing conception of intelligence and exposes that cognitive competence is better described as a group of skills, talents and mental abilities which he calls intelligences. Plucker mentions that In contrast to Binet and his initial findings in the field of intelligence, Gardner fought to prove that intelligence; on one unitary level was not an adequate measure of a persons intellect abilities(Plucker, 2003:40). According to Gardner, intelligence consists of a group of mental abilities which is not manifested in an independent way, but is located in different areas of the brain. Gardner developed the theory of MI which suggests that the traditional notion of intelligence, based on IQ testing is far too limited. Instead [Gardner] proposes eight intelligences to account for a broader range of human potential in children and adults (Armstrong, 1998:2). These intelligences are: Verbal Linguistic Intelligence Logical Mathematical Intelligence Visual Spatial Intelligence Bodily-Kinesthetic Intelligence Musical Rhythmic Intelligence Interpersonal Intelligence Intrapersonal Intelligence Naturalist Intelligence 16

Gardner hypothesizes that everybody has at least eight intelligences which reflect different ways of interacting with the world, that human beings exist in a multitude of contexts and that such contexts both demand and support different varieties and of intelligence. However, the problem, according to him is that our education system is not prepared to address the needs of all the intelligences, thus neglecting to address the development of some of these areas (Cited by Plucker 2003:39). The basic assumptions of the MI theory specify on these points: Each person possess the eight intelligences Most of the people can develop each intelligence until an adequate level of competence The intelligences generally work together in complex ways and There are many ways of being intelligent according to each category. (McGrath& Noble, 1993:56).

On the other hand, the similarities and differences between the MI Theory and the most traditionalist assumption can be summarized as:

Gardner (1984), as others psychologists, maintains a plural notion of intelligence. He considers that it is not permanent since birth, but that it changes and develops when the individual responds to the experiences of his environment.

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Gardner (1984), as other researchers and education psychologist supports that the intelligences are the result of the constant interactions between biological and environmental factors and can be educated.

Contrary, Gardner understands traditional notions of intelligence, which hold that intelligence is always present in every circumstance and it does not change, that the intelligence can be replaced in different contexts. Intelligence never exists isolated from the others, every task, role and product of our society demands a combination of intelligences, even when only one stands out. (McGrath& Noble, 1993:57).

All students will come into the classroom with different sets of developed intelligences. This means that each child will have his own unique set of intellectual strengths and weaknesses. These sets determine how easy (or difficult) it is for a student to learn information when it is presented in a particular manner. This is commonly referred to as a learning style (Brualdy, 1996:3). Many learning styles can be found within one classroom. Therefore, teachers have to structure learning activities around in such a way that they develop strategies that will allow learners to demonstrate multiple ways of understanding and valuing their uniqueness. Gardner's theory provides a theoretical foundation for recognizing the different abilities and talents of students. This theory acknowledges that while all students may not be verbally or mathematically gifted, children may have an expertise in other areas, such as music, spatial relations, or interpersonal knowledge. Approaching and assessing learning in this manner allows a wider range of students to successfully participate in classroom learning. (Brualdy, 1996:4). 18

2.5 THE EIGHT INTELLIGENCES

When we hear the word intelligence, the concept of IQ testing may immediately come to mind. Intelligence is often defined as our intellectual potential; something we are born with, something that can be measured and a capacity that is difficult to change (Cornwall, 2012) In recent years, however, other views of intelligence have emerged. One such conception is the theory of multiple intelligences (MI) proposed by psychologist and Harvard professor Howard Gardner.This theory suggests that traditional psychometric views of intelligence are too limited. Gardner first outlined his theory in his book Frames of Mind: The Theory of Multiple Intelligences (1983), where he theorizes that all people have different kinds of intelligences. He originally proposed that there are seven types of intelligences, later on he added one more, being eight in total. The theory of Multiple Intelligences (MI) was the product of surveyed information Howard Gardner and his colleagues collected from a wide selection of literature. Information was processed from developmental data, psychometric findings, and descriptions of special populations. The populations included prodigies, gifted, brain damaged patients, idiots savants, normal children, normal adults, experts in different lines of work, and individuals from different cultures (Gardner, 1983). His goal was to find the best way to describe or define the domains of cognition and symbolization. Gardners preference for concluding his case was to use evidence from the biological factors of the nervous system found in readings of neurobiology.

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The conclusion from his research is that intelligence can be found and isolated. It appears as a single intelligence because of its harmonious nature, but looking closer with the proper intent, it is possible to visualize discreet intelligences cooperating in a very organized way.

The research and conclusion allowed Gardner to redefine the term intelligence from the concept of one intelligence to that of many intelligences. Intelligence was first thought of as a single, general capacity that every human possesses to a greater or lesser extent; and that, however defined, it can be measured by standardized verbal instruments, such as short answer, paper-andpencil tests (Gardner,1993:86). However, Gardeners definition states that intelligence is an ability to solve problems or to create products that are valued within one or more cultural settings (Gardner & Hatch, 1989:23). Although the intelligences are anatomically separated from each other, according to Gardner, he claims that the different intelligences very rarely operate independently. Rather, the intelligences are used concurrently and typically complement each other as individuals develop skills or solve problems.

In addition to biology, Gardner (1983) argues that culture also plays a large role in the development of the intelligences. All societies value different types of intelligences. The cultural value placed upon the ability to perform certain tasks provides the motivation to become skilled in those areas. Thus, while particular intelligences might be highly evolved in many people of one culture, those same intelligences might not be as developed in the individuals of another. Using 20

biological as well as cultural research, he formulated a list of eight intelligences. This new outlook of intelligence differs greatly from the traditional view which

usually recognizes only two intelligences, verbal and mathematical. The eight intelligences Gardner defines are described as follows:

2.5.1 THE VERBAL-LINGUISTIC INTELLIGENCE

This type of intelligence is often called word smart or book smart and involves the knowing which comes through the language; through reading, writing, and speaking. Wessman stated that It consists of the ability to thinking words and to use language to express and appreciate complex meanings (Wessman, 2004:11).

It involves understanding the order and meaning of words in speech, writing and how to properly use the language. It involves understanding the sociocultural nuances of a language, including idioms, plays on words, and linguistically-based humor. People who are strong at this intelligence have highly developed skills for reading, speaking, and writing and tend to think in words. Some of the abilities which people with the Verbal-Linguistic Intelligence present are:

Ability when using syntax, phonetics, semantics, and pragmatic usage of language.

Easiness to convince and persuade people or exert influence in others by using clear ideas.

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Great condition to communicate clearly ideas and listen to others at the same time.

Ability to retain structured information as well as to give and get explanations. (Wessman, 2004)

2.5.2 THE LOGICAL-MATHEMATICAL INTELLIGENCE

In Howard Gardner's words, it entails the ability to detect patterns, reason deductively and think logically. (Gardner & Hatch, 1989: 18) This is the ability to reason inductively and deductively and to recognize and use abstract patterns and relationships. Students with strengths in logical-mathematical intelligence usually enjoy and may show competency in maths and problem solving and reasoning, and often ask logical questions. They enjoy ordering objects, categorizing, calculating, experimenting, stating hypotheses and inferring consequences, conducting research, finding out facts, analyzing findings and developing logical arguments. This intelligence is normally tested in multiple choice questions on standardized tests where our ability to mentally process logical problems and equations.

2.5.3 THE VISUAL-SPATIAL INTELLIGENCE

This is the ability to create visual representations of the world and manipulate spatial relationships. According to Wise (2001), it refers to the

capability to think in images and orient oneself spatially. (Wise, 2001: 15) This intelligence enables individuals to orient themselves and make their way readily in an unfamiliar environment. Students with strengths in this ability tend to understand 22

new information best if they ca n make a mental picture by visualizing the new information or by creating a physical picture such as a map, chart or diagram which helps them to develop their mental images. They usually enjoy mazes and can design, draw and create things. They also enjoy things presented visually, for example by video, photographs, pictures and charts. These individuals have a good visual memory and are able to recognize a shape when it appears in a new context. They have the ability to orient themselves in a home or outdoors.

2.5.4 THE MUSICAL-RHYTMICAL INTELLIGENCE

Students who remember melodies or notice pitch and rhythm tend to have strengths in musical intelligence. They are often very aware of sounds around them and enjoy producing music through playing musical instruments or making sound effects. This intelligence involves skill in the performance, composition, and

appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms (Smith, 2002). According to

Gardner (19383), musical intelligence runs in an almost structural parallel to linguistic intelligence. This intelligence allows people to create, communicate, and understand meanings made out of sounds.

2.5.5 THE BODILY-KINESTHETIC INTELLIGENCE

This intelligence promotes the ability to use the body to express emotion, to play a sport, and to create a new invention (Wessman, 2004:5). In other words the Bodily-Kinesthetic intelligence is about to using the body to perform, to communicate ideas and emotions and to solve problems. Students with strengths

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in this intelligence usually like physical activity and prefer active learning by doing, rather than what they hear or see. Some of the learning capacities of students with this type of intelligence are the exploration of environment trough touch and movement and the develop of coordination and a sense of timing. (Wesman, 2004).

2.5.6 THE INTERPERSONAL INTELLIGENCE

This intelligence refers to the ability to understand people and work with and get along effectively with others. In Gardners words is ability to understand and interact effectively with others (Gardner & Hatch, 1989: 20). It involves effective verbal and nonverbal communication, the ability to note distinctions among others, sensitivity to the moods and temperaments of others, and the ability to entertain multiple perspectives (Armstrong, 2004). Students with strengths in this intelligence learn best in cooperative group work, often show strong leadership and organizational skills and are skilled at communicating, performing for others, negotiating and understanding other people's behavior. They often show strong empathy for other people's feelings. These individuals have the particular ability to perceive the moods, temperaments, motivations and intentions of others. They understand and care about individuals, have a lot of friends, like to socialize.

2.5.7 THE INTRAPERSONAL INTELLIGENCE

Intrapersonal intelligence focuses on the self and involves the ability to be aware of and understand one's own feelings, strengths, weaknesses and overall behavior (McGrath & Noble 1995). Students with strength in this intelligence tend to reflect readily on their own learning, their feelings and behaviors. They tend to 24

be good at goal setting and enjoy activities which further their understanding of themselves as individuals. The person with this intelligence has the keen understanding of oneself. It is their desires, strengths, weaknesses and how to operate on the self-model. They focus inwards on feelings and dreams. They like working alone and following their instincts as well as pursuing their own interests and goals. A strong intrapersonal intelligence can lead to self-esteem, selfenhancement, and strength of character that can be used to solve internal problems.

2.5.8 THE NATURALISTIC INTELLIGENCE

These "nature" people learn best through the interactions with the environment including outdoor activities, field trips, and involvement with plants and animals. They see the subtle meanings and patterns in nature and the world around them. They are able to adapt (Lamb: 2004). Today, naturalist intelligence may be seen in the way we relate to our surroundings and the role that each part of our surroundings play. People who are sensitive to changes in weather patterns or are adept at distinguishing nuances between large numbers of similar objects may be expressing naturalist intelligence abilities. Naturalist intelligence allows people to distinguish among, classify, and use features of the environment.

2.6 WHAT IS TRANSLATION?

Translation is a millenarian profession which has been presented in political, commercial and military contact between different towns and civilizations. It has always existed in human life since first human beings conceived their first ideas and needed to translate them into a mean of communication through language. 25

This idea supports Robinsons (2003) conception about the translators task. Translation was almost born with us. Language, being one of the mans ancient aptitudes to communicate, is but a translation of our thinking (Robinson 2003:45). Sharing this, Paz (1992:154 cited by Bassnett 1999:3) wrote language itself, in its very essence, is already a translation first from the nonverbal world, and then, because each sign and each phrase is a translation of another sign, another phrase.

However, it is very hard to define the concept of translation since there are many authors who have a unique conception about this term. Catford for instance, states that translation is an operation performed on languages: a process of substituting a text in one language for a text in another (1965:7).

On the other hand, others think that translating does not only involve substituting words, but transferring culture. According to Lefevere, a translation will to all intents and purposes function as that text [the original] in the receptor culture, certainly for those members of that culture who do not know the language in which the text was originally written (1992:1). This author considers a translation as a channel opened, often not without certain reluctance, through which foreign influences can penetrate the native culture, challenge it, and even contribute to subverting it. (Lefevere 1992:2)

Translation is sometimes considered a science and an art, and perhaps because it has always been concerned with the representation of meaning, it has much to contribute to further discussions. Translation, as a theory, was initiated in 26

the 1950s and 1960s being Fedorov (1954), Nida (1964), Catford (1965), and several others pioneers. Nowadays, a lot of research is taking into account three main aspects of it: theory, history and practice. One of these new conceptions about its theory is the one conceived by Bassnett for whom translation is:

A highly manipulative activity that involves all kinds of stages in the process of transfer across linguistic and cultural boundaries. Translation is not an innocent, transparent activity, bit is highly charged with significance at every stage; it rarely, if ever, involves a relationship of equality between texts, authors or systems. (Bassnett, 1999:2)

Taking into account the above definition, it can be understood that translation is not about rendering words, but ideas. This means that a lot of

different aspects must be taken into account in order to transfer what an original message represents to one culture and to another. It is also important to be aware that a perfect translation does not exist as Newmark (1993:35) states: A translation is a dynamic process within limits. A translation is never finished (normally you go on changing it a little every time you reread it) and never perfect.

2.7 TYPES OF TRANSLATION

There are two main translation strategies, direct and oblique translation, covering all together seven concrete procedures. Direct and oblique translation in some degree are correspondent to literal and free translation respectively, one of the difference for their theory from the theories in pre-linguistics period is that

27

Vinay and Darbelnet use detailed categories to substitute for macro-levels literal and free (Newmark, 1981:4 ). Vinay and Dalbernet (1995 ) in the book Comparative Stylistics of the English and French Languages show how translation is applied and make the distinction between two kinds of translation: direct translation and indirect or oblique translation. With regard to the first one, it has three procedures: 1) Literal translation: This type of translation occurs when there is an exact correspondence of structure and meaning and word for word equivalence between two sentences in different languages. Example: The team is working to finish the report would be translated as El equipo est trabajando para terminar el informe. 2)Linguistic Transfer: A linguistic transfer is when a simple or a compound word in the Source Language (SL) is used to mention a new idea or object that already exists in the Target Language (TL). Example: Snow White, Blanca Nieve. 3) Linguistic Loan: This procedure refers to the phenomenon occurring when a TL incorporates a new term that belongs to another language. Such loan can existed in two ways: a) when the translation of a term from SL into TL respects the rules of TL, which is called lexical loan; example: hamburguer, hamburgesa); and b) when the term in SL is translated into TL with no change at all. This one is called pure loan; example: rating,rating. With regard to the indirect or oblique translation Vinay and Darbelnet propose four basic procedures (Transposition, Modulation, Equivalence and Adaptation)

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and Vzquez-Ayora (1977) four complementary ones (Expansion, Explicitation, Ommission and Compensation):

BASIC PROCEDURES Transposition Modulation Equivalence Adaptation

COMPLEMENTARY PROCEDURES Expansion Explicitation Omission Compensation

Table 2.1 Oblique translation procedures

1) Transposition: By this procedure we can replace a part of speech of a text in LO by a different one keeping the same main context in LT. It is based on the principle that in two different species can exist the same semantic stress or semantic density (Vzquez-Ayora, 1977:268). Carlos suea con terminar la Universidad Charles dream is to finish University 2) Modulation: It is an idea of comparative stylistics consisting in a change of the conceptual base in a proposition without changing its meaning. That produces a modified point of view or a different metaphorical base (Vzquez-Ayora, 1977:291). Tranquilzate! Dont get so excited!

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3) Equivalence: This is the most extreme case of the modulation procedure. That is to say, equivalence is a modulation that can be lexicalized (Malblane in Vzquez-Ayora, 1977:314). Qu tipazo! What a hell of a fellow! 4) Adaptation: It is a procedure of forming content to the particular point of view of each language. That is to say, a message in L1 is expressed with another equivalent situation in L2 ( Vzquez-Ayora, 1977:322,324). Ahora me alegro mucho de no haber ingresado a la escuela secundaria con lengua clsicas hace cinco aos. I am now more than glad that I did not pass into more grammar school five years ago.

5) Expansion: By this procedure, we use more words in LT that the ones we use in LO to express the same idea (Malblanc and Vinay and Darbelnet in Vzquez-Ayora, 1977:337). Acustense! Go to bed!

6) Explicitation: By this procedure we can express in LT all the implicit information of the context in LO (Vzquez-Ayora, 1977:349).

Qu debe entonces perseguir una amplificacin, como recurso traduccional, para transmitir la idea?

So what should an expansion sep to convey? 30

7) Omission: This is another procedure that lets us do an oblique translation. It consists of omitting some parts of the sentence in LO that are unnecessary to the same sentence in LT (Vzquez-Ayora, 1977:359). He is a doctor Es doctor

8) Compensation: The most appropriate balance of the amount of information can be achieved by this procedure. We must take into account that there is no exact balance since each language organizes its experience in a different way. For that reason we cannot find an exact correspondence between L1 and L2 (Vzquez-Ayora 1977:268337).

Pero eres t quien no me ha dejado hacerlo Only you wouldnt let me

As seen above, the authors have their own conception about translation and may differ in the way they classify it. However, many of them agree with the fact that it should be accurate, natural and communicative even tough, in practice, this goal may be carried out with differing result by different translation teams. In this research, the concept defined by Bassnet, the process of transfer across linguistic and cultural boundaries (1992) is the one to be taken into account at the time of evaluating the translation exercises made by the subjects.

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2.8 COMMUNICATIVE AND SEMANTIC TRANSLATION

One of the ongoing debates about translations revolves around the question of whether, and in what degree, the translation should reflect the syntax, or form, of the original language. All translators agree that the translation should reflect faithfully the message of the original, but not all of them agree on whether the translation should adhere closely to the grammatical forms of the original language. In Approaches to Translation, Newmark (1981) distinguishes two types of translation: semantic and communicative. He states, communicative translation attempts to produce on its readers an effect as close as possible to that obtained on the readers of the original (Newmark, 1981:39). Referring to the first type, he mentions that semantic translation attempts to render, as closely as the semantic and syntactic structures of the second language allow, the exact contextual meaning of the original (Newmark, 1981:39). According to this author, semantic translation is not the same as literal translation taking into account its linguistic approach; it may be inferior than its original, due to a loss of meaning that is unavoidable during the translation process. Since its main aim is the original text not the target culture, it is a translation that can be linguistic and encyclopaedic at the same time. Semantic translation is applied to philosophic, religious, anthropologist and political texts. It is considered as an art since it is about one persons work and it is related to the thinking process.

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Communicative translation is strictly functional, and it can be better than its original since it is a creative and questioning work that is orientated to the receptor. This kind of translation is generally applied to informative texts and texts that have instructions. It is often considered to be a skill and is generally a teams work related to speaking acts (Newmark, 1981). To Newmark, these two approaches are never applied isolated from each other during the translation work, but blended and they complement each other. Newmark considers that a translation can be less semantic and less communicative.

2.9 THE TRANSLATION PROCESS

According to Darwish (1989:2), translation is a complex dichotomous and cumulative process which involves a host of activities drawing upon other disciplines related to language, writing, linguistics and culture. For him, the translation process involves three great activities that operate jointly, these are: 1) Transfer of data from the source language to the target language; 2) Synchroanalysis of text and translation and research of subject- matter; 3) Continuous self-development and learning (Darwish, 1989:2). Darwish (1989:2) also goes further in his analysis of the translation process and proposes a model of what happens in the translators mind at the moment of translating. He claims that there are two repertories in the translators mind; one of them is the linguistic one (in which all the knowledge of the grammar and structure of a language lays) and the other is the cultural one (which embraces all the cultural knowledge of both languages culture). In his own words: 33

When the translation analysis begins, the two parallel repertoires move constantly to match and replace lexis, grammar, stylistics, phonology, cultural and situational equivalents and to give universal concepts language properties. In the transfer of text from the source language to the target language, all (or nearly all) the attributes of text/discourse travel from one repertoire to the other through the concept lens, which is also in constant focusing converting concepts invoked by the flagged attributes in context in the source language repertoire through the activation of matching attributes in the target language. This binary action-reflex mechanism results in the translation product. (Darwish, 1989: 3) This author illustrates his model with the following figure:

Fig. 2.1 Concept Lens (Taken from Darwish,1989:3)

On the other hand, Newmark (1988) in A textbook of Translation begins on translating procedures with choosing a method of approach. Then, this author

34

suggests four levels that according to him, a translator has in mind more or less consciously. These levels are: (1) The Textual Level occurs when the original text is read and the translator automatically translates the lexical units into the ones he/she thinks are the most appropriate according to the TL. (2) The referential level is when the translator has to sort out the text and finds out what it is about and what it is in aid of. (3) The cohesive level regulates the coherence between the structure and the moods of the text and adjusts emphasis. (4) The level of naturalness, aims to fulfill two aspects that are very important in a translation. The first one is that it makes sense, and the second one is that it sounds natural. In order to achieve the later, it is proposed to use common vocabulary, grammar idioms and words that meet the kind of situation in the text to be translated. (Newmark , 1988: 22-30)

2.10 TRANSLATION METHODS

There is still no uniformity that indicates a universal approach or explanation to the phenomenon of entropy, the fatal loss of meaning that occurs whenever we move from one text to another. Traditionally, to overcome this obstacle, translators have tried to find that dynamic equivalence by keeping the message and not the original form. Thus, there is not one single method of translation; all translations should be somewhat semantic and communicative, social and individual. What

35

varies is the emphasis placed on one or the other of these aspects (Newmark 1991). In semantic translation the emphasis is on the author, on the target language to surrender the exact contextual meaning of the original. In communicative translation the emphasis is on the receiver of the text. Either way, the translation must be to "play in the target language the message of the original language through the nearest natural equivalent and, firstly regarding to sense and then regarding style (Ordudar, 2008). There are many translation methods that are available today and depending on what is needed, some are more useful than others. Depending on the use that will be given to the text, it is more convenient to use a translation method than another. Some are much easier, but the end result is rather poor, whereas others lead a more specialized, but the result is much better. Newmark proposed eight methods which he divides in two types: the first four make emphasis in the SL, and the others in the TL. (Newmark,1988)

Word-for-word translation: The SL word-order is preserved and the words translated singly by their most common meanings, out of context. (Literal translation: The SL grammatical constructions are converted to their nearest TL equivalent but the lexical words are again translated singly, out of context.

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Faithful translation: attempts to reproduce the precise contextual meaning of the original within the constraints of the TL grammatical structures. Semantic translation: differs from faithful translation only in as far as it must take more account of the aesthetic value of the SL text, compromised at meaning where appropriate so that o assonance, word-play or repetition jars in the finished version. Adaptation: the freest form of translation. It is used mainly for plays (comedies) and poetry; the themes, characters, plots are usually preserved, the SL culture converted to the TL culture and the text rewritten. Free translation: reproduces the matter without the manner, or the content without the form of the original. Idiomatic translation: reproduces the message of the original but tends to distort nuances of meaning by preferring colloquialisms and idioms where these do not exist in the original. Communicative translation: attempts to render the exact contextual meaning of the original in such a way that both content and language are readily acceptable and comprehensible to the readership. (Newmark 1988:45-47) This author also mentions that only the semantic and communicative translation fulfil the two main aims of translation which are accuracy and economy and the first one is generally used for expressive texts and the second one for informative and vocative texts (Newmark 1988:47). In the evaluation of the 37

translation tests made by the subjects both translations, semantic and communicative, are taken into account.

2.11 EQUIVALENCE IN TRANSLATION

The comparison of texts in different languages inevitably involves a theory of equivalence. Equivalence can be said to be the central issue in translation although its definition, relevance, and applicability within the field of translation theory have caused heated controversy, and many different theories (Menoufy, 2004). To Newmark, this concept is to produce the same effect (or one as close as possible) on the readership of the translation as was obtained on the readership of the original (Newmark 1988:48). Vinay and Darbelnet viewed equivalence as a procedure which replicates the same situation as in the original, whilst using completely different wording (Vinay and Darbelnet 1995:342). They also suggest that, if this procedure is applied during the translation process, it can maintain the stylistic impact of the SL text in the TL text. According to them, equivalence is therefore the ideal method when the translator has to deal with proverbs, idioms, clichs, nominal or adjectival phrases and the onomatopoeia of animal sounds. Some translation specialists established their careers on the notion of equivalence. Nida (1964:166) defines dynamic equivalence as "the closest natural equivalent to the source-language message". Dynamic equivalence is defined as a translation principle according to which a translator seeks to translate the meaning of the original in such a way that the TL wording will trigger the same impact on the TL

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audience as the original wording did upon the SL audience. Nida and Taber argue that: Frequently, the form of the original text is changed; but as long as the change follows the rules of back transformation in the source language, of contextual consistency in the transfer, and of transformation in the receptor language, the message is preserved and the translation is faithful. (Nida and Taber 2003:200) The notion of equivalence is undoubtedly one of the most problematic and controversial areas in the field of translation theory. The term has caused, and it seems quite probable that it will continue to cause, heated debates within the field of translation studies. This term has been analysed, evaluated and extensively discussed from different points of view and has been approached from many different perspectives. The difficulty in defining equivalence seems to result in the impossibility of having a universal approach to this notion.

2.12 MEANING
In Language and Culture (1998), Kramsch states, The crucial feature that distinguishes humans from animals is humans capacity to create signs that mediate between then and their environment. Every meaning-making practice makes use of two elements: a signifier and a signified (Kramsch 1998:15). Meaning is the attribute of the sign or symbol. De Saussure's terminological

distinction between the signifiant and the signifi implies that what is employed to mean and what is meant is intrinsically linked to each other. According to Kramsch there are three types of meaning: 39

Denotative meaning: The meaning that can be looked up in the dictionary. Connotative meaning: This is the associations that are evoked in the mind of the readers. Iconic meaning: This is a meaning that words can entertain with their objects. This meaning not only point to, and is associated with their objects, it can also be an image. (Kramsch 1998:16) This author also makes a distinction and recognizes that in order to understand what a speaker or writer transmits through a message it is necessary to be aware of two aspects: the context of situation and the context of culture. In his words One had to understand why they [individuals] said what they said and how they said it to whom in a specific context of situation. In addition, one had to link their words, beliefs, and mindset to a larger context of culture (Kramsch 1998:26). The above conception is of a great importance for understanding whatever transmitted message, however, this is not easy to be achieved effectively. George Yule states that meaning is never achieved once and for all, it must be conquered anew in every utterance trough the verbal actions and interactions of speakers and hearers, writers, and readers (Yule 1996:25)

2.13 MEANING IN TRANSLATION

One of the prime concern while translating content from one language into another is retaining the meaning of the content and ensuring that the translation stays true to the spirit of the original document (Bassnet, 1980) This can be a rather 40

challenging process as words or terms used innocently in one region could take on a totally inappropriate meaning in another despite it being written in the same language. Many words and terms within the same language vary in meaning from region to region. Another issue is the absence of certain words in certain cultures. The primary concern of the translator is to transfer the meaning of the source language message to the target language. Meaning is at once the point of departure and the end product of translation operations. It forms the central

problem of translation. The most frequent difficulties in a translation are those that result from failure to recognize the meanings of words or phrases related to a particular context in the mind of the listener or reader. This makes understanding between the speaker and listener or reader dependent on the agreement in context in the mind of each. That is where most misunderstandings in communication occur. When translating, it is essential to recognize that every sentence has meaning in the context in which it occurs and only in that context. Therefore, where context is not shared between speaker and audience, there can be no true communication, no mutual understanding (Melby & Foster, 2010). The goal of the translator is to produce a target language text that has the same meaning as the source language, but it is expressed in the natural form of the target language. The meaning, not the form, is retained. (Venuti, 1995:10) Retaining the original mean of the word can take on renewed significance if the material being translated is of a medical nature, or has safety implications. A tiny error in the use of words can result in danger or loss to life; it can also affect the good reputation of the translator. A good translation is well written and well 41

structured, without changing the meaning of the text. Undoubtedly, it is a complex and time consuming task.

2.14 QUALITY
When dealing with quality, two basic principles must be acknowledged: Quality is relative; people perceive different quality levels in the same product. Quality levels are subject to constraints in requirements. Most quality problems in translation have little to do with mistakes, and more to do with a mismatch of assumptions and goals between the people requesting a translation and the people supplying it. The definition of quality, as stated in ISO 8402:1994, 3.1 reads, The totality of features and characteristics of a product or service that bear on its ability to satisfy stated or implied needs (AS/NZS ISO 8402:1994,1994:7).

Quality, in Muzzis words, is an integration of the features and characteristics that determine the extent to which output satisfies the clients needs (Muzzi, 2009). The most important need in translation is accuracy. People who use the services of translators dont ask for an accurate translation; they just assume that it will be accurate. Another implied need is successful communication of the texts message to the readers. And for both needs, the client is usually the de factor judge of quality. Therefore, a translation is of adequate quality, supposedly, if the client does not complain about it.

In translation, quality assurance refers to the full set of procedures applied before, during, and after the translation production process to ensure that quality objectives, those that are important to the client, are being met (Muzzi, 2009: 19). 42

Because quality is so subjective, and its definition is such a relative thing, developing quality specifications for each new project is a good method for clearly setting quality parameters. Translation quality should be tracked from different perspectives: the number of reviews, and the time spent on each of them, the number of errors found, productivity, and suitability.

2.15 GOOD AND EFFECTIVE TRANSLATION

Danica Seleskovitch (1993) conference interpreter and director of the ESIT (Ecole Suprieure d Interprtes et Traducteurs de la Sorbonne) conceives the Interpretative Theory, which aims to transmit the message by moving away from the original text and using the extra linguistic knowledge of the translator to get the sense of the sentence and retransmit it in the TL later (this kind of analysis is also named discourse analysis. This kind of translation cares a little about

comparative linguistics since, it has been determined that the main goal of translation it is not the language but the sense, which is the content. (Giles: 2009) Bearing in mind the above information, Duriex (1988) broaches the question what is a good translation? and suggests some parameters that, according to her, exist in a good translation. The first of them is the faithfulness to the information, which is not about being faithful to the structure of the SL but to the informative content of the text. The second one is the correctness of the language which the text is translated into, this refers to using the appropriate words and the suitable language. The third parameter implies the awareness of what is underlying and the contribution of all the translators cognitive elements. The fourth criteria is the idiomatic resources of the TL, which it is necessary for the translator to have 43

because this enables him to transfer more nuances of the translated text; and the last of these parameters establishes that a good translation is which results adequate to the receiver. This author mentioned that the translators task is to double the author of the original text and that the text. Adaptation should be made at the moment of translating, not at the end, as some authors believe. For Darwish (2004), a translation specialist, the definition of a good translation is the one that produces the desired effect, he calls this an effective translation which in order to be achieved, the following standards must be fulfilled: 1. Accuracy: It refers to conformity to the information original, keeping within the parameters of the source text. 2. Precision: Refers to the quality of being exact and definite. 3. Correctness: It is free from errors of meaning, spelling, grammar and translation-induced or introduced errors of fact. 4. Completeness: Refers to the preservation of the integrity of information in terms of content and intentions. 5. Consistency: Refers to the uniformity of terminology, presentation, transliteration and transcription and presentation and conventions. 6. Clarity: It is as clear as the original text is in terms of what it actually appears to declare. 7. Fitness for purpose: Meet the information needs of its intended readers or users. (Darwish 2004). content or the

It is important to have in mind that the best translation is the one that no one recognizes as a translation. In other words, the document should read as though it 44

were written in the target language originally. This implies, by extension, that the translator's time and effort are transparent, and the translator ends up being invisible. Translators do their best work when no one realizes that they have done anything. For this research, the model proposed by Darwish (2004) was used when preparing a checklist to evaluate the subjects translations.

2.16 THE TRANSLATOR AND ITS ROLE.

Enani defines the translator as "a writer who formulates ideas in words addressed to readers. The only difference between him and the original writer is that these ideas are the latter's (1994:5 Quoted by Solhy 2002:80). Translators are language professionals. They are applied linguists, competent writers, diplomats, and educated amateurs. Like linguists, translators have to be capable of discerning nuances in their languages, researching terminology and colloquialisms, and handling new developments in their languages. Like writers, translators have to be accustomed to working long hours alone on a subject which interests few people and with a language that few people around them know. Like diplomats, translators have to be sensitive to the cultural and social differences which exist in their languages and be capable of addressing these issues when translating. And like educated amateurs, translators have to know the basics and some of the details about the subjects they deal with (Chriss, 1994). Solhy (2002) suggests four main macro-skills for any translator who begins his/her work in the field of translation:

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1. Reading Comprehension: Solhy claims that reading, which is the first step in the translation process, is an unconscious activity that has to do with syntax when the reader reconstructs the possible structure of a sentence, with semantics when the relevant areas within the semantic field of any word or sentence is identified, and with pragmatics as the reader has to deal with the possible meanings of a text. He advises to mastering the following basic reading comprehension skills:

Read for main ideas. Identify the meaning of new words and expressions using components of the structural analysis clause and of the contextual analysis.

Identify the writers style. Identify the language and the cultural references used in the text.

2. Researching Skills: It is mentioned that looking up unknown words in the dictionary is the most commonly heard advice to translators and they are encouraged to follow these basic researching tips:

Using bilingual dictionaries for looking up meanings of new words. Using monolingual dictionaries to check the usage of the new words in the SL and in the TL.

Using related encyclopaedias and glossary lists for specialized terms. Using software dictionaries if necessary and available. Referring to specialized magazines and journals to help translators familiarize with the text, particularly when it is a technical text.

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3. Analytical Skills: Solhy (2002) states that a text is analysed in two ways (micro and macro analysis) in order to find cohesion and coherence in a paragraph and to check cohesion between all paragraphs of the text. Translators are advised to use the following strategies in the analysis stage:

Identify the best meaning that fits into the context. Identify the structure in the TL that best represents the original. Identify transitions between ideas and the best connectors in the TL that represent the original.

4. Composing Skills: This author states that when translators have finished their work, they have to externalise the set of impressions caused by the text and translate into speech elements belonging to the TL and to make this product coherent within itself. According to this, translators are invited to make use of the following strategies.

Using correct word order as used in the TL. Using correct sentence structures as used in the TL. Transmitting the ideas of the text in clear sentences in the TL. Using and transmitting TL. Rephrasing certain sentences to convey the overall meaning translated; Making changes to the text as a whole to give it a sense of the original without distorting the original ideas.

This author also suggests:

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a. Syntactic strategies:
o o o

Shift word order. Change clause/sentence structure. Add or change cohesion.

b. Semantic strategies:
o o o

Use superordinates. Alter the level of abstraction. Redistribute the information over more or fewer elements.

c. Pragmatic strategies:
o o o

Naturalize or exoticize. Alter the level of explicitness. Add or omit information.

The knowledge of the field the translator is working in is often overlooked by translators and those that hire them. Translators are by definition language professionals, but they also have to cultivate knowledge of the areas they work in. Few translators claim to be able to translate anything written in their languages, just as few people can claim to be experts in everything. Most translators have to specialize, working with one or a few related categories of material: legal, financial, medical, computers, or electrical engineering, to name a few. Each field has its own vocabulary, syntax, and style; the translator has to work hard to develop the knowledge necessary to deal with such material (Solhy, 2002).

A good translator is by definition bilingual. The opposite is not necessarily true, however. A born and bred bilingual will still need two things to become a 48

translator: first, the skills and experience necessary for translation; second, knowledge of the field in which he or she will translate. The skills and experience for translation include the ability to write well in the target language, the ability to read and understand the source language material thoroughly, and the ability to work with the latest word-processing and communications hardware and software.

2.17 TRANSLATION AS A PROFESSION

A translator converts written material, such as newspaper and magazine articles, books, manuals, or documents, from one language into another. This is not to be confused with an interpreter, who converts spoken material, such as speeches, presentations, and the like, from one language to another. Although there is some vague connection between the abilities involved in translation and interpretation, translators cannot necessarily interpret, nor can interpreters necessarily translate (Chriss, 1994: 25), Moreover, the best translators are not good interpreters, and; likewise, truly great interpreters are not much for translation. And while many professional training programs require interpreters to develop some skill in translation, professionally trained translators often have no exposure to the skills of interpretation.

Newmark defines the term profession as A calling requiring specialised knowledge and long and intensive academic preparation (Newmark 1991:5). Translators come from all backgrounds. Most translators are very well-read in their languages, and can write well. Some are writers who use translation as a way to write for a living. Others are fascinated by language and use translation as a way to be close to their favourite subject. Still others are experts in certain fields and 49

use their language skills to work in that field. Translators also generally have lived in the countries where their languages are spoken. Translators either work for themselves as freelance translators or in-house as employees of, for instance, a translation agency. The former are typically called freelance translators, or freelancers, and the latter in-house translators (Middleton, 2009).

Nowadays, translators have specialized in different areas and there are medical translators, legal translators, technical translators who must have intimate knowledge of their particular area of expertise. Words that have very precise meaning in one language may not have an exact literal translation in another language. The way in which translators do their jobs has changed with advances in technology. Today, nearly all translation work is entered into a computer, allowing most assignments to be received and submitted electronically. The internet provides advanced research capabilities and valuable language resources, such as specialized dictionaries and glossaries. While translators work is aided by computers, it cannot be replaced by them. Computers have the ability to translate literally, word for word, but they dont have the ability to logically comprehend the content of the message, or the intent of the written communication. Despite the theory of translation was started about fifty years ago when it was considered as an activity exclusive for literary scholars, its purpose remained the same. In his book About Translation, Newmark (1991) proposes and re-order the five wider purposes of translation: 1. The first purpose is to contribute to understanding and peace between nations, groups and individuals. 50

2. The second purpose of translation is to transmit knowledge in plain, appropriate and accessible language, in particular in relation to technology transfer. 3. The third purpose is to explain and mediate between cultures on the basis of a common humanity, respecting their strengths, implicitly exposing their weaknesses. 4. The fourth ancient purpose is to translate the worlds great books, the universal works in which the human spirit is enshrined and lives. 5. The fifth purpose is a general aid or as a skill required in the acquisition of a foreign language. (Newmark 1991:43-44)

Being in the translation service industry is very challenging. An effective translator needs more than just knowledge of another language to be considered for a job. The need for translation is, basically, the need for communication: to increase it, to reach other audiences, to be understood. For this reason, it is crucial that, even though the client explain why they need the translation. With this information, translators and editors prepare the documents so that the message is communicated in a precise and efficient manner, without noises that distract the receivers of this message (such as words that might sound strange, abbreviations that they wont understand or forms of speaking that will not be familiar to them).

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52

CHAPTER III METHODOLOGY

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3.1 RESEARCH TYPE

As none of the variables used in this research were manipulated at all this is considered to be a non-experimental type of research. The researcher was limited to observe what occurred naturally in the students with the purpose to find out some answers. There was no control or influence under the subjects of the study because variables as their type of intelligence is something they had already before this investigation took place. Taking into account Hernandezs definition of this type of research it can also be classified as a transversal since they collect data in a single time, its purpose is to describe variables and analyze their impact and interrelation at a given time (2003:270). Being this a descriptive type of research, the results were presented using not only numbers, but examples of the sentences translated by the students, giving details such as what type of MI he or she had and including comments and explanations. In this research, the author attempts to understand the problem by examining the components of it within their contextual setting. This qualitative approach was used throughout the investigation in order to interpret the results and draw further conclusions.

3.2 STUDY TYPE

Because there are not too many studies referring to MI in translation students at UNACAR and how much their type of intelligence affects in their performance as translators, this research is considered to be explorative. The report and the results sections were prepared using a mix of quantitative and quality approach since it

54

was necessary to measure a series of variables and collect information about each one of them, in order to describe what was investigated.

3.3 THE RESEARCH PROCESS

As in any kind of research, this was started by establishing the objective and the research questions in order to keep the research focused. Then, the keywords were defined. The next step was to carry out a literature review with the purpose of summarizing and assessing the state of the existing knowledge on the topic. Background

information was read in print and online references, which helped to understand the broader context of the research and in general terms what was known about the topic. This literature review had to be performed in order to find out the

characteristics of accurate translation and the theory of MI. A bibliographical trail was kept for all of these sources as references. The following stage in this process was the collection of data which was the main support for the results of the research. In order to do that, an appointment with the Translation teacher of the 7th semester group was made so the instruments were applied. Previously, an MI test and a translation exercise were prepared for the students. On November 3rd 2008, the researcher met with the group in its classroom. A brief explanation about the reason of the test and translation exercise was given to the students. It was mentioned the exercise results were going to be used in a research project about MI, but they were never told about the research questions or the results expected from the test in order to avoid any bias in their answers. 55

They first were given the MI Inventory which had two pages. They were asked to write their name and age on both of them and to tick in the statements they most agreed trying to be as honest as possible. They were invited to feel free to ask any question they might have about the instructions of the test or any word they did not understand. There was no time limit to answer the test; however, the time available for that lesson was around two hours After all of them had finished and returned the test, they were given another set of two sheets with the translation exercise. The first page had the article in the source language and the second one was to be used for the translation into the target language. They were asked to translate into Spanish the text given in English after the researcher read aloud the whole text. Dictionaries were allowed and once again, no timing for this exercise. In general, the complete session lasted around one hour and a half. This was the only time the researcher met with the students and collected all the information. Later on, with the MI Inventory and the translation exercise solved there was plenty of information to be studied by the researcher. The characteristics of such data were first described in the report of the results using graphics and charts, then this was analyzed in a separate section where the results were compared with the literature collected previously. The aspects taken into account to evaluate the translations were the seven standards by Darwish (2004) described in the literature review. Also, the researcher sought patterns and relationships by comparing

means and correlations between the variables. Once all of that was done, it was possible to draw a conclusion and present the results for this investigation.

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3.4 THE METHODS

The research method is directly connected to the problem statement and goal of the research. This project was based on an inductive-deductive model which studies individual cases (the students type of intelligence) in order to get to a generalization or conclusion. The inductive method is a kind of reasoning that goes from what it is known about particular cases to a wider state of knowledge that reflects what is common in the individual cases (Burney: 2008). This research began with some questions and then the search for the theory related to the field. Both methods were combined during this research, the deduction to elaborate the research questions and the inductivism to analyze the findings. However, a statistical method was also used to compile, elaborate and interpret the numeric data acquired.

3.5 THE TECHNIQUES

One of the main techniques used trough this investigation was the elaboration of bibliographical cards when doing the literature review. In these

cards a record was kept of all of the websites and books consulted during this stage in order to have a control of all the information and resources gathered and that was going to be presented in this work. The test, a technique derived from the survey and the interview were of great importance to obtain the information regarding the students abilities. The purpose

57

of the test was to collect personal characteristics of the individuals in the group using questions and statements later observed and analyzed. MS Excel was used to present the results of the translation and the information obtained from the MI Inventory. Computer software was readily available to provide both basic and advanced multivariate analysis of all data collected.

3.6 THE INSTRUMENTS

Two instruments were used to obtain the information necessary for this research. The first one was a Multiple Intelligence Inventory based on Gardners MI Theory and developed by Gregory Gay M.A, founder and manager of the Learning Disabilities Resource Community (LDRC) a website created to provide knowledge and communication tools for individuals and groups involved in the education of those with learning disabilities and to support research and development in associated fields. The LDRC is comprised of a multidisciplinary team with varied backgrounds in research, education, and technology development. A number of staff members possess specialized backgrounds in learning disabilities and cognitive science - some have learning disabilities themselves. Some of their partners include The University of Toronto's Adaptive Technology Resource Centre (ATRC) and The Learning Disabilities Association of Canada (LDAC). This test has been used since 1998 by individuals and groups involved in the education of those with learning disabilities. Each student was given one printed version of the test and their answers were then entered in the website, from where it was originally taken, to come up with the result. This inventory consists of two sheets with 80 statements grouped in eight categories. Each category refers to one 58

specific type of intelligence. In the first page the students had to write their names and ages and read the instructions. Even though in the original version online it is required for the taker to provide their gender and answer if he or she is either left or right handed, these two questions were omitted for the instrument applied in this investigation as it was considered not to be relevant for the purpose of the research questions defined in the first chapter. The instructions to answer this inventory are only check the statements. At the bottom of the second page, there is a little chart with blank spaces not to be filled in by the students. This chart is for the researcher to score the results when evaluating the tests later on. This test helped to find out what were the students strengths and to identify the type of intelligence they had according to the MI theory of Gardner. The second instrument was a checklist designed to evaluate the translation exercise made by the students. This checklist was created by the researcher based on the seven standards proposed by Darwish (2004), whose proposal was described early in the literature review. This instrument analyzed sentence by sentence giving one point per each standard being fulfilled. The checklist has a total of nineteen items grouped in seven categories or standards. These categories are: accuracy, precision, correctness, completeness, consistency, clarity and The nineteen items in the checklist are the following:

fitness for purpose.

conformity to the source text, true to the original, no extra information, exact meaning, preservation of intention, meaning, spelling, grammar, errors of fact, integrity of information, unjustifiable omissions, terminology, transliteration, coherence, cohesion, clear as the original, ambiguities, distortion and information

59

needs. The result was given at the end by adding the points reached by the student. This checklist helped to grade the students translations, give them a number in a scale of 0-10 so the abilities of the translator could be observed and ranked according to their results. The translations final scores were afterwards compared among each of the students bearing in mind the type of MI they had. For this purpose, graphs were used to visualize the data in a better way. With these results and the ones obtained from the MI Inventory, it was possible to determine whose translation fulfills the requirements of effective translations. Refer to Appendix section for a copy of the instruments used in this research.

3.7 THE SUBJECTS

The students of 7th semester were selected to carry out this investigation due to their level in English language as a group, not considering the individual grades of each one of them. The group consisted of eleven students, eight girls and three boys from 21 to 26 years old. All of them had English lessons taken in the previous semesters, a total of ten hours a week for each semester and according to the course syllabus some of the subjects taught are translation (theory and practice), Spanish reading and writing workshop, Linguistics and Semantics. They are all considered able to have communicative skills in both languages.

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3.8 THE OBJECTS

The objects analyzed in this research were the translations made by the students. The source text given to the students for them to translate it into Spanish was a 149-word article titled Montreal, The Law Of Art. This text had a total of six sentences; three of them complex and one a compound sentence divided into four paragraphs. This article was an original text in English taken from ESCALA magazine published by AEROMEXICO, a Mexican airline and which is distributed for free among the passengers onboard the flights. This magazine was selected for this research for being a world-renowned publication and read by people from all different countries, since, the airline flies not only to America, but also to Europe and Asia. The main characteristics of the translations produced by the students and to be evaluated by the researcher were basically the seven standards described by Darwish(2004). Each one of them has subcategories like spelling, grammar, terminology, coherence, cohesion, ambiguities, distortion, etc., that are also taken into account when evaluating a translation.

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CHAPTER IV RESULTS AND ANALYSIS

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4.1 REPORT OF THE RESULTS

The following section describes the findings of the instruments used for the data collection. The report of the MI inventory and the checklist of the translation exercise were placed separately. The main strategy used to illustrate the values obtained was the use of tables and graphs which made the presentation of the data clearer. As for the MI Inventory, two tables were used to report the answers given by the subjects. The first one contains the numbers of items or statements ticked by them, and the second one shows only the results and the type of intelligence it was attributed to them. Regarding the analysis of the translation exercise, the results of the checklist used for this purpose were put, classified, counted and tabulated using MS Excel and finally presented here through several tables that represent the grades given to the translation and the type of

intelligence of each subject. Also some examples of the translations of the sentences are included.

4.1.1 THE MI INVENTORY

The results of the inventory were calculated by adding the number of statements ticked in each group or category. The category with the greater number of ticked statements was considered to be the one more developed by the subject and the type of intelligence he/she had. For example, if the subject ticked 7 statements in the group belonging to the Verbal-Linguistic Intelligence, 6 in the Logical-Mathematical Intelligence and only 3 in the Visual-Spatial Intelligence; then the Verbal-Linguistic Intelligence was regarded to be the type of intelligence this subject had.The table 4.1 shows the results of the inventory using 9 vertical 63

columns, the first one refers to the number of subject for their identification, and the others to the eight different types of intelligence. Horizontally, the table has 12 rows. The first row is for the title and the rest for the values obtained by the subjects in the different fields or categories. Each subject was randomly given a number from1 to 11. The number in the box represents the number of statements the subject ticked off from the eight different categories.
LogicalSubject No. VerbalMathematic Linguistic al Spatial tic VisualKinaesthe Rhythmic al al c BodilyMusicalInterperson Intraperson Naturalisti

1 2 3 4 5 6 7 8 9 10 11

8 2 2 1 4 4 2 2 2 3 4

6 2 8 1 3 4 3 3 2 6 2

4 8 4 4 2 4 2 4 5 2 3

1 3 6 2 1 2 4 7 4 5 2

5 4 5 2 2 5 5 4 5 1 3

4 4 6 1 6 2 2 8 6 7 6

7 3 4 2 1 6 4 6 5 4 3

6 2 3 1 3 1 2 5 9 5 1

Table 4.1

Number of statements ticked by the subjects from each category

Taking into account the higher category ranked by the subjects in the previous table, it was possible to establish the predominant type of intelligence in the subject. The results are shown in table 4.2

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Subject No. 1 2 3 4 5 6 7 8 9 10 11

Type of MI Verbal-Linguistic Visual-Spatial Logical-Mathematical Visual-Spatial Interpersonal Intrapersonal Musical-Rhythmic Interpersonal Naturalistic Interpersonal Interpersonal

Table 4.2 Sujbects type of MI.

Likewise, the results of the MI Inventory provided numbers to identify the most popular type of intelligence among the group. The numbers are presented in Table 4.3 According to the numbers in this table, the type of MI that most of the subjects have is the Interpersonal, which was found in 4 subjects. The next most common intelligence in the group was the Visual-Spatial, with 2 subjects, and then the Verbal -Linguistic, the Logical-Mathematical, the Musical-Rhythmic,the Intrapersonal and the Naturalistic with 1 subject each. The only one type of intelligence that was not found in any of the eleven subjects was the BodilyKinesthetic.

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TYPE OF MI Interpersonal Intelligence Visual Spatial Intelligence Verbal Linguistic Intelligence Logical Mathematical Intelligence Musical Rhythmic Intelligence Intrapersonal Intelligence Naturalist Intelligence Bodily-Kinesthetic Intelligence TOTAL:

NUMBER OF SUBJECTS 4 2 1 1 1 1 1 0 11

Table 4.3 Most Popular Intelligence among subjects.

4.1.2 THE CHECKLIST

The following are the checklists results of the article translated into Spanish. The translations were evaluated according to 19 important characteristics based on the seven standars for accurate translations and which were represented in the checklist in the columns at the left. The table 4.4 shows which of such items the subjects scored. Horizontally, the first row of the table refers to the numbers assigned to the subjects that were the same given in the MI Inventory.

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Subject No. STANDARS OF TRANSLATION 1 2 ACCURACY PRECISION 3 4 5 6 7 8 CORECTNESS COMPLETENESS 9 Conformity to the ST True to the Original No extra Info. Exact Meaning Preservation of Intention Meaning Spelling Grammar Errors of Fact 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 18 2 1 1 1 0 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 16 3 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 17 4 5 1 1 0 1 1 1 0 0 1 1 0 0 1 1 0 1 0 0 0 1 1 1 0 1 1 1 0 1 0 1 0 1 0 1 0 0 1 1 7 15 6 1 1 1 0 1 0 1 1 1 0 1 1 1 1 1 0 0 0 1 13 7 8 9 10 1 1 1 1 0 0 0 0 1 1 1 1 0 0 0 1 1 1 1 1 0 0 0 1 1 0 1 1 1 0 1 0 0 0 0 0 1 0 0 1 0 0 0 0 1 1 1 1 1 1 1 1 0 0 0 1 0 1 0 1 0 0 0 1 0 0 1 1 0 0 0 1 1 0 1 1 9 6 9 15 11 0 0 1 0 1 0 1 1 0 0 1 1 1 1 1 0 1 0 1 11

10 Integrity to the Info. 11 Unjustifiable Omissions 12 Terminology CONSISTENCY 13 Transliteration 14 Coherence 15 Cohesion 16 Clear as the original 17 Ambiguities CLARITY FITNESS FOR PURPOSE Total of Items Scored: 18 Distortion 19 Information Needs

Table 4.4 Checklist Results of Translation Exercise

The first step to evaluate the translations was reading thoroughly all of them and identifying the equivalentes of the 6 sentences in the source text. Once this was completed, a checklist was filled out for each translation following the next procedure: if the subjects translation fulfilled one characteristic, for example

grammar, a point was gained for that item, if not, the point was declared null. The number 1 represents the subject achieving it and the number 0 when the subject failed. The last row in the table shows the total of items scored by the subjects. As can be observed in Table 4.4, none of the eleven subjects got all of the 19 items. The closest one was Subject Number 1 with 18 points followed by 67

Subject Number 3 with 17. The subject who obtained the lowest

grade was

Subject Number 8 only achieving 6 of the 19 items. The rest of them got grades between 7 and 16. Regarding to standards fullfilled by the translators, they were possible to identify by means of the number of items achieved from each category. For example, in Accuracy, the first standard which had three items, the subject had to score the three of them so his/her translation could be considered accurate. When only one or two of these items were scored, the standard was considered not achieved.This criterion was used because a translation can not be considered accurate if it lacks one of its three parameters, that is, when it is not true to the original or it does not have conform to the source text for instance. Figure 4.1 expresses the general results of the translations standards. The blue bar represents the number of subjects who succedeed in achievieng such standard, and the the red bar refers to the subjects who did not.

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Figure 4.1 Standars Achieved in the Translations When looking at these results, it can be noticed that Accuracy the first

standard, was only achieved by 5 of the 11 subjects and 6 did not achieve it. The parameter which most of the subjects did not meet with was being True to the original, the mistakes made when translating sentence number 4 being the main reason. The sentence reads The inhabitants of this city, more than a half of whom speak English and French, have also taken pains to preserve their roots. [sic] (as)Examples of how the subjects translated this sentence are the following: Esta ciudad, la mas de la mitad hablan Ingls y Francs, aunque tambin preservan sus orgenes [sic] - Subject Number 4 In this translation, it is evident that la ms de la mitad does not have any meaning in the target language due to the lack of concordance among the article and the rest of the words and Aunque is not definitely a translation for have also in the ST. 69

Ms de la mitad de las personas que no habitan en esta ciudad que hablan Ingls y Francs se han adobtado ciertas culturas para preservar sus races [sic] - Subject Number 8 This sentence totally transmits a different idea far from the original in the ST by changing the meaning of the word inhabitants in the first place and translating have also taken pains as se han adobtado ciertas culturas, apart from the significant spelling mistake. However, the last item in this standard No extra information, was achieved by all of the subjects who respected the original information in the text. Precision, the second standard, was achieved only by Subject Number 1 and Subject Number 10. Both of them managed to fulfill the two items in this category which were Exact Meaning and Preservation of Intention. For example, they translated Sentence Number 4, the same used in the previous example as Los habitantes de esta ciudad, de los cuales mas de la mitad habla Ingls y Francs, han tenido tambien dificultades para mantener sus raices [sic] Subject Number 1 And Sentence Number 3 which reads, Aside from hosting some of the most important music festivals in the world and being the birthplace of the creators of Cirque du Soleil, Montreal is a city where the latest trends in design, painting, cinema, literature, and urbanism are clearly in evidence as Aparte de ser anfitrion de algunos de los festivales de musica mas importantes en el mundo y ser el lugar de nacimiento de los creadores del Cirque Du Solei, Montereal es una ciudad donde la ultima moda en diseo, pintura, cine, literatura y urbanismo son muy evidentes [sic] Subject Number 10 70

Other subjects translated this last sentence as Adems de organizar algunos de los festivales de msica ms importantes en el mundo y siendo el lugar de nacimiento de los creadores del Cirque Du Solei, Montreal es una ciudad donde la ms antigua tendencia en diseo, pintura, literatura y urbanismo estn claramente en evidencia [sic] Subject Number 7. One of the reasons why this last subject did not achieve the Precision standard is because la ms antigua tendencia has exactly the opposite meaning of latest. On Correctness standard, the results were similiar. Only1 Subject achieved it and the other 10 did not mainly because of an error of fact done in Sentence Number 2. This sentence reads: Corporations are legally obligated to spend one percent of their total revenue on works of art, for the enjoyment of the general public . Which almost all of the subjects translated it as: Las corporaciones estan legalmente obligadas a emplear un porcentaje de ingreso total en trabajos de arte, para el entretenimiento del publico en general. [sic]. Most of them confused one and translated un not uno. It looks as though only Subject Number 3 noticed that one percent of their total revenue referred to actually a real number when rendering Las empresas tienen la obligacion legal de destinar el 1% de sus ingresos en trabajos artisticos It was also observed that Completeness was only achieved by 4 subjects who kept the integrity of their translations to the actual information from the ST. On

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the other hand, 7 subjects did not succeed in Completeness mostly because the unjustifiable omissions they did of some parts of the text. Regarding Consistency, the results were mostly positive. 7 subjects got it and only 4 did not achieve this standard,most of them because of Cohesion and Coherence mistakes. One example of this is Subject Number 8 who translated Sentence Number 5 (They have remodeled Vieux-Montral, or Old Montreal, and over recent years, hefty investments have been made in the downtown area, which is today synonymous with high-end design) as Han reconstruido Vieux-Montreal u Old Montreal y en aos recientes las inversiones cuantiosas se hicieron en el centro de la ciudad lo cual es sinonimo de alto diseo el dia de hoy which is not precise and may cause confusion to the reader in the target language. As for Clarity standard, 3 subjects achieved it, and 8 did not. The items taken into account to evaluate this standard were Ambiguities and Distortion which were present in some of the subjects translations and were the reason why they did not succeed. One example of this is the Sentence Number 6 that reads: Behind their 18th and 19th century facades, these buildings conceal interiors that successfully combine the old with the new, creating the so-called Art Montral style Subject Number 4 translated as: A partir del siglo 18 y 19, estos edificios son combinacion de los antiguos y ahora nuevos edificios, creados por el estilo de arte de Montreal. This sentence is a clear example of meaning distortion as son combinacin does not mean conceal interiors

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The last standard, Information Needs, was fullfilled by all of the 11 subjects. Thoso who did not achiev any other six standards, their translations still met the needs of the intended readers who could understand the bottom line of the text, which was the efforts being made by Montreals goverment to encourage art in their city. In adittion, Table 4.5 shows the number of standards fullfilled by each subject. In this table it can be noticed that despite any of the eleven subjects fullfilled all the of the 7 standards proposed by Darwish, belonged to Subject Number 1 who achieved 6 of them.
No. Of Standards Fulfilled 6 5 5 4 4 3 2 1 1 0 0 Type of M.I Subject No.

the highest score

Verbal Linguistic Visual Spatial Logical Mathematical Interpersonal Interpersonal Intrapersonal Interpersonal Musical Rhytmic Visual Spatial Interpersonal Naturalistic

Subject No. 1 Subject No. 2 Subject No. 3 Subject No. 5 Subject No. 10 Subject No. 6 Subject No. 11 Subject No. 7 Subject No. 4 Subject No. 8 Subject No. 9

Table 4.5 Number of Standards Fullfilled

According to the information provided by the checklist, the standard that Subject Number 1 did not fullfill was Correctness, and this was because an error of fact made on Sentence Number 2 that reads, Corporations are legally obligated to spend one percent of their total revenue on works of art, for the enjoyment of the general public. This subject failed to translate one percent as uno porciento

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and rendered it as un porcentaje instead. In the original text, this refers to number 1, not to a certain percentage. Subjects Number 2 and 3 obtained five standards fulfilled each and Subjects Number 5 and 10 fulfilled 4 standards both. The next subjects in the scale were Subject Number 6 who fulfilled 3 of the 7 standards and Subject Number 11 who only got 2 of them. The lowest marks were scored by subjects Number 8 and 9 who failed to achieved any of the 7 standards. They both got 0 standards.

4.1.3 THE TRANSLATION GRADES The results obtained by the checklist were later used to give the translation a final grade in a scale from 1 to 10. The number of items scored by each subject was multiplied by 100 and then divided into 19. The resulting numer is the mean of the translation excercice and it is shown in yellow in the following table.

STANDARDS OF TRANSLATION 1 ACCURACY 1 2 3 PRECISION CORECTNESS 4 5 6 7 8 9 COMPLETENESS CONSISTENCY 10 11 12 13 Conformity to the ST True to the Original No extra Info. Exact Meaning Preservation of Intention Meaning Spelling Grammar Errors of Fact Integrity to the Info. Unjustifiable Omissions Terminology Transliteration 1 1 1 1 1 1 1 1 0 1 1 1 1 2 1 1 1 0 1 1 1 0 0 1 1 1 1 3 1 1 1 0 1 1 1 1 1 1 1 1 1 4 1 0 1 0 1 0 1 0 0 0 1 0 1

Subject No. 5 1 1 1 0 1 0 1 1 0 1 1 1 1 6 1 1 1 0 1 0 1 1 1 0 1 1 1 7 1 0 1 0 1 0 1 1 0 1 0 1 1 8 1 0 1 0 1 0 0 0 0 0 0 1 1 9 1 0 1 0 1 0 1 1 0 0 0 1 1 10 1 0 1 1 1 1 1 0 0 1 0 1 1 11 0 0 1 0 1 0 1 1 0 0 1 1 1

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14 15 CLARITY 16 17 18

Coherence Cohesion Clear as the original Ambiguities Distortion

1 1 1 1 1 1 18 9.4

1 1 1 1 1 1 16

1 1 1 0 1 1 17

0 0 0 0 0 1 7

1 1 1 1 0 1 15

1 1 0 0 0 1 13

0 0 0 0 0 1 9

0 1 0 0 0 0 6

0 0 0 1 0 1 9

1 1 1 1 1 1 15

1 1 0 1 0 1 11

FITNESS FOR 19 Information Needs PURPOSE Total of Items Scored: GRADE or MEAN OF TRANSLATION :

8.4 8.9 3.6 7.8 6.8 4.7 3.1 4.7 7.8 5.7

Table 4.6 Grade of Translation Excercise

The results set using this formula are shown in Table 4.7 in a descendent order starting form the highest to the lowest grade. The subjects type of MI is included next to the grade column for further reference.In this table, it can be observed that the highest grade was 9.4 obtained by Subject Number 1 who had the Verbal-Linguistc type of Intelligence. The lowest grade belong to Subject Number 8 with the Interpersonal intelligence, who scored 3.1 in the translation exercise. The rest of the subjects obtained grades from 3.6 to 8.9.

Translation Grade or MEAN

Type of MI Verbal-Linguistic Logical-Mathematical Visual-Spatial Interpersonal Interpersonal Intrapersonal Interpersonal Musical Naturalistic Visual-Spatial Interpersonal

Subject No. 1 3 2 5 10 6 11 7 9 4 8

9.4 8.9 8.4 7.8 7.8 6.8 5.7 4.7 4.7 3.6 3.1

Table 4. 7 Translations Final Grades 75

4.2 ANALYSIS AND PRELIMINARY CONCLUSION Based on the information obtained through the instruments and presented in Table 4.5 and 4.7, it was noticed that the subject with the highest scores in both, the checklist and the translation excercise was Subject Number 1. This subject has the Verbal Linguistic type of intelligence as the MI Inventory applied previously showed. Taking into account Gardners theory, the subjects with the verballinguistic intelligence finds it easy to read, pick up new vocabulary, understand more complex language, and express themselves in speaking and writing either in their mother tongue or any other language they speak. Such skills could have been observed in Subject Number 1 whose translation was considered to be, out from the eleven analyzed, the closest to the original in the ST. One example of this subjects ability with language was noticed when comparing with other subjects his version of Sentence 6. This sentence which originally read, Behind their 18th and 19th century facades, these buildings conceal interiors that successfully combine the old with the new, creating the so-called Art Montral style was rendered by Subject Number 4 (Visual Spatial Intelligence) as: A partir del siglo 18 y 19, estos edificios son combinacin de los antiguos y ahora nuevos edificios, creados por el estilo de arte de Montreal. In this version, it can be remarked that the term A partir does not correspond to Behind in the ST. Also, the phrase these buildings conceal interiors that successfully combine the old with the new, referring to how the old external look of the buildings contrasted with the new design interiors, was misunderstood and rendered as estos edificios son combinacin de los antiguos y ahora nuevos edificios. These two mistakes were 76

produced by mistranslating the words behind and conceals. It is clear that not knowing the meaning of these words provoked a distortion from the original intention and affected the whole translation. One of the reasons that could explain this is that although they were allowed to use any kind of help source most of them did not have dictionary. This could have been avoided by making sure all the subjects undertaking the test had one. They could had been provided with

dictionaries in the classroom or that the test were conducted in a room with Internet access so the subjects had no problems when facing an unknown word. Subject Number 1 (Verbal Linguistic intelligence) on the contrary, translated it as,Detrs de sus fachadas del siglo XVIII y XIX, estos edificios ocultan interiores que combinan exitosamente lo viejo con lo nuevo, creando el conocido estilo de arte Montreal. In this version, behind was translated as detrs and conceals as ocultan, both being the exact meaning in the source language. The ability of Subject Number 1 to understand and manipulate syntax and structure, a common characteristic of people with the Verbal Linguistic Intelligence, resulted in a translation that is as clear as the original text and free of ambiguities and distortion. By rendering a translation that is accurate and precise, the subject with the verbal linguistic intelligence managed to produce a close approximation to the core

meaning of the source text preserving both the communicative and the informative intention, a characteristic that according to Darwish (2004) is required to obtain the desired effect or the so called effective translation. The next subject with the best translation grade (8.9) and greatest number of standards achieved (5) was Subject Number 3, who has the Logical Mathematical intelligence. As it was presented in Chapter number II, this type of 77

intelligence refers to individuals with the ability to reason, calculate and think in a logical, systematic manner. Skills highly demonstrated by Subject Number 3 when translating Sentence Number 2, which reads, Corporations are legally obligated to spend one percent of their total revenue on works of art, for the enjoyment of the general public, which he translated as Las empresas tienen la obligacin legal de destinar el 1% de sus ingresos en trabajos artsticos, para de ese modo, regocijar al publico general; whereas the rest of the subjects translated it as Las corporaciones estan obligadas legalmente a gastar un porcentaje de sus ingresos totales en obras de arte, para el disfrute del publico en general. Subject Number 3 succeeded to be the only of the eleven subjects to get the actual meaning of one percent. This little but significant detail being acknowledged by Subject Number 3 concords with Gardners description for individuals with the Logical Mathematical Intelligence, which he defines as the ability to reason inductively and deductively and to recognize and use abstract patterns and relationships (Gardner,1983: 45). Logical Mathematical individuals have skills to perform complex mathematical or logical operations, and it is usually found in people who are good at numbers and appreciate step-by-step, logical explanations. Regarding Subjects Number 2 and 3, a similarity was found among their translations even though they did not have the same type of intelligence. The first one had the Visual Spatial and the latter had the Verbal Linguistic. They both managed to achieve the second greatest number of standards in their translations; they fulfilled 5 out of the 7. This demonstrates that even though two subjects have different types of MI, they can produce a similar result when given the same type of text and under the same conditions. In other words, having certain type of 78

intelligence does not make too much of a difference when translating a text, as two people with two different types of MI can achieve the same number of standards that count for an effective translation. However, despite the fact that they shared this same result, i.e the number of standards achieved, their translations final grades were different. Subject Number 2 (Visual-Spatial) obtained 8.4 and Subject Number 3 (Verbal-Linguistic) 8.9. The reason for this difference was the several mistakes made by Subject Number 2 (Visual-Spatial) whose translation had a lot of grammar and spelling errors that affected directly in the Correctness standard. Such mistakes were

probably caused because the translation was performed via hand writing. Automatic spell assistants in computer software help the subjects to correct their translations before turning them in, so these kinds of mistakes are not seen often .Another reason why this may had happened is that the time given to finish the translations was not enough for some of the subjects. A person who has the Verbal Linguistic type of intelligence may be able to get the main idea of a certain text, in another language because that is one of his or her strongest areas, where a subject with the Visual Spatial type of intelligence may need to read a text, in another language, two or more times to be capable of understanding it clearly. Regarding the most popular type of intelligence in the group, the Interpersonal, the results were very different. 4 subjets were found to have this type of intelligence in the group, but only two of them obtained similar results in their translations: Subjects Number 5 and Subject Number 10. They coincided by fulfilling 4 out of the 7 standards proposed by Darwish and scoring 15 items in the checklist and 7.8 in their translations. Among the aspects that coincided between 79

these two subjects translations were conformity to the ST and preservation of intention. None of them added any extra information and both complied with the information needs of the text. The other two subjects with the Interpersonal

intelligence were Subject Number 8 and Subject Number 11. Their final grades were not only different from the other two members with the Interpersonal Intelligence, but also among them. While Subject Number 11 obtained items in the checklist and obtained 5.7 in his final translation, Subject Number 8 was the one who obtained the lowest marks in both: 6 items in the checklist and 3.1 in the translation exercise. This factor is worth noticing as the difference is huge. An example of this can be illustrated through the translation made by Subject No. 8. He translated the sentence The inhabitants of this city, more than a half of whom speak English and French, have also taken pains to preserve their roots as Mas de la mitad de las personas que no habitan en esta ciudad que hablan Ingles y Frances se han adobtado ciertas culturas para preservar sus raices. As we can observe, the word in bold adobtado does not exist in Spanish and even if we interpret it is as adoptado, this other word does not have the same meaning as the original taken pains either. According to Darwish, the second standard,

Precision, refers to the quality of being exact an definite and as we were able to read in the previous example, this sentence is not exact nor definite. Figure 4.2 shows the great difference among all the subjects with the Interpersonal type of intelligence. Subject Number 5 obtained highest results and Subject Number 8, who did not fulfill any of the standards required, obtained the lowest.

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Figure 4.2 Subjects with Interpersonal Intelligence

Taking into account the values presented above, it is evident that the results of the subjects with the Interpersonal type of intelligence do not follow a similar pattern. Whereas two of them obtained exactly the same grades, the other two differs from the rest of the group. What can be deduced from this is that sharing the same type of intelligence does not guarantee obtaining the same result when it comes to translating. A translation student with the Interpersonal type of intelligence can either achieve 4 of the 7 standards proposed by Darwish or 0, or 1, or 3, or 5. Having this type of intelligence has shown no evidence that a student can get a certain number of accurate standards fulfilled. Now, why did this

happen? There are some factors that could answer this question. The first one is the English proficiency. Even though they are all subjects that belong to the same semester, their level of English may vary. Two subjects may have shared the same type of intelligence, but if their knowledge of a second language is more advanced in one of them, the difference in their translation is going to be evident. Maybe this 81

was the case among the highest and the lowest grades. Another reason may have been the lack of interest in the subject. A student may not feel motivated to do his best at a translation exercise if he knows this is not going to have any relevance in his grades, as a consequence, he does not do his best. Some others just want to leave the classroom as quick as the can, so they do not put a lot of effort in presenting a good job. In the case of the subjects that had the same type of intelligence and got the same results in the translation, they probably shared comments while doing it and maybe help each other with terms they didnt know and compare their works before handing them in. Based on the results described in the previous paragraphs, the findings encountered by this research can be summarized as follows: The translation with the highest grade scored and with the greatest number of standards achieved belongs to Subject Number 1 who has the Verbal Linguistic Intelligence. According to Gardners description, this intelligence is found in people with the ability to use words and language. They are good at speaking, writing and understanding the syntax and meaning of words. The most common intelligence in the group was the Interpersonal which was found in 4 subjects. However, their final translation differ a lot from each other, which lead us to deduce that People with the same type of intelligence, any type, do not produce the same translation results. This means that having a particular type of

intelligence does not guarantee the translator is going to fulfill the same number

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of standards when doing a translation. The results on the translations largely depend on other skills of the subject doing the translation such as mastery of the source and target language, time given to perform the translation, tools such as dictionaries or any other type of reference to consult and the willing and effort in doing a quality translation. These skills have to do with the ability to understand languages, both source and goal languages, and the capacity to correctly transfer meaning from one to another; or as Gardner mentioned in his theory referring to the Verbal-Linguistic type of intelligence, the capacity to use language to accomplish certain goals (Cited by Smith: 2002). The goals which Gardner talks about could be interpreted as communication goals. On the contrary, the results of a translation can be the same even when they were done by subjects with different types of intelligences. As we observed in the two highest scores, subjects with different types of intelligences achieved the same number of standards, characteristics that, according to Darwish, if these standards are obtained they can ensure the translation is effective since it produces the desired effect. The effect intended by the original writer. The fact that the subject with the Logical Mathematical intelligence was the only one who successfully translated one percent as uno porciento, and not un porcentaje as the others in the group did, shows evidence that a translator has more chances to produce an effective translation when the topic of the text is related to the area of his/her intelligence. The type of intelligence of a translator may be other than Verbal Linguistic but this will not prevent him from 83

rendering an appropriate translations. A translator with the Logical Mathematical intelligence can be better at translating a technical document than a translator with the Verbal Linguistic one. A Visual Spatial person can be better at translation maps and diagrams than a translator who type of intelligence is the Verbal Linguistic.

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CONCLUSION AND SUGGESTIONS

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CONCLUSIONS
The findings from the instruments used, as well as the examples of the

sentences translated by the subjects, allow to conclude that the fulfillment of the standards described by Darwish to achieve an effective translation does not depend on the type of the intelligence the translator has. According to the tables shown in the previous chapter, subjects who shared the same type of intelligences produced quite different results among them. However, a successful fulfillment of these standards concurs with having certain skills that the translator or subject of translation should possess prior to any attempt of translation. Hence, it can be said that the Verbal-Linguistic type is the ideal kind of intelligence for the translator to have or develop the most since most of these abilities are specifically approached by Gardners Verbal Linguistic type of intelligence. This was evident in the only subject in the group with this type of MI. Not only did he obtain the best grade, but he was able to demonstrate that he clearly understood the main idea in the source text and was capable of transferring it exactly to the goal language. This subject proved to be someone who can communicate well in his own language, and by consequence, he will be the most likely to produce an effective translation. Furthermore, the problems encountered by the subjects at the moment of translating and the mistakes made by them allowed to get an idea of the preparation and tools a translator should count on before starting the translation process. 86

These problems can be listed as: 1) Time. It is the main factor why some translation students fail to do a good job, especially in the classroom. Not having enough time makes them skip some important steps as reading the source text thoroughly, more than one time if necessary, before starting translation; this situation affects directly the comprehension of the core idea of the original text. Another good reading should be done after the translation is completed. In this reading, grammar, spelling mistakes or even the style may be changed. 2) Knowledge of the Source Language. A translator should have a high level of proficiency in the language he is translating from. Some of the mistakes made by the subjects in this research were due to the lack of knowledge of the English language. Even though vocabulary problems can be fixed with the help of dictionaries, there might be structures that a translation student may not be able to understand well, if he does not have a deep knowledge of the source language. An incorrect understanding of the original idea can have a huge impact on the goal text, sometimes having completely opposite meaning. 3) Mastery of the Goal Language. There were a lot of grammar and spelling mistakes found in the translations made by the subjects even though they were translating into Spanish, their mother tongue. Such mistakes have a negative impact in their final translations and it makes them look of a very poor quality. Translators are supposed to be language professionals; therefore they should know the culture, grammar and semantics of their own mother language very well. This will help them to tell others exactly what the author of the original text wanted to say without confusion. Correct grammar makes communication clear 87

to others and clear to the translator. A good vocabulary will help also the translator to say exactly what it was meant. 4) The Topic of the Text. This refers to the academic and cultural background of the translator. It would be easier for a translator to render a text which he knows already or is familiar with. This is the advantage of a specialized translator over a regular one. However, even though the translator is not familiar with the type of the text, but it is of a topic of his interest, the translator has more probabilities of doing a better job. For example, a translator who has the Naturalistic type of intelligence may be the best to translate a text about environmental issues like climate change, land use, etc. because it is likely that he will be interested in the topic, rather than somebody that has cero knowledge or interest in that topic. Knowing the findings described above has many benefits not only for the subjects of this study, but also for other translation students and teachers at UNACAR. A student that knows his or her strengths will apply them when doing their translations and therefore these will be of better quality. This means that students will improve their grades and increase their confidence. Having better grades will also influence positively when students are seeking a job after graduating. A translator graduated from UNACAR with good notes will be a reliable professional. On the other hand, knowing their weaker areas will help them to correct and improve with the support and guidance of their teachers, who can help by designing activities and programs in the classroom to suit the students needs. By using multiple intelligences, teachers can also bring students of different strengths and preferences together, giving them all the chances to share their 88

capability, and to tackle their weaker intelligences by learning with fellow students who are stronger in these areas. Learning in this way can do a lot for students' selfesteem, as they will see themselves valued by their classmates. This also contributes to bring about better educational experiences, which is a strong precedent to successful learning in life.

SUGGESTIONS FOR FURTHER RESEARCH

Larger Group: It is advisable to have a greater number of subjects in the group. The group in this research was made of eleven students and not all of the M.I were found among them. The Bodily-Kinesthetic type of intelligence was not studied in this research as none of the subjects had it. Having more than one subject per type of intellingence also would give the research more

information to analyse and compare and, of course, would provide a richer amount of data, which can be generalized afterwards. Increase time for translations : Subjects had one hour to complete the M.I test and the translation. This was performed during their translation class thanks to the help of the teacher of this subject. Some of the problems found in the translations were thougth to be caused by the lack of time. Some subjects seemed not to have read the source text before translating it, and neither afterwards in order to look for grammar errors or style. It would be good, for further research involving translation to schedule more time so the subjects can work on post translation details. Motivation: It would be a good idea to motivate the subjects with some kind of reward in order for them to do their best effort. It could be disscussed with the 89

teacher if achieving the best translation can make them earn extra points for their translation class. This will solve the issue of lack of interest in some of the subjects when doing the translation exercise and the researcher would have translations with better quality to compare. Aids: It is important that all subjects have the necessary tools for the

completion of the translation. It was observed that not all of the subjects had dictionaries at the moment of translating. This represents a disadvantage which has a direct impact on the results. If future research involves translating, the researcher should consider all the aids that could be helpful for the success of their translation. The researcher should make sure all the subjects have dictionaries, glossaries -if the topic of the translation is of a specialized subjectand maybe access to Internet. English Proficiency Test: It would be very interesting if the researcher has a group of study with all subjects of the same level of English. Despite the fact that all of the subjects in this research belonged to the same semester, it was noticeable that there existed differences regarding vocabulary and grammar knowledge among them. This should be taken into account for any other resarch, even the ones not including translation excercises because this would give the researcher a more solid and reliable group to base his investigation on. Source Text according to M.I. As point number 4 suggests in the conclusions sections above, it would be a good idea to adapt the source text to the type of intelligence of the subject doing the translation i.e., giving the translator a text that is of the area of his/her interest to see how the result changes. This would

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give new information regarding the behavior of the translator towards the source text and also more parameters for the researcher to compare regarding the relation Multiple Intelligencestranslation results. It could also be the topic for a new research, which would provide more knowledge about how students thrive according to the areas where they have greater skills or that interest them most. Use of a statistical software: A program like SPSS helps the researcher to save time when organizing and analyzing data. Those programs also can be modified to run different statistical models, examine different variables, or access different data files. Finally, it is important to mention that all the data obtained from this research is not conclusive. The more studies on this matter, the better knowledge to help teachers and subjects in the classrooms.

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LIST OF REFERENCES
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Gardner, Howard. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books. Gardner, Howard & Hatch, T. (1989) Multiple Intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Research. Gardner, Howard. (1993) Multiple Intelligences: The Theory Into Practice. New York: Basic Books. Gile, Daniel. (2009). Basic Concepts and Models for Interpreter and Translator Training. Revised Edition. John Benjamins Publishing. Amsterdam. Kramsch, Claire. (1998). Language and Culture. Oxford: Oxford University Press. Lamb, Annette. (2001) Technology and Multiple Intelligences retrieved May 8th, 2005 from http://eduscapes.com/tap/topic68.htm Lefevere, Andr. (1992) London:Routledge Translation/History/Culture. A sourcebook.

Muzii, Luigi (2009) A Roadmap to Quality Translations, Part 1. Retrieved on March 24th, 2012 from http://www.translationdirectory.com/articles/article1256.htm Mc Grath, H. & Noble, T. (1993). Different kids, same classrooms: Making mixed ability classes really work. Melbourne: Longman. Melby, Alan K. & Foster, Christopher. 2010 . Context in translation: Definition, access and teamwork. The International Journal for Translation & Interpreting Research. Retrieved on Jan 17th, 2011 from http://www.transint.org/index.php/transint/article/viewFile/87/70 Menoufy, Fatima Ibrahim Ahmed Al. (2004). Problems of dynamic equivalence in Translation. Retrieved on April 12th, 2012 from http://www.translationdirectory.com/articles/article1495.php Middleton, Diana. 2009. Work, in Translation. The Wall Street Jorunal. Retrieved on February 21st, 2010 from http://online.wsj.com/article/SB100014240527487035580045745820121635 56106.html#articleTabs%3Darticle Neil,James (2005) Nature vs Nurture in Intelligence. Retrieved Decemeber 27th, 2011 from http://www.wilderdom.com/personality/L41IntelligenceNatureVsNurture.html#EvidenceNature Newmark, Peter. (1981). Pergamon Press. Approaches to Translation. Oxford and New York.:

Newmark, Peter. (1988). A Textbook of Translation. Essex: Longman. Newmark, Peter. (1991). About Translation. Clevelond: Multilingual Matters Ltd. 93

Newmark, Peter. (1993). Paragraphs on Translation. Clevedon: Multilingual Matters LTD. Nida, Eugene. (1964). Towards a Science of Translating. Leiden: E. J. Brill. Nida, Eugene, and Taber C. (2003). The Theory and Practice of Translation. Leiden. Brill. Ordudar, Mahmoud (2008) Good Translation: Art, Craft, or Science? Translation Journal. Retrieved on Jan 15th, 2010 from http://www.bokorlang.com/journal/43theory.htm Plucker, Jonathan. (2003). HUMAN INTELLIGENCE : Historical influences, current controversies and teaching resources. Retrieved December 6th, 2012 from http://www.indiana.edu/~intell/index.shtml Prieto, Mara D. (2002) Inteligencia. In Enciclopedia de Pedagoga. Tomo 1 El Alumno.Madrid: ESPASA CALPE S.A. Robinson, Douglas. (2003) Becoming a Translator: An Introduction to the theory and practice of translation. London: Routledege. Smith, Mark K. (2002, 2008) 'Howard Gardner and multiple intelligences', the encyclopedia of informal education,http://www.infed.org/thinkers/gardner.htm. [Accessed on March 20th , 2012] Solhy Abdellah, Antar. (2002). What Every Novice Translator Should Know Available on: http://www.translationdirectory.com/article98.htm [Accessed on January 5 th , 2012] Trask, Robert Lawrence. (1999) Key Concepts in Language and Linguistics. London: Routledge. Vzquez-Ayora, Gerardo. (1977). Introduccin a la traductologa. Georgetown : Georgetown University Press Venuti, Lawrence. (1995) A history of translation. Routledge. London Vinay, J. and Darbelnet, J. (1995) Comparative Stylistics of French and English: a Methodology for Translation, translated by J. C. Sager and M. J. Hamel, Amsterdam / Philadelphia: John Benjamins. Watson, John B (1930) Behaviourism (Revised Edition) Chicago: University of Chicago Press. Wessman, L & L Jordan. (2004). TE reform: Brain-Considerate Learning. In: (Ed) R. J. Mezeske. Reforming teacher education in the liberal arts setting.

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APPENDIXES

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APPENDIX A UNIVERSIDAD AUTNOMA DEL CARMEN FACULTAD DE CIENCIAS EDUCATIVAS LICENCIATURA EN LENGUA INGLESA This test will help to find out what is the type of Multiple Intelligence that each one of the students have.
Name: Age:

INSTRUCTIONS: Tick the options that you most agree with.

Verbal/Linguistic Intelligence Logical/Mathematical Intelligence ___I enjoy telling stories and jokes ___I really enjoy my math class ___I have a good memory for trivia ___I like logical math puzzles or brain teasers ___I enjoy word games (e.g. Scrabble & puzzles) ___I find solving math problems to be fun ___I read books just for fun ___If I have to memorize something I tend to ___I am a good speller (most of the time) place events in a logical order ___In an argument I tend to use put-downs or ___I like to find out how things work sarcasm ___I enjoy computer and any math games ___I like talking and writing about my ideas ___I love playing chess, checkers or Monopoly ___If I have to memorize something I create a ___In an argument, I try to find a fair and logical rhyme or saying to help me remember solution ___If something breaks and won't work, I read ___If something breaks and won't work, I look at the instruction book first the pieces and try to figure out how it works ___For a group presentation I prefer to do the ___For a group presentation I prefer to create the writing and library research charts and graphs Bodily/Kinaesthetic Intelligence Visual/Spatial Intelligence ___I prefer a map to written directions ___My favourite class is gym since I like sports ___I daydream a lot ___I enjoy activities such as woodworking, ___I enjoy hobbies such as photography sewing and building models ___I like to draw and create ___When looking at things, I like touching them ___If I have to memorize something I draw a ___I have trouble sitting still for any length of diagram to help me remember time ___I like to doodle on paper whenever I can ___I use a lot of body movements when talking ___In a magazine, I prefer looking at the pictures ___If I have to memorize something I write it out rather than reading the text a number of times until I know it ___In an argument I try to keep my distance, ___I tend to tap my fingers or play with my keep silent or visualize some solution pencil during class ___If something breaks and won't work I tend to ___In a argument I tend to strike out and hit or study the diagram of how it works run away ___For a group presentation I prefer to draw all ___If something breaks and won't work I tend to the pictures play with the pieces to try to fit them together ___For a group presentation I prefer to move the props around, hold things up or build a model

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Musical/Rhythmic Intelligence Interpersonal Intelligence ___I enjoy listening to CD's and the radio ___I get along well with others ___I tend to hum to myself when working ___I like to belong to clubs and organizations ___I like to sing ___I have several very close friends ___I play a musical instrument quite well ___I like helping teach other students ___I like to have music playing when doing ___I like working with others in groups homework or studying ___Friends ask my advice because I seem to be a ___If I have to memorize something I try to natural leader create a rhyme about the event ___If I have to memorize something I ask ___I an argument I tend to shout or punch or someone to quiz me to see if I know it move in some sort of rhythm ___In an argument I tend ask a friend or some ___I can remember the melodies of many songs person in authority for help ___If something breaks and won't work I tend to ___If something breaks and won't work I try to tap my fingers to a beat while I figure it out find someone who can help me ___For a group presentation I prefer to put new ___For a group presentation I like to help words to a popular tune or use music organize the group's efforts Intrapersonal Intelligence Naturalist Intelligence ___I like to work alone without anyone ___I am keenly aware of my surroundings and of bothering me what goes on around me ___I like to keep a diary ___I love to go walking in the woods and looking ___I like myself (most of the time) at the trees and flowers ___I don't like crowds ___I enjoy gardening ___I know what I am good at and what I am ___I like to collect things (e.g., rocks, sports weak at cards, stamps, etc) ___I find that I am strong-willed, independent ___As an adult, I think I would like to get away and don't follow the crowd from the city and enjoy nature ___If I have to memorize something I tend to ___If I have to memorize something, I tend to close my eyes and feel the situation organize it into categories ___In an argument I will usually walk away until ___I enjoy learning the names of living things in I calm down our environment, such as flowers and trees ___If something breaks and won't work, I ___In an argument I tend to compare my wonder if it's worth fixing up opponent to someone or something I have ___For a group presentation I like to contribute read or heard about and react accordingly something that is uniquely mine, often based ___If something breaks down, I look around me on how I feel to try and see what I can find to fix the problem ___For a group presentation I prefer to organize and classify the information into categories so it makes sense

_______ _______ _______ _______

TOTAL SCORE Verbal/Linguistic _______ Logical/Mathematical _______ Visual/Spatial _______ Bodily/Kinaesthetic _______

Musical/Rhythmic Interpersonal Intrapersonal Naturalist

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APPENDIX B UNIVERSIDAD AUTNOMA DEL CARMEN FACULTAD DE CIENCIAS EDUCATIVAS LICENCIATURA EN LENGUA INGLESA Please translate into Spanish the following paragraph. MONTREAL The Law of Art.
In Montreal, the promotion of art is mandatory. Corporations are legally obligated to spend one percent of their total revenue on works of art, for the enjoyment of the general public. Aside from hosting some of the most important music festivals in the world and being the birthplace of the creators of Cirque du Soleil, Montreal is a city where the latest trends in design, painting, cinema, literature, and urbanism are clearly in evidence. The inhabitants of this city, more than a half of whom speak English and French, have also taken pains to preserve their roots. They have remodeled Vieux-Montral, or Old Montreal, and over recent years, hefty investments have been made in the downtown area, which is today synonymous with high-end design. Behind their 18th and 19th century facades, these buildings conceal interiors that successfully combine the old with the new, creating the so-called Art Montral style.

Translation:

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100