1. The importance of language for transation.Language is a significant part of what makes us humans. The use of language is universal even if one of

the most difficult of all human cognitive abilities. Nowdays ther are 400 languages. More then a billion people speak English. The existance of different languages caused the need for translation.

The first interpreters wher probably women; in Babylon there were groups of translation. In Europe, the name of the first translator: Livius Anchonius, who translated Odyssey in Latin.

2.The history of translation.During the 18th century, resonable judgement of translation appeared. 20th century translation touched

the great heights. In the past few decades the translation activity has developed because of the rising of international trade increased migration, globalization expansion of mass-media.

3.The two major problems encountered during the translation process and the aim of any translation.Every translation activity has one or more specific purposes; the main aim of translation beeing cross-

cultural lingual communication among people.The consequence of a wrong translation: serious inadequency,confusion, legal problems, a matter of life and death.

Definition of translation: Is a transfer process from the source language to the target language. Only the translation into the mother language can be accuarate, natural and with maximus effectivness.

4.What are the skills of the translator?a)reading comphensation ability in a foreign languageb)knowledge of the subjectc)sensitivity to languagesd)competence to write in the TL clearly, economically, resourcefully.

The translator needs intellectual capacity, intuition and skills.

5.Language performace.Translation brings "general benefits to nobody's harm" (I.H. Radulescu)Psycholinguistics-> language performace and acquisition. Set out to give account of the psychological

processes that go on when people understand utterances.Language performance- producing and understanding utterances.Lang. acquisition-low people acquire lang.Ther have been a lot of arguments against the idea that language acquisition and second lang. learning

have anything in common. The main argument is that lang. learning normally takes place after lang. acquisition that the lang. learner has already developed considerable communicative competance in his mother tongue.

The use of sentences means both receptive and productive activity or skills. It is not the 4 traditional skills that are to be considered here, but the so-called active and passive skills related to productive and receptive performance.

6.The study of recognition.Recognition: falls within the field of the psychology of perception. Perception involves a kind of

interference from the sensory data to object reality. Further, behaviour is not controlled directly by the data but by solutions to the perceptual interferences from the data.

"Perception involves a kind of problem solving, a kind of intelligence" (Gregory). Ob. solving involves making object hypothesis sometimes called perceptual schemata, which are learned and stored. We store object hypothesis of words and even groups of words which appear together.

Sentence recognition: -includes prediction and anticipation-is a great part of linguistic competence and interpretation competence.-sentence indentification means to perceive the phonetion of the utterance in its context.

The process of understanding is a specifically lang. part of the performance at all of what extend can be regarded as a rule governet activity.

7.Rules vs. habits in translation.

There is a great deal of confusion about rules and habits in language learning, teacing and translating. The confussion may start from reseblace which many utterances bear to another because of the gramatical construction or string of grammar elements is the same.

The gramatical rules combined with the habits that the student already have been acquired with such a pentence pattern area finds is quite easy to translate. There may be some problems with intranzitive verbs.

The translation of sentences depends on the context, which also decides the variants to be closer according to where the emphasis verb lands.

8.Holophrases.-Terms used in the study of language to refer to the use of a single word to express a complex idea. They may be learned as a unit or produced by a rule as useful phrases and used and translated by habit. For the speaker or the author, they may be a habitual sequence of words but not for the hearer and for

the interprets or translators who must operate on the words or sequence of words as if they were new.The sequence of words may be analyzed by the rules and seize to be holophrastic.They have been acquired long before the learner knows the rules which generate them as constitute of

sentence and before knowing them, they are called verb patterns.

9. The communicative competence.Undoutably communication has been the buzzword of language teaching in the past 20 years, this

leading to special attention rowards teaching practical uses of language. The iddea of comm. has been involved in language teaching. As a matter of fact, O Jespersen as early as 1904 was claiming a way of communication with places which our tangue cannot reach although this let him to smth very diffrent from communicative teaching.

L.Bachman writes in 1990, most current frameworks of language used are based on the concept of language as comm, and recognised the imp. of the context, both discourse and sociolinguistics in which language is used, a theoretical model of communicative language ability will provide a basis for the development of comm. teaching. One practical way in which comm. affects teaching is through the actual context of the language lesson or of the textbook.

Students learned how to use two languages and not to use one in isolation and the best way of doing that is by translating.

10.The communicative approach.The C. app. concentrates on common activities and on language as a a means of communication. Great

emphasis is laid on training students to use language for communication. The teaching of language function task-based learning have also been included here at various stages. Within this app., the aim of all teaching is to train students to be communicatively efficient. It also includes components which are not common in themselves, such as practice activities. But while students need a lot of roughly tuned imput and while there must be an emphasis on comm. activity which improve students ability to comm. , there is also place for control presentation of semi-controled lg. practice.

The comm. approach is also important in the stages where there is an emphasis on problem solving sasks and a student own personalities and responsabilities for their own learning have to go together with more formal lg. work such as translation-oriented analysis of tasks. Controlled lg. work such by translations should be included hee, due to the fact that most by teaching is designed to teach students to comm., however the learning may be organized.

We also consider, it is better to see the methodology in terms of the activities in which teachers involve students and ballanced programme of such activities.

11.The balanced activities approach.Within a b.a.a., the teacher insures that students get a variety of activities, which faster acquisition and

learning. In this aspect, J. Harmer sugests that the programme should be planned "on the basis of achieving a balance between the different categories of imput and output where roughly tuned output and comm. activities will tend to predominant over, controlled lg. presentation and practice output". By presenting students with a variety of activities we can insure they're continuing interest and involnment in the lg. programme. This is called the variational sequence principle. Classes which are always concentrated on the same action are not libaly to sustain interest, especially when students have no extrinsec motivation and do not have a clear long term goal, such as translators, or dealing with foreign partners during their future jobs.

Another imp. components of the b.a.a. are the teacher's adaptability and flexibility.A balanced activities approach sees the job of the teacher as that of ensuring that students get a variety

of activities which foster acquisition and which foster learning. Theprogramme will be planned on the basis of achieving a balance between the different categories of input and output where roughly-tuned input and communicative activities will tend to predominate over (but not by any means exclude) controlled language presentation and practice output. It is on this basis that we will effect part of our balance.

A balanced activities approach has a more human aspect, however, which is bound up with the concerns of intrinsic motivation . By presenting students with a variety of activities we can ensure their continuing interest and involvement in the language programme. Classes which continually have the same activities are not likely to sustain interest, particularly where the students have no extrinsic motivation and do not perceive any clear long-term goal. A programme that presents a variety of activities, on the other hand, is far more likely to continually engage the students' interest.

12.The appropriancy and structuring discourse.The quality of discourse structure annotations is negatively influenced by the numerous difficulties that

occur in the analysis process. In contrast, referential annotation resources are considerably more reliable, given the high precision of the existent anaphora resolution systems. We present an approach based on the Veins Theory, in which successful reference annotations of texts are exploited in order to improve arbitrary structural analyses; in this way, the large amount of corpora annotated at reference level can be used for the acquisition of discourse structure annotation resources.

13.The strategic competence and competence model.-Was developed by I. Bralysoci and Sharwood Smith and was named so after its 2 main dimensions.

Thus this model can be approached through the metaphora of library. The books in a library are set out on the shelves according to a definite system and the user needs to know how to find a certain book. The arrangement of the books represents the learner's competence in a lg., that is the way in which the lg. system is represented in th mind of the learner. The ways of finding them are controlled procedures, e.g. the processing system for controlling that knowledge in actual performance.

The L2 learner may have problems with the control procedures or with L2 knowledge that is to say inadequate procedures taken from the L1 will distort newby-learnt L2 knowledge or the L2 procedures may be adequate, but the L2 knowledge is missing. This holds valid translation. For ex., Romanian learners of Eng. often have problems with the fact that Eng. has a s-v-o order. This might be because their Romanian procedures are still controling their L2 competence, which causes translation mistakes or might by that their L2 competence has incorrectly transfered the wordorder from Romanian and their L2 procedures are perfectly adequate. The L2 lerners interlanguage develops either because their underfined knowledge of the lg. improve or because their processis improve.

14.The social motivated strategies.Motivational components include students’ perceptions of the classroom environment as well as their

selfrelated beliefs such as personal goals, self-efficacy, interest, and value beliefs. Cognitive components include students’ content knowledge as well as various cognitive learning strategies such as rehearsal, elaboration, and organization, and metacognitive strategies such as planning, monitoring, and regulating learning.

Research in both experimental and field settings has consistently shown that positive motivational beliefs such as perceptions of high selfefficacy,a focus on mastery goals, high value and interest in the task or content, and low levels of test anxiety are positively related to greater cognitive engagement in terms of the use of cognitive and metacognitive strategies as well as actual academic performance.

15.The psychologically motivated strategies.-Comm. strategies used as psychological problem-solving focus on the L2 speakers problems of

expression. These strategies may be derived into 2 main groups:-achievement-anovdance

Achievement strategies are used by second lg. learners when they are trying to get round the psychological difficulty. In their turn, these achievement strategies are subdivided into:-cooperative strategies (appealing to help)

-non cooperative(the L2 learner tries to overcome the difficulty by himself)When the learner knows both languages, achievement strategies may include other strategies that rely

mostly on the L2 rather then on L1.Other strategies:

-substitution of one word for another-generalization-the use of a more general word for a particular one-description (If the speaker doesn't know or cannot remember the word "pan" he describes it as "the thing to fry eggs in it.")-exemplification (the use of an example instead of the general term).-word-coinage (making up a word instead of the unknown one)-restructuring (knowing another attempt at the same sentence).

If one does not remember the exact word of "sibling" one can restructure it with the problem of communicating in L2.

Anodance strat. are also devided into:-formal-functional

These 2 types of strategies (socially and psychologically) are modalitives of solving comm. problems in the foreign lg. It should be rightly considered that the common factor to all comm. strategies is that the second lg. learner has to deal with not knowing a word in L2. It is vocabulary lack that is crucial the strategies exist to plug gaps in the learner's vocabulary, by allowing them to refer to things for which they do not know (the L2 words).

16. The approximative archistrategy.They suggest that this apparent variet of strategies can be reduced to 3 more general: archistrategies

a) The approximative archistrategyb) The analytical archistrategyc) The linguistic archistrategya) Means that the learner substitutes a word whose meaning is as close as posible. Chest->for breast. According to the analytic archistrategy, the L2 learner gives a description of what the missing word means.b) breast is replaced by the part of the body between throat and legs. a teapot-> a thing to bil water in.c) Implies filling the gap in L2 with the word from L1.

The 1st 2 types os archistrategies are the same as those used by the native speakers when they do not remember or even when do not know they want to use. These strategies not only allow people to communicate without knowing the correct words, but also they may never need to learn them. This may happen with non-specialists in any engineering field, but not in translating ESP texts. when the translator must give the correct word.

17.Good Language Learner Strategies.According to good lg. learner (GLL) language strategies GLL do not treat lg. as communication or as

accademic knowledge but as both. They develop an awareness of lg., both as a system and as communication. They are conscious not only that lg. is a complex system of rules, but also that it is used for a purpose. In own case for translation purposes. They also combine grammatical and pragmative competence. It is these learners that have translational competence. GLL strategy is used by good lg. learners to develop the L2 as a separate system in that they try to develop their knowledge of the L2 in its own right as eventually to think in it. They dp not relate everything to their first language, but they make the second lg. a separate system. In this aspect, they should consider among others reports, presentation, papers, etc., on some special topic and translating from L1 to L2 and viceversa, as being useful strategies.

It is such strategies combined with cognitive strat. that also help students aquire translational competence.

18.A translation oriented model for introducing new language.A very important aspect is Self-directed learning, in which students take on responsibility for their

learning. They chose their goals, they control the teaching methods and materials and by interacting with another in their classroom activities, they assess how well they are doing themselves.

This is one of the strategies we have often used during the translation seminars and it has most of the times proved sucessful (translationally - competent students). Less competent students eitheir took little interest in the goals, methods and especially materials or might have founded impossible or disturbing that they were not good lg. learners. More then that, less intelligent were not able to use self-directed strategies.

Sugestions for translation-oriented model for introducing new lg. The model suggested by some methodologist, J. Hammer included have 6 components: lead-in, eliticitation, explanation, reproduction, immediate creativity, translation competence.

19.Language imput and language output.In deciding how to approach the teaching and learning of English classroom activities can be devided

into 2 categories: those that give students lg. (imput) and those which encourage them to produce lg. (output). The imput, the lg. students recive is further devided into roughly-tunes imput and finly-tuned imput. The former is the lg. which students can more or less understand, even though it is above their own productive level. The latter is the lg. which has been precisely selected to be exactly the students level. It is the lg. selected for consecious learning and teaching and it is the focus of introducing the new lg. It is also the level of translation highly specialized texts, texts of a highter degree of difficulty and more difficult on the spot translation can be included within the roughly tuned imput.

Language output or production of lg. can also be decided into 2 distinct categories: practice (consisting in students using new items of lg. in different contexts and in desining activities which promote the use of specific lg. Thus the aim is to give students an opportunity of practicing lg. structures and functions that they may focus on item which they wish to internalize more compleaty then before at the same time beeing engaged in meaningful and motivating activities such as translating) and communicative output (it reffers to acctivities in which students use lg. a vehicule for communication, because their main purpose is to complete some common task. We should consider that the translation can be included here. Translation becomes an instrument of comm. rather then beeing an end in itself).