Variation in the Translation Patterns of English ‘Noun + Noun’ Compounds in ESP: The Case of Engineering Students

Authors

  • Bojana Komaromi University of Novi Sad
  • Jelena Jerković University of Novi Sad

DOI:

https://doi.org/10.4312/elope.18.2.167-184

Keywords:

English for Specific Purposes, engineering discourse, English language teaching, nominal compounds, translation procedures

Abstract

‘Noun + Noun’ compounds are among the most common and productive structures in modern English. Due to their complexity and potential ambiguity, they represent a challenge for English language learners, especially if such compounds are generally untypical and unproductive in the learners’ mother tongue, as the case is with the Serbian. The aim of this research is to examine how engineering students understand and translate ‘N+N’ structures in the context of English for Specific Purposes, focusing on binominal compounds and compounds with more than two constituents. The research method is the analysis of a translation test from English to Serbian. The results show that students need to receive more input about the semantic and syntactic properties of these structures and develop learning strategies that would help them to fully comprehend this type of compounds and provide their correct translations, focusing on their meaning instead of form.

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Research Materials

Journal of the Science of Food and Agriculture, vol. 99, issues 1–15 (2019)

International Journal of Food Science and Technology, vol. 54, issues 1–4 (2019)

Agricultural Systems, vol. 159–167 (2018)

Annual Review of Food Science and Technology, vol. 9 (2018)

Journal of Food Process Engineering, vol. 41, issues 1–8 (2018)

Annual Review of Food Science and Technology, vol. 7 (2016)

Agricultural Systems, vol. 104 (2011)

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Published

29.12.2021

How to Cite

Komaromi, B. ., & Jerković, J. (2021). Variation in the Translation Patterns of English ‘Noun + Noun’ Compounds in ESP: The Case of Engineering Students. ELOPE: English Language Overseas Perspectives and Enquiries, 18(2), 167–184. https://doi.org/10.4312/elope.18.2.167-184

Issue

Section

English Language and Literature Teaching