CHAPTER 4 – QUIZ

Student’s name , Date , Total /40

TRUE-FALSE
purpose for it are considered as its
1. Heritage speakers nghe
referhiểu
tonhưng
youngk cóor
kĩ adult
năng
c oherenc .
native speakers of a certain language. T / F
16. A coherent text is one that enables its
2. Young learners can acquire textual
readers to find referents and topics
competence by self-study. T / F
throughout the text and follow the flow of
3. Translation challenges never come from
i nformatio .
restraints in word order of languages in
17. Textual features refer to topic maintenance
respect to thematic positions. T / F đi từ
and continuity, information s tructur , cũ
4. A text may turn into a non-text or a defective
and coherence and cohesion. (= flow of
text due to a lack of functions. T / F lack of
18. Topic is defined as the point of
5. Information flow in a text develops from
o rientatio of a text and the way it is
old to new information to old information. T / F
developed and maintained from the
6. Cohesive devices vary cross-linguistically.
beginning to the end of the text.
The variation of cohesive devices in
19. Languages are different from their
languages impact linguistic marker forms
expressing topic continuity, using different
and their usage. T / F
syntactic and morphological structures, due
7. Translating source-text cohesive markers
to differences in sentence structure, word
simply using dictionary equivalents or
order, use of e xplici pronouns, verb
lexical equivalents will help improve the
agreement, etc.
cohesive relations and coherence of the
20. Old information is to set up a common
target text. T / F g roun for the addition of new
8. Text types and genres result in differences information.
in textual features, textual markers and 21. L exic repetition is a common
textual organization in languages. T / F linguistic marker of reference to mark old
9. Genres serve labels for classification of information in a text.
texts in certain contexts. T / F 22. Information s tructur and its progress
10. Parallel-text analysis helps to set apart through the text create coherence in the text.
common features of organization and 23. Unintentional differences in information
textual markers. T / F structure in translation are due to
11. Heritage speakers often have better textual s hift in word order and other
competence than translators. T / F
markers.
12. Parallel texts can be a valuable resource for underlie a text and bring unity, meaning and
the acquisition of textual competence. T / F
ng co the noi tot GAP FILLING
ngon ngu
13. Due to poor t extual/ proficiency, a
heritage speaker is usually be good at oral
forms of his language by may produce
defective texts.
14. Without reconstruction of textual features, a
target text may not achieve appropriate
functional and/or pragmatic meanings
because of no c orrespondenc in textual
features among languages.
15. The meaning and pragmatic relations that
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24. In the translation process, f to ailur
take textual features into account and e
follow target-language norms generally
lead to deficient target texts.
25. Text types, usually related to the writers’
intentions, may be argumentative,
expository, expressive, i , or nstructiona
operative.
26. In the translation process, translators
should adapt textual markers and their
organization to those of the t culture so arge
that target readers of a particular text type
are able to understand textual functions.

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 27. The recipe is a genre associated with a(n) 35. One of the common cohesive English
i text type but a textbook is markers is .
operativ
categorized as the informative text type. a. tense
28. Translators are advised to widely b. preposition
đọc experience with similar types of text to gain c. parallel structure
trực an i ntuitiv feeling of textual features d. word order
29. The Internet is a valuable resource for 36. The academic abstract is a genre using the
translation students to collect parallel texts passive voice widely because it focuses
thanks to its countless samples of more on findings than .
o authenti texts. văn bản thực thụ (vd: reading text in a. writers
30. Thanks to the alternative forms of b. doers
expression in parallel texts, a translator can c. readers
avoid unjust b ia ý kiến cá toward the form d. users
in immediate recognition. 37. Translators can search word use and
MULTIPLE CHOICE collocations through parallel texts
31. Textual features should be in line
with the translation instructions and and corpora. kho ngữ
textual norms and features for the target a. registered
language. b. online
a. reconstructed c. offline
b. replaced d. professional
c. maintained 38. Background texts are useful to translators in
d. modified dealing with content and for
32. The language use word order to point out
informational structure is . specialized texts.
a. English a. format
b. Spanish b. translation
c. French c. terminology
d. analysis
d. Vietnamese 39. In respect to text types, it is necessary for
33. The strategy translators use to make to be aware of the culture-
information more direct for better specific features attached to a genre and
understanding in the target text is their implications for their performance.
. a. translators
a. replacement b. heritage speakers
b. omission c. target readers
c. addition d. source readers
d. explicitation 40. Translated corpora are not the same as
những bản dịch khác nhau trong cùng 1 tác

34. Cohesion means the explicit marking of the parallel texts because they are collections of
links between a sequence of distinct translated texts with between
sentences that those particular the source and target texts.
a. comparison
sentences. b. combination
cohesive markers:
a. unite references (subject/object pronouns), synonyms, lexical repetition, conjunctions, cohesive devices (however, besides,
c. contrast
in addition), discourse marker (phrases: as well as i concerned, to be honest), parallelism, substitution
b. separate d. alignment
c. differentiate
d. select