As in the case of referential cohesive devices, the translator also ................................................the strategy of deletion while translating the condi-
tional conjunction "even if".
Made fun of
Made use of
Made fool of
Made part of
There are also omissions, partial equivalences and even complete alterations of ................................
..............................................in the ST.
The connective signaled by the cohesive device
The being connected signaled by the cohesive device
The connecting signaled by the cohesive device
The connection signaled by the cohesive device
Similarly to pronoun reference, the cohesive device of conjunction proves ........................................
............................... of the Target Text.
To problematic for the translator
Be problematic for the translator
To be problematic for the translator
To be problem for the translator
Furthermore, words such as hence and so indicate that there is a preceding segment of text presenting a cause or reason, and ...
......................................................
A following segment presenting a result.
A following segmental presenting a result.
A following segmentation presenting a result.
A followed segment presenting a result.
Translators need .................... ...................................................that help to achieve their goals in
enhancing communication across different nations.
To encompassing a diversity of factors
To encompass a diversity of factors
Encompassing a diversity of factors
Encompass a diversity of factors
Finally, pragmatic understanding is related to .................................... ........................................In
that case, the target does not state what is transferred, but it states the requirement of the
process.
The message or implication of a sentence.
The messager or implication of a sentence.
The message or implies of a sentence.
The message or implicative of a sentence.
The device of substitution was not extensively used' in either text. Only the ST employed it once, .........................................
Uses the verb “do”
Usage the verb “ do”
Using the verb “ do”
To using the verb “do”
In regard to reference, the Target Text tends .................................
.............................................that are equivalent to the ones used in the Source Text.
To presentative cohesive devices
To presentation cohesive devices
To present cohesive devices
To presenting cohesive devices
The distinctive relationship between .......................................................is established by the ability
of translation to approximate a multilingual communication to a monolingual one.
The original and translation
The original and translated
The original and translating
The origin and translation
.
The ideational is subdivided into two components, i.e., “experiential” and “logical”. They convey ............
Different paths of meanings.
Different facts of meanings.
Different ways of meanings.
Different roads of meanings.
Thematic structure includes Theme and Thematic
progression patterns, information structure includes ....................................................and cohesion includes reference, conjunction, ellipsis and lexical cohesion.
Given and taken units of information
Given and new units of information
Give and new units of information
Given and take units of information
The multiple Theme or split Rheme pattern was used at the most
frequently. This indicates that the multiple Theme or split Rheme patterns are .....................................
Domination in the
texts.
Dominant in the
texts.
Dominating in the
texts.
Dominated in the texts.
The writers used multiple Theme by ...............................................to topical Theme to create connectedness in the text. As a result, it provides the writers with an effective way to convey information circulated in the written text.
Adding textual Thematic and interpersonal Theme
Adding text Theme and interpersonal Theme
Adding textual Theme and interperson Theme
Adding textual Theme and interpersonal Theme
The study is devoted to the exploration of English writing skill which sets out to obtain some concrete information on the students’ problems in writing English ..........................................
Supporting by Systemic Functional Grammar.
Supposed by Systemic Functional Grammar.
Support by Systemic Functional Grammar.
Supported by Systemic Functional Grammar.
According to the frequency analysis, the topical/ideational elements occurred at
the most frequent rates followed by .........................................and interpersonal elements.
Texting elements
Text elements
Textual elements
Texted elements
Theme and Rheme boundary is a sequential ordering and range
of possible groups or phrases that use for setting ........................... ...............................structure.
Theme and Mood
Tenor and Rheme
Theme and Rheme
Theme and Modality
Theme can be identified in terms of three metafunctions: .......................
Ideational, interpersonal and textual.
Ideation,
interpersonal and textual.
IDeational,
interpersonal and text.
Ideational,
interperson and textual.
Context of situation is closely related to various texts. Certain .............................................asks for certain text and in return, certain text creates certain context.
Situational context
Situational contextual
Situated context
Situation context
In the process of communication, the meaning system is largely determined ........................... ..................situational context: ideational meaning by field, interpersonal meaning by tenor and textual meaning by mode .
By the four aspects of
By the three aspects of
By the five aspects of
By the two aspects of
The original text may deal ........... .............any subject from general philosophical principles or postulates to minute technicalities in some obscure field of human endeavour.
Để giúp chúng tôi phát triển sản phẩm tốt hơn, đạt kết quả học tập cao hơn
