..................they are translating technical documents or a sworn statement.

How

What

Whether

When

the use of nouns, verbs or clauses ......................................... ...................................previously presented.

.

Replace some informations

To be replaced some information

To replace some information

To replacing some information

........................in a target language involves both lexico-grammatical and pragmatic analysis.

Decodification a text and
encoding it

Decode a text and
encoding it

Decoding a text and
encoding it

Decoding a text and
encode it

According to Catford

According with Catford

According for Catford

According on Catford

Producing by

Production by

Being producing by

Produced by

.................word to word; group to group; collocation to collocation; clause to clause; sentence to sentence. The smaller the unit, the commoner the approach, following the basic translation procedures.

Ranges from

Ranges around

Ranges about

Ranges for

The Course Language word

The Resource Language word

The Source Linguistic word

The Source Language word

............................ classifying a text as "technical" since numerous disciplines and subjects which are not "technical" possess what can be regarded as specialized terminology

Sufficiency for

Insufficiency for

Sufficient for

Sufficiently for

knowledge in the two languages, they should also experience intercultural competence.

Different interactingly cultures

Different interaction cultures

Different interacting cultures

Differing interacting cultures

tional conjunction "even if".

Made fun of

Made use of

Made fool of

Made part 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

............................... 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

......................................................

A following segment presenting a result.

A following segmental presenting a result.

A following segmentation presenting a result.

A followed segment presenting a result.

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

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.

Uses the verb “do”

Usage the verb “ do”

Using the verb “ do”

To using the verb “do”

.............................................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

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.

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

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.

Adding textual Thematic and interpersonal Theme

Adding text Theme and interpersonal Theme

Adding textual Theme and interperson Theme

Adding textual Theme and interpersonal Theme

Supporting by Systemic Functional Grammar.

Supposed by Systemic Functional Grammar.

Support by Systemic Functional Grammar.

Supported by Systemic Functional Grammar.

the most frequent rates followed by .........................................and interpersonal elements.

Texting elements

Text elements

Textual elements

Texted elements

of possible groups or phrases that use for setting ........................... ...............................structure.

Theme and Mood

Tenor and Rheme

Theme and Rheme

Theme and Modality

Ideational, interpersonal and textual.

Ideation,
interpersonal and textual.

IDeational,
interpersonal and text.

Ideational,
interperson and textual.

Situational context

Situational contextual

Situated context

Situation context

By the four aspects of

By the three aspects of

By the five aspects of

By the two aspects of

.............................., such as

pragmatics and systemic-functional linguistics.

Different perspectives

Different thinkings

Different minds

Different trials

Motion

Emotion

Emotional

Moving

A number of subdivisions can be also suggested for informative

translations, though the principles of ............................. here are somewhat different.

Class

Classification

Classify

Classifying

predominant communicative function of the source text or the form of speech involved in the translation process.

Depending on

Depending to

Depending for

Depended on