Terminology eModule

Author: Márta Fischer (Unit 1-2), Olívia Seidl-Péch (Unit 3-4), Zsuzsanna Ugrin (Unit 3-4)Provider: Centre for Modern Languages, Budapest University of Technology and EconomicsSubject area: specialised translation, translation-oriented terminologyTitle of the resource: eTransFair e-module on Terminology

MODULE1 “ INFORMATION MINING & TERMINOLOGICAL COMPETENCE”

In this module, you will learn about information mining and terminology. The module consists of units and each unit deals with a different aspect of the topic (see table below). At the beginning of each unit you find the learning outcome to be reached after completing the learning activities. You also find information on the learning context, f.i. competences required for the specific content provided in the unit, technical and other requirements and your workload given in minutes. For your orientation, an overview of the activities and their main characteristics (title, description, rationale etc.) are also provided. Afterwards you find the activities in a worksheet. At the end a reference for further reading is given.Please note: In this module, background and theoretical knowledge of both trainer and trainee plays a crucial role. Therefore, detailed background information is provided for trainers and, for each activity, the pre-requisites required from trainees are indicated in each unit. The activities are closely intertwined. In case you do not follow a linear approach, i.e. do not start with Activity 1, make sure your trainees have the practical and theoretical background knowledge required to carry out the activities. In each case, it is highly advisable for trainers to read the background information section while preparing for the activities.

Here you find the module’s structure in form of units and their content you will deal with.

Module “Information mining and terminological competence”

Unit 1 General concepts of terminology theory

Unit 2 Translation of terminology, including term creation

Unit 3 Terminology management in databases

Unit 4 Reliability issues: terminology and document sources

1 The module could either be used for individual training or as part of an existing training programme. All activities within the modules are only ideas and cannot be regarded as an entire course or constitute the main part of a training course.

Terminology eModule

Contents

UNIT 1: GENERAL CONCEPTS OF TERMINOLOGY THEORY.................................................................3Activity 1: The notion of ‘term’ – narrow vs. broad approach.......................................................................4

Background for trainers......................................................................................................................4Activity 1: WORKSHEET (for trainees).................................................................................................8

Activity 2: Recognising terms in texts.....................................................................................................10Background information for trainers...................................................................................................10Activity 2: WORKSHEET (for trainees)...............................................................................................12

UNIT 2: TRANSLATION OF TERMINOLOGY, TERM CREATION............................................................13Activity 1: Pitfall I – Words/terms and translation.....................................................................................14

Background for trainers....................................................................................................................14Activity 1: WORKSHEET (for trainees)...............................................................................................16

Activity 2: Pitfall II – Terms and contexts (Background for trainers)............................................................17Background for trainers....................................................................................................................17Activity 2: WORKSHEET (for trainees)...............................................................................................18

Activity 3: Pitfall III – Filling the gap: foreignising vs. domesticating............................................................19Background for trainer......................................................................................................................19Activity 3: WORKSHEET (for trainees)...............................................................................................23

UNIT 3: TERMINOLOGY MANAGEMENT IN DATABASES....................................................................24Activity 1: Mapping the terms of a subject field........................................................................................25

Background for trainers....................................................................................................................25Activity 1: WORKSHEET (for trainees)...............................................................................................26

The architecture of cathedrals...........................................................................................................26Activity 2: Creating terminological entries based on Activity 1...................................................................28

Background for trainers....................................................................................................................28Activity 2: WORKSHEET (for trainees)...............................................................................................29

Activity 3: Creating a common database................................................................................................31Background for trainers....................................................................................................................31Activity 3: WORKSHEET(for trainees)................................................................................................32

UNIT 4: RELIABILITY ISSUES: TERMINOLOGY AND DOCUMENT SOURCES........................................33Activity 1: Reliability of the usual search engines.....................................................................................34

Background for trainers....................................................................................................................34WORKSHEET (for trainees)..............................................................................................................35

Activity 2: Online terminology resources.................................................................................................36Background for trainers....................................................................................................................36WORKSHEET(for trainees)..............................................................................................................37

Activity 3: Building personal corpora......................................................................................................38Background for trainers....................................................................................................................38WORKSHEET(for trainees)..............................................................................................................39

Terminology eModule

UNIT 1: GENERAL CONCEPTS OF TERMINOLOGY THEORY

Learning outcome After completing this unit, you will understand the general concepts of terminology theory, including the different interpretations of the notion of ‘term’ and ‘equivalence’, and the role terminology plays in ‘text cohesion’.

Learning contextPre-requisites The activities of this unit are built upon each other. It is reasonable to start with the first activity and move

on to the activities that follow. In case you start with Activity 2, make sure you and your trainees have the background knowledge detailed in the Activities 1.Both activities 1 and 2 only make sense if theoretical explanation is given to trainees. To this end, a detailed theoretical background is provided for trainers.

Learning Environment

Beamer or Flipchart

Time/Workload 330 Min

Overview of learning activitiesTitle Description Rationale/goal Type of activity Assessment Estimated

timeframe1. The notion of ‘term’ narrow vs. broad approach

Discussion about the different notions of ‘term’, their historical background and impact on other practical activities.

Pointing out the importance of different approaches in terminology work, using theory as a support for defending choices

Brainstorming / individual research / group work on work sheet

no assessment 30 min

+ 60 min

(+ 90 min homework)

2. Recognising terms in texts – text coherence

Recognising and translating words that act as terms in a specific text and a specific context

Using the broad, translation-oriented approach of ‘term’ / Showing the limits of the translator’s freedom / Pointing out the role terms play in creating text coherence

Translation activity with work sheetpeer-learning activity withdiscussion

90 min

(+ 60 min homework)

Terminology eModule

ACTIVITY 1: THE NOTION OF ‘TERM’ – NARROW VS. BROAD APPROACH

Background for trainers

The main idea of this activity is to show trainees that:

- there is no single, ‘unified’ definition as to what a term iso definition may depend on literature (representing different interpretations)o basically, there are two approaches present in literature: a narrow and a broader

(translation-oriented) approach – See detailed background belowo this phenomenon has historical reasons – See detailed background belowo the definition of ‘term’ may also depend on the terminological activity carried out within

the framework of a terminology project (e.g. building up a terminology database vs. translating a text – in the former case a narrower while in the latter a broader approach may followed)

Key messages to be conveyed to trainees

KEY MESSAGE 1 to point out during class: TERM DEFINITON – narrow vs. broad approach:

The narrow approach is characterised by two, rather strict requirements: the lack of synonyms and a precise definition. The broader approach, in contrast, suggests that every lexical unit causing any translation problem should be considered as a term. Meaning that there is NO unified definition AND depending on literature, a number of divergent interpretations and definitions are available.

The narrow approach may be traced back to the beginnings of terminology theory. The second half of the 19th century was characterised by industrial development and, as a result, the unusual amount of new concepts and terms that appeared mostly in engineering sciences. Given that this phenomenon was not accompanied by conscious language planning, synonymy and polysemy made communication in expert communities hard and rather chaotic to carry out. As communication in expert and scientist communities took on an international scope, this problem also appeared in relation to a number of languages. The demand for conscious language planning in both national and international context became increasingly urgent. This need led to the launch of the first harmonization attempts, and by the turn of the century the first standardization organizations emerged. A unified theory was provided by Austrian scientist, engineer and entrepreneur Eugen Wüster, who developed his theory Allgemeine Terminologielehre (Traditional Theory of Terminology) (Wüster, 1974, 1979). The label allgemein (general) is of great significance as it refers to the goal that beyond specific principles and methods, called by him Spezielle Terminologielehren (theories of terminology for specific purposes), a general (allgemein) theory had to be developed. (Fischer 2014). In this approach, the term is considered as the ‘final product’ of a prescriptive, even standardising process. A number of requirements and attributes were listed that terms had to meet so as to be called ‘terms’. These requirements include unambiguousness (‘Eindeutigkeit’) or even one-to-one correspondence (‘Eineindeutigkeit’), meaning no synonymy or/and polysemy , and a precise definition. Priority of concept to designation, system relevance and context autonomy were also regarded as the positive attributes of the term.

This changed with the 70s and 80s, when the first translator training programmes revealed that the principles of Wüster’s General Theory of Terminology would need updating as they did not provide an adequate theoretical framework for the teaching of translation. A broader approach was needed. In other words, the practical issues arising in the course of translation played an important role in

Terminology eModule

shaping the theoretical approaches to terminology. Experiences in translator training showed that translators not only face terms that comply with the requirements of the narrow approach. To the contrary, in the majority of cases, terms are unable to meet the conditions that were set by the prescriptive approach of Wüster’s theory: they are not always well-defined or have synonyms and, still, they may be considered as terms. This put the notion of term into another light. Later on, also research results underscored this. They showed that the attributes of the term (as defined by the narrow approach) could rarely be seen in the corpora analysed (cf. Heltai 1988, 2004, Muráth 2010, Sandrini 1997, 2004, Temmerman 2000) and a broader approach should be followed (cf. Pearson 1998, Cabré 2000).

This broad approach led to the emergence of a number of new theories and schools within terminology, including communicative terminology, socio-terminology, socio-cognitive terminology, cultural terminology (for an overview see l’Homme 2005 and Temmerman 2000). Which approach we follow also has important practical implications. First, the dilemma what to include in our terminology database. If we interpret the notion of term too narrowly, then we may exclude terms that may be important for our end users, e.g. translators.

EXAMPLE: As Smith, Ceusters and Temmerman (2005) point out, a great number of terms, in medical science, may not be found in terminological databases as they do not meet the criteria to have a definition. The reason is that, in a lab or hospital, designation often comes before defining the concept.

It is important to emphasise that Wüster’s principles and methods were worked out for a specific reason and objective, for developing and optimizing professional communication. Here, understandably, the normative, narrow approach was applied. If, however, the objectives of a terminology project change, e.g. the aim is to set up a database for translators, principles, methods and definitions (such as the notion of term) need to be revised. As Sandrini (2005: 154) puts it, criticism of Wüster’s principles is of merit but this should not lead to a complete abandonment of his model.

First of all, we have to make translators accept that the presence of different interpretations and approaches is a common feature in terminology work and theory. As L’Homme (2005:1130) puts it: depending on the purpose of terminology work (dictionary, documentation, translation), the definition of what a term is may differ. In other words, the notion of term may be interpreted in different ways according to the actual project, translation assignment, etc. in question

Source: Fischer, M. 2014. Terminology in support of LSP lexicography. In: Judit Muráth (2014) LSP Lexicography (Hungarian Lexicography III), 93-121.

SYSTEM LEVEL (langue)

designation/s TEXT LEVEL(parole)

CONCEPT/S

Terminology eModule

KEY MESSAGE 2 to point out during class:

- irrespective of what term definition we rely on, we always differentiate between conceptual and designation level when speaking of terms. In literature, we may find labels such as system level/langue while referring to the conceptual level and text level/parole while referring to the designation level, as shown in the graph below.

Graph 1. Broad, translation-oriented approach of the notion of term (Fischer 2017, 2018)

- This distinction is crucial from the point of view of translation. First, translators and experts often confuse the two levels and refer to designations when speaking about concepts and vice versa – leading to confusion when clarification is the aim. Second, as we will see, translators face different problems at concept and designation level. Problems at concept level may be traced back to differences between the two conceptual systems while problems at designation level may emerge from differences between the two languages. Therefore, both problem groups are relevant and terminology competence must cover both levels, as it is shown in the next sections.

KEY MESSAGE 3 to point out during class:

- The question of what a term is, is only relevant for the translator in that terms restrict their freedom in translating. When the translator comes across terminology, he does not have as much freedom as in the case of translating general language.

- If we start from the assumption that terms designate concepts, then the translator’s task is to find (or create) the equivalent that designates the same (or at least similar) concept in the target language. In other words, the translator’s freedom, i.e. the choice between several target language equivalents or the creation of an equivalent, is restricted by the source language (SL) concept.

- In this approach, any lexical unit that restricts the freedom of the translator may be considered as a term. See Activity 2 in Unit 1 and Activity 1 of Unit 2

Source: Fischer, M. 2017: Kompetenciafejlesztés a szakfordítóképzésben – örök dilemmák, régi-új módszerek és a terminológiai kompetencia. In: Kóbor M. – Csikai Zs. (szerk.): Iránytű az egyetemi fordítóképzéshez. A kompetenciafejlesztés új fókuszai. Kontraszt: Pécs. 17–49.Fischer 2018: Terminology competence for translators – a market-driven perspective. Inprint

Terminology eModule

Further literature in English, French, German and Hungarian (and list of references given above)Arntz, R. – Picht, H. – Mayer, F. 2004. Einführung in die Terminologiearbeit. (Studien zu Sprache und Technik, Bd. 2). Olms,

Hildesheim.Cabré, M. T. 2000. Elements for a theory of terminology: Towards an alternative paradigm. Terminology Vol. 6. Nr. 1. 35-57.eTransfair. 2017. Monitored set of skills for specialised translators – intellectual output. Erasmus+ EU project.

www.etransfair.euFischer, M. 2010. A fordító mint terminológus, különös tekintettel az európai uniós kontextusra. (The translator as

terminologist, with special regard to the EU context). Doktori disszertáció. ELTE BTK, Budapest.Fischer, M. 2014. Terminology in support of LSP lexicography. In: Judit Muráth (eds.) LSP Lexicography (Hungarian

Lexicography III) 93-121.Fischer, M. 2017. Kompetencia-fejlesztés a szakfordítóképzésben. Örök dilemmák, régi-új módszerek és a terminológiai

kompetencia. In: Kóbor, M & (szerk.): Iránytű a szakfordítóképzéshezGalinski, C. – Budin, G. 1999. Deskriptive und präskriptive Terminologieerarbeitung. Fachsprachen: ein internationales

Handbuch zur Fachsprachenforschung und Terminologiewissenschaft. (HSK Bd. 14.2) HOFFMANN, L. – KALVERKÄMPER, H. – WIEGAND, H. E. (Hrsg.) De Gruyter, Berlin – New York. 2183-2206.

Gerzymisch-Arbogast, H. 1996. Termini in Kontext. Verfahren zur Erschlieβung und Übersetzung der textspezifischen Bedeutung von fachlichen Ausdrücken. Günter Narr Verlag, Tübingen.

Gerzymisch-Arbogast, H. 1999. Fach-Text-Übersetzen. Fach-Text-Übersetzen: Theorie-Praxis-Didaktik: mit ausgewählten Beiträgen des Saarbrücker Symposiums 1996. BUHL, S. – GERZYMISCH-ARBOGAST, H. (Hrsg.) RöhrigUniversitätsverlag, St. Ingbert. 3-21.

Muráth J. 2002. Zweisprachige Fachlexikographie. (Pécser Beiträge zur Sprachwisenschaft). Budapest: Nemzeti Tankönyvkiadó.

Muráth J. 2010. Szaknyelv és lexikográfia. In: Dobos Cs. (szerk.) Szaknyelvi kommuni-káció. Budapest: Tinta Könyvkiadó. 23-51.

Heltai, P. 1988. Contrastive Analysis of Terminological Systems and Bilingual Technical Dictionaries. International Journal of Lexicography Vol. 1. Nr.1 . 32-40.

Heltai, P. 2004. Terminus és köznyelvi szó. DRÓTH J. (ed.) Szaknyelvoktatás és szakfordítás 5. Tanulmányok a Szent István Egyetem Alkalmazott Nyelvészeti Tanszékének kutatásaiból. Szent István Egyetem, Gödöllő. 25-45.

HELTAI, P. 2010. Terms in English and Hungarian Specialized Texts. Szaknyelv és Szakfordítás. Tanulmányok a szakfordítás és a fordítóképzés aktuális témáiról. DRÓTH J. (ed.) SZIE GTK, Gödöllő. 8-28.

L’Homme, M.-C. 2005. Sur la notion de terme. Meta, 50 (4). 1110–1132.Pearson, J. 1998. Terms in Context. Amsterdam-Philadelphia: John BenjaminsSandrini, P. 1997. Terminographie und Textographie. Parallelen und Synergien In: Holzer, P. – Feyrer, C. (Hrsg.) Text,

Sprache, Kultur. Festschrift zum 50jährigen Bestehen des Institutes für Übersetzer- und Dolmetscherausbildung der Universität Innsbruck. Wien: Lang. 185-201.

Sandrini, P. 2004. Transnationale interlinguale Rechtskommunikation: Translation als Wissenstransfer, In: Burr, I. – Christensen, R. – Müller, F. (Hrsg.) Rechtssprache Europas. Reflexion der Praxis von Sprache und Mehrsprachigkeit im supranationalen Recht. (Schriften zur Rechtstheorie, Heft 224). Berlin: Duncker & Humblot. 139-156.

Sandrini, P. 2005. Debatte aktueller Themen: Rechtsterminologie – Revisited. Rezension zu Eva Wiesmannn. 2004. Rechtsübersetzung und Hilfsmittel zur Translation. Wissensschaftliche Grundlagen und computergestützte Umsetzung eines lexikographischen Konzepts. Tübingen: Günter Narr Verlag. Moderne Sprachen Vol. 49. Nr 1. 147-162.

Temmerman, R. 2000. Towards New Ways of Terminology Description – The Sociocognitive-Approach. John Benjamins, Amsterdam-Philadelphia.

Thelen, M. 2007. Is there such a thing as terminology competence? In Thelen, M. & B. Lewandowska-Tomaszczyk (eds.). Translation and Meaning. 4th, International Maastricht–Lodz duo colloquium, 2005. (129–139.o.). Maastricht, The Netherlands.

Wüster, E. 1974. Die Allgemeine Terminologielehre – ein Grenzgebiet zwischen Sprachwissenschaft, Logik, Ontologie, Informatik und Sachwissenschaften. Linguistics 119. 61-106.

Wüster, E. 1979. Einführung in die Allgemeine Terminologielehre und Terminologische Lexikographie. 2 Teile. (Schriftenreihe der Technischen Universität Wien, Bd. 8.) Wien, New York: Springer.

Terminology eModule

Activity 1: WORKSHEET (for trainees)HOMEWORK – Research activity – Term definitions:

1. Collect at least three different definitions you find, either in literature or while searching the internet, as to what a term is.

2. Make use of the languages you understand: search in as many languages as you know. OR

Work in the language(s) of your language group.3. Make notes while searching (difficulties, ways of searching for definitions, sources, etc. )

WORKSHEET during class – Term definitions:

1. Form groups of 3-4 OR Work in your language groups 1. Discuss the definitions you found (based on your HOMEWORK) in your group. Identify

similarities/differences.

SIMILARITIES DIFFERENCES

2. Based on your group’s definitions, list some criteria / requirements a lexical unit should fulfil so as to be called a ‘TERM’.

REQUIREMENT 1REQUIREMENT 2REQUIREMENT 3REQUIREMENT ….

3. Discuss: Are these CRITERIA/REQUIREMENTS useful when translating a document? 4. How would you change the definitions so as to make them ‘translator-friendly’? In other

words, to help translators identify TERMs in a text?5. How is the translator’s freedom affected by TERMS?6. Agree on a definition in your group.

MY GROUP’s DEFINITION as to what a term is:

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

7. Listen to your trainer’s explanations.

ACTIVITY 2: RECOGNISING TERMS IN TEXTS

Terminology eModule

Background information for trainers

The main idea of this activity is - to make trainees work with texts AND practice the recognition of terms in texts- using a broad, translation-oriented approach as to what a term is (see detailed explanation for

Activity 1-2 on page 13-15) o = TERMS do not need to fulfil any strict criteria of the narrow approach (such as ‘no

synonyms’ and/or a definition). In the text below, generalist and specialist are NOT well-defined terms and they HAVE synonyms. These general words that, in this specific text, ‘act’ as terms. As a result, they limit the translator’s freedom.

- make trainees understand that the question is not about which synonym to use but to use one single consistently throughout the text if this term is responsible for coherence in the text

- SEE key messages to be conveyed to students in Activity 1 (on page 13-15)

Background and KEY for TEXT 1: Challenge: words that ‘act’ as terms in a specific text.

In this text, the words generalist and specialist describe two clearly distinctive concepts, i.e. two groups in the company. Both words may have a number of translations, i.e. equivalents (synonyms) in most languages. Each of them may be correct in the text but only ONE single equivalent should consequently be used throughout THIS text. The main pitfall, here, is that students may use MORE equivalents for the same term within the text. (Given the fact that, throughout their education, students are trained to avoid word repeats and to use synonyms to make texts more ‘stylish’, they tend to use synonyms also in case of terms). However, in this specific case, using synonyms would result in 5-7 groups in the company instead of the original 2 groups! In other words, text coherence is destroyed. (See also Unit 3 Activity 1 for this phenomenon). Therefore: the translator’s freedom is limited, the question is not about WHICH synonym to use but to use ONE throughout the text. These terms would probably NOT go into a terminology database. Still, from a translation-oriented perspective, they have to considered as terms.

Background and KEY for TEXT 2: Challenge: words that ‘act’ as terms in a specific context/field.

In this text, the word regulation appears several times. In most cases, it refers to the EU’s better regulation agenda (=better law-making). However, in the last sentence, it refers to a well-defined EU concept (a binding legal act that is applicable in all Member States). In other words , it acts as an EU term. In languages, where several words may be used for the translation of ‘regulation’, this phenomenon may cause problems to trainees. If they do not recognise the term function of ‘regulation’, they may give an improper equivalent of the term. In this specific text, the capital letter ‘R’ may help students recognise that, here, ‘regulation’ refers to the EU legal act.

Further examples (terms referring to various concepts in different contexts): communication

general: discourse in EU law: a specific document of the European Commission

provision general: act of supplying, sthg provided

in law: a clause, article of a legal act in financial accounting: liability (balance sheet)

bottom line general: the main / essential point in financial accounting: net income or loss

Methodology:

I. You may also use another extract from the Harvard case study (that contains the terms generalist and specialist): See here:

Terminology eModule

https://www.allfreepapers.com/Business/Campbell-and-Bailyns-Boston-office-Managing-the-Reorganization/75818.html

II. OR: You may choose any other text that contains terms defined at text level (=that can be considered as terms only in this specific texts BUT act as general words in other texts).Example: The term COMPLEMENTARITY IN THE TEXT BELOW

3.1 The life cycle of education: Efficiency and equity

Building on the traditional theory of human capital (cf. Section 1.2 above), James J. Heckman and co-authors have developed a unifying perspective over recent years that allows to assess education and training policies over the life cycle of a person (cf., among others, Heckman 2000; Carneiro and Heckman 2003; Cunha et al. 2006). Their economic model of the technology of skill formation makes it possible to interpret the evidence on life cycle education and training in a combined framework.

The key insight of their perspective is that the formation of skills is a life cycle process that exhibits both recursive productivity and complementarity. Recursive productivity means that the education learned at one stage is an input into the learning process of the next stage. Complementarity means that the productivity with which investments at one stage of education are transformed into valuable skills is positively affected by the level of skills that a person has already obtained in the previous stages. Together, these features of recursive productivity and complementarity generate a skill multiplier whereby an investment in education at one stage raises not only directly the skills attained at that stage, but also indirectly the productivity with which educational investments at the next stage will be transformed into even further skills. These multiplier effects explain why education is a dynamic synergistic process in which early learning begets later learning. …….

As a consequence of the differing rates of return over the life cycle depicted in the figure, there is a trade-off between equity and efficiency for investments in late adolescent and adult years. ….. By contrast, there is no trade-off, but even a complementarity between equity and efficiency for investments in early childhood. The most efficient policy at an early stage is exactly the most equitable policy of investing in children who do not get taught necessary basic skills at home. Such investments yield particularly large returns because of their additional indirecteffect of increasing the productivity of later skill acquisition of these children due to the dynamic complementarities in the technology of skill formation.

Ludger Wößmann, L., Schütz, G. 2006: Efficiency and Equity in European Education and Training Systems. Analytical Report for the European Commission prepared by the European Expert Network on Economics of Education (EENEE) to accompany the Communication and Staff Working Paper by the European Commission under the same title. European Expert Network on Economics of Education (EENEE). file:///C:/Users/User/Downloads/EENEE_AR1.pdf

Activity 2: WORKSHEET (for trainees)HOMEWORK:

1. Translate the two documents.2. Underline the terms you would include in a terminology database. 3. Underline terms (if any) you think would not fit in a DB but may still be considered as terms.

IN CLASS: 1. Switch your translations (Text1 and 2) with your partner. Revise your partner’s translation.2. Focus on terminology – mark any changes you think are necessary. 3. Focus on the following terms: generalist/specialist in T1 and regulation/ Regulation in T2

Terminology eModule

a. Would these terms go into your database?b. How did your partner translate these terms?c. Discuss differences (if any) in your translations focusing on these terms.d. Are differences (various translations) acceptable? e. Identify the challenge in translating these terms in both T1 and T2.

4. Focus on TEXT2: Think of further examples (i.e. general words that act as terms (=relate to different concepts) in different contexts. The first example is given to you.

TERM TL Equivalent in CONTEXT1

TL Equivalent in CONTEXT2

TL Equivalent in CONTEXT3

provision

TEXT1… „Jim Harrington’s point”. Callahan continued, „was that when it comes to bigger trades, having to work with all these specialists here gets complicated.„Yes, I know …”, began Winston.„And another thing”, Callahan interjected… „I am starting to worry about John Oates. Ever since we put him on a corporate desk as a specialist, he hasn’t been himself.”….Winston’s team included nine salespeople in total: five generalists and four specialists. Usually, generalists had large expense accounts to nurture relationships. Specialists managed smaller accounts. Winston wanted to change the generalist team because it lost business to their competitors… The generalists were like managers of small independent businesses within the office. … The four taxable bond specialists shared a common group of about 120 small customers.SOURCE: Donnellon–Gifford (2008:4) Campbell and Bailyn's Boston Office: Managing the Reorganization, Harvard Business Case Study https://www.allfreepapers.com/Business/Campbell-and-Bailyns-Boston-office-Managing-the-Reorganization/75818.html

TEXT2BUSINESSEUROPE welcomes the Commission’s new EU better regulation agenda, which is comprehensive and ambitious. … Better regulation will ensure that policy decisions can be made on the basis of evidence-based sound information and we commend the Commission for its determination to deliver better rules for the EU. … It is of vital importance that any proposals for change really reduce costs and burdens. … The Commission should be prepared to withdraw proposals if it is likely that the end result will be more burdens …. This should also avoid the withdrawal of proposals which are positive from a burden reduction point of view such as has happened with the proposal for a Regulation on the statute of a European private company.SOURCE:https://www.businesseurope.eu/sites/buseur/files/media/position_papers/internal_market/2015-09-16_better_regulation_package.pdf page 5

UNIT 2: TRANSLATION OF TERMINOLOGY, TERM CREATION

Learning outcome

After completing this unit you will be able to recognise terms in context, identify equivalence between SL and TL terms and apply strategies for matching SL and TL terms and filling terminological gaps.

Learning contextPre-requisites knowledge of the general concepts of terminology theory

For beginners: Unit 1 Activity 2Learning Beamer or Flipchart

Terminology eModule

EnvironmentTime/Workload 180/270 Min

Overview of learning activitiesTitle Description Rationale/goal Type of activity Assessment Estimated

timeframe1.Pitfall I. Words/terms and translation

Identifying and translating terms in texts by following a translator-oriented approach

Showing the practical use of a translator-oriented approach to terms and pointing out the limits of the translator’s freedom

Translation activity on work sheet

60/90 min

2.Pitfall II. Terms and contexts

Identifying and translating terms in two different contexts defined by two institutions

Showing the importance of context, the use of databases

Translation activity on work sheetspeer-learning activity

30 min (Homework)

60 min (in class)

3.Pitfall III. Filling the gap: foreignising vs. domesticating

Translating terms with partial equivalence

Pointing out the importance of strategy in translating termsShowing the difference between foreignising and domesticating strategy

Translation activity on work sheetspeer-learning activity

90 min

ACTIVITY 1: PITFALL I – WORDS/TERMS AND TRANSLATION

Background information for trainers

The main idea of this activity is to- make trainees work with texts AND translate terms properly in texts- identify terms by following a translator-oriented approach - show that the main criteria as to what a term is, is the translator’s freedom- show that general words (compound words) may also act as terms in specific contexts (see in

this text: annual general meeting) - convey key messages to students on the notion of terms ( see Activity 1 on page 13-15) –

in this case, 90 min are calculated for this activity

Background and key for the text:

Terms highlighted with grey in the text:

Terminology eModule

- shareholders, annual general meeting, financial statements, board of directors, etc. are all terms that are related to the subject field business and economics AND company law, more specifically, a specific company type, the corporation – they all have a fixed translation equivalent in most languages. HERE: the translator’s freedom is limited

- in the text: capital letters help trainees identify these terms- consolidated is a legal term – explanation may be needed

Pitfalls:- What trainees tend NOT to underline (marked with yellow): record date/discharging from

liabilityThese are two terms that describe clearly defined concepts – the translator’s freedom is limited by the terms that describe the same concept in the TL (See Investopedia)

- What trainees tend to underline (underlined in the text below): agenda, voting paper, legality, supervisors, etc. These words, in a translator-oriented approach, may not be considered as terms in this text (See also Unit 1 Activity2). Reason: Several TL equivalents may be possible, the translator’s freedom is NOT limited UNLESS (!) the company has guidelines for the use of these words. In this latter case, these words are also terms that restrict the translator’s freedom.

Terminology eModule

Neste Corporation, 7 February 2017 at 9.30 am. (EET)

Invitation to the Annual General MeetingNeste Corporation's shareholders are hereby invited to the Annual General Meeting to be held on Wednesday, 5 April 2017, beginning at 1.00 pm EET, in the Congress Wing of the Helsinki Fair Centre at Messuaukio 1, Helsinki. Registration and the distribution of voting papers will begin at 12.00 noon EET.A. Matters to be discussed and the agendaThe following matters will be discussed and decided at the AGM:1. Opening of the meeting2. Matters of order for the meeting3. Selection of the examiners of the minutes and the supervisors for counting the votes4. Establishing the legality of the meeting5. Confirmation of shareholders present and the voting list6. Presentation of the Financial Statements for 2016, including also the Consolidated Financial Statements, the Review by the Board of Directors, and the Auditor's Report7. Adoption of the Financial Statements, including also the adoption of the Consolidated Financial Statements8. Use of the profit shown in the Balance Sheet and deciding the payment of a dividendThe Board of Directors proposes to the AGM that a dividend of EUR 1.30 per share should be paid on the basis of the approved balance sheet for 2016. The dividend will be paid to shareholders who are included in the list of shareholders maintained by Euroclear Finland Ltd. on the record date set for payment of the dividend, which shall be Friday, 7 April 2017. The Board proposes to the AGM that payment shall be made on 18 April 2017.9. Discharging the members of the Board of Directors and the President & CEO from liability10. Deciding the remuneration of the members of the Board of Directors

Terminology eModule

Activity 1. – WORKSHEET (for trainees)

HOMEWORK1. Read the text.2. Identify and underline lexical units you think are terms in the text.

IN CLASS 3. Revise your decisions by following a translation-oriented approach (=focus on terms that limit

your freedom while translating). Would you underline more and/or less terms?4. Discuss your decisions in groups of 4-5. Come to an agreement and make a list of the lexical

units you ALL think are terms (in a translation-oriented approach).5. Identify the subject field that may be attached to each term you underlined.6. Identify the terminological challenges in this text. 7. Listen to your trainer’s explanations.

Neste Corporation, 7 February 2017 at 9.30 am. (EET)Invitation to the Annual General MeetingNeste Corporation's shareholders are hereby invited to the Annual General Meeting to be held on Wednesday, 5 April 2017, beginning at 1.00 pm EET, in the Congress Wing of the Helsinki Fair Centre at Messuaukio 1, Helsinki. Registration and the distribution of voting papers will begin at 12.00 noon EET.A. Matters to be discussed and the agendaThe following matters will be discussed and decided at the AGM:1. Opening of the meeting2. Matters of order for the meeting3. Selection of the examiners of the minutes and the supervisors for counting the votes4. Establishing the legality of the meeting5. Confirmation of shareholders present and the voting list6. Presentation of the Financial Statements for 2016, including also the Consolidated Financial Statements, the Review by the Board of Directors, and the Auditor's Report7. Adoption of the Financial Statements, including also the adoption of the Consolidated Financial Statements8. Use of the profit shown in the Balance Sheet and deciding the payment of a dividendThe Board of Directors proposes to the AGM that a dividend of EUR 1.30 per share should be paid on the basis of the approved balance sheet for 2016. The dividend will be paid to shareholders who are included in the list of shareholders maintained by Euroclear Finland Ltd. on the record date set for payment of the dividend, which shall be Friday, 7 April 2017. The Board proposes to the AGM that payment shall be made on 18 April 2017.9. Discharging the members of the Board of Directors and the President & CEO from liability10. Deciding the remuneration of the members of the Board of Directors15. Closing of the meeting

Terminology eModule

ACTIVITY 2: PITFALL II – TERMS AND CONTEXTS (BACKGROUND FOR TRAINERS)Background information for trainers

The main idea of this activity is - to make trainees work with texts AND practice the translation of terms - in different contexts - to show the importance of sources (here: EU and the Council of Europe website that refer to

two different contexts and terminology)- this activity is closely related to Activity 2 in Unit 1 (There, the main idea was to show general

words that may act as terms. Here, well-defined terms are used in different contexts resulting in different TL equivalents)

Background and KEY for TEXT 1 and 2: Challenge: terms with various TL equivalents in different contexts

Multilingualism, in EU terminology: means the linguistic diversity of both an individual, and that of a community living in a certain area. So, both phenomena, i.e. one person speaking a number of languages, as well as a number of languages or dialects being spoken in a certain geographical region, are considered multilingualism.

Multilingualism AND plurilingualism in CoE terminology: The Council of Europe distinguishes between the linguistic diversity of an individual, and that of a geographical region. They consider the presence of a number of languages or dialects in a certain geographical region to be multilingualism, whereas the linguistic repertoire and communicative competence of an individual in multiple languages is called plurilingualism.

So, while the EU has introduced a single term (multilingualism), the Council of Europe distinguishes between the diversity characteristic of an individual (plurilingualism), and that of a certain region (multilingualism).

Translation: for one single term (e.g. multilingualism) TL equivalents may differ in the two contexts.Example: multilingualism in the EU: Mehrsprachigkeit

multilingualism in CoE: Vielsprachigkeit !!

See below a potential table to be drawn up by trainees:

DEFINITION (EU) TL equivalent (EU) DEFINITION (Council of Europe)

TL equivalent (CoE)

plurilingualismmultilingualism

Sources:

EU official terminology database: http://iate.europa.eu

Council of Europe website: www.coe.org

Terminology eModule

Activity 2: WORKSHEET (for trainees)HOMEWORK

1. Translate TEXT1.

IN CLASS

2. Switch your translations (Text1) with your partner.3. Focus on the following term: multilingualism

a. How did your partner translate this term?b. Discuss the differences (if any) in your translations focusing on this term.

2. Now turn to TEXT2a. How would you translate the term multilingualism in this text? And the term

plurilingualism? b. Discuss your solutions with your partner.c. Where can you check and revise your solutions?

3. Identify the two institutions these terms are related to.4. Identify the challenge in translating these terms in both Text 1 and Text 2.5. Draw up a table showing the differences between these terms (indicating the definitions,

institutions and TL equivalents of these terms).

TEXT1

As part of its efforts to promote mobility and intercultural understanding, the EU has designated language learning as an important priority, and funds numerous programmes and projects in this area. Multilingualism, in the EU’s view, is an important element in Europe’s competitiveness. One of the objectives of the EU’s language policy is therefore that every European citizen should master two other languages in addition to their mother tongue. Source: http://www.europarl.europa.eu/factsheets/en/sheet/142/language-policy

TEXT2

There are a number of factors which have brought about major changes in Council of Europe approaches to language policy, particularly following a significant increase in the number of member states since the 1990s: …;- incorporation of the approach focusing on foreign language teaching into a broader educational project but one which continues to be based on linguistic and cultural plurality, as both end and means; - attention placed not only on social agents as individuals but also on social groups and in particular acknowledgement of vulnerable groups and the linguistic integration of adult migrants;- an increase in studies and debate on societal multilingualism and individual plurilingualism in national and international contexts typified by various forms of mobility as well as a complex relationship to otherness;Source: https://www.coe.int/en/web/language-policy/language-policies

Terminology eModule

ACTIVITY 3: PITFALL III – FILLING THE GAP: FOREIGNISING VS. DOMESTICATING

Background for trainerThe main idea of this activity is to

- show that several strategies may be followed when SL and TL terms are only partially equivalent (examples: terms of different legal/education systems; company forms, etc. – see explanation below)

- show that in the case of partial equivalence b/w the SL and TL term, there may be no single solution (equivalent). Several translations, several strategies may be followed. In other words, when choosing,

- Please note: This activity only works in language pairs where the SL language represents a common law while the TL a civil law jurisdiction = the legal profession is structured in different ways (e.g. solicitor / barrister (EN) vs. ügyvéd (HU), Rechtsanwalt (DE), avvocato (IT)

DETAILED BACKGROUND

When speaking of equivalence at conceptual level, we can differentiate three types of equivalence relations (Arntz, Picht and Mayer (2004:153)

- full equivalence (whereby two terms completely match), - lack of equivalence (whereby there is no match at all between the two terms) and - partial equivalence (whereby there is an overlap or a hierarchical relationship between the two terms).

This activity deals with the phenomenon of partial equivalence (The middle column in the table below). Here, the decision is not about filling a terminological gap but to choose between two strategies: domesticating or foreignising.

Equivalence-relationships and methods of matching terms based on Fischer (2018)EQUIVALENCE-RELATIONSSHIPS (concept level)

Full equivalence Partial equivalence Lack of equivalence

MET

HODS

OF

MAT

CHIN

G(te

rm le

vel)

Equivalent

TL term designating a TL concept that is identical to SL concept

Strategy A): DOMESTICATINGfunctional equivalent:TL term designating a TL concept that is similar to the SL concept

translation equivalent

TL term designating the SL conceptcreated by-borrowing/calque-paraphrasing-new designation (neologism)- or a combination of these

Strategy B): FOREIGNISINGtranslation equivalent:TL term designating the SL conceptcreated by-borrowing/calque-paraphrasing-new designation- or a combination of these

designation designation

Concept Concept

Source language Target languageDomesticating strategyTool: matching a designation that describes a similar TL concept in (=functional equivalent)

Designation designation

Concept

Source language Target language Foreignising strategyTool: the same source language concept described by calque/loanparaphraseneologism(=translation equivalent)

Terminology eModule

When following a domesticating strategy:- a TL term (describing a concept similar to the SL concept) is matched with the SL term even if

there is no full equivalence between the two concepts;- here, translators emphasise the similarity between the two conceptual systems and describe

the TL system; in this case, the TL term is a functional equivalent;- example: LLC or PLC is matched with GmbH, suggesting that the two concepts are identical.- here: the target group may be misled by the national concept (and definition) attached to this

term. (see Biel 2008: “illusory impression of similarity”) This aspect in translation is all the more important as the skopos theory of translation studies placed great emphasis on the domesticating strategy giving functional equivalents a priority.

When following a foreignising strategy - translators highlight the difference between the two conceptual systems, suggesting that the

concept is ‘foreign’ and not part of the TL conceptual system;- in this case, the TL term, a translation equivalent only describes the SL concept (to which no

similar or identical concept is attached) and, with it, the SL system;- the translation equivalent is created by calque/borrowing, paraphrasing or a new term, similarly

to the case of filling a terminological gap;- example: leaving GmbH in the English text with paraphrasing in brackets (a company with

limited liability)- especially legal translations showed that the domesticating strategy most often followed in

translations may be misleading in some cases – and therefore suggest a foreignising strategy

Source: Fischer 2018

Terminology eModule

BACKGROUND AND KEY to the trainees’ WORKSHEET:

In the text, barrister and solicitor have no equivalents in the Hungarian, German, Italian or other continental (civil law) legal systems, given that in these systems only one term (ügyvéd/Rechtsanwalt/avvocato) is used to describe this profession (Kocbek 2005: 421). Giving these terms one-to-one equivalence without pointing out the difference may cause problems in legal texts, legal contexts. However,

In Text 1: a domesticating strategy is acceptable since this text was written in a literary context. In other words, the profession of the key figure of the novel is of secondary relevance.In Text 2: a foreignising strategy (SEE TOOLS ABOVE) must be followed as, in this text, it is essential to differentiate between the two concepts

Food for discussion:

- LTD: As the conceptual systems (company law systems) in the countries are different, there is no way to find one-to-one equivalence between the relating terms. Similar terms are available but these are not full equivalents of the TL term. Here, the main question is whether we want to follow a domesticating or foreignising strategy, i.e. emphasise the similarity or the difference between the two conceptual systems. As Gerzymisch-Arbogast puts it (1999:11), the question really is whether we want to present the TL system or the SL system in the TL text.

- Both strategies may be justified, depending on the context and the subject field of the text. If translators follow the domesticating approach, they have to be aware of the fact that the target group may be misled by the national concept (and definition) attached to this term.

- This aspect in translation is all the more important as the skopos theory of translation studies placed great emphasis on the domesticating strategy giving functional equivalents a priority. However, especially legal translations showed that the domesticating strategy most often followed in translations may be misleading in some cases. Biel (2008) also points out that the strategy of using functional equivalents can create an illusory impression of similarity in the target audience.

- Quite often, dictionaries do not make any distinction between functional and translation equivalents! Translators may not always rely on the solutions found in dictionaries. Several research projects show that a number of terms presented as equivalents in dictionaries are, in reality, only partial equivalents as the concepts behind them are not identical but merely similar (see also Muráth 2002, 2006, 2007, Fata 2010, Fóris 2005, 2006, Rossenbeck 1994, Šarčevic 1990, 0997). In some contexts this fact does not play a role. In legal translations, however, emphasising similarity over difference between conceptual systems may mislead readers of the translation and, thus, cause difficulties.

- Again, these strategies may seem to give a simplified picture of the translators’ choices. Still, being aware of these strategies narrows down the choice between 5-6 terms and actually simplifies the decision process. In the end, the decision is not only about which term to take, it is about which strategy to choose.

Source: Fischer 2018

Suggested literature

Arntz, R. – Picht, H. – Mayer, F. 2004. Einführung in die Terminologiearbeit. (Studien zu Sprache und Technik, Bd. 2). Olms, Hildesheim.

Terminology eModule

Biel, Ł. 2008. Legal terminology in translation practice: dictionaries, googling or discussion forums? Skase Journal of Translation and Interpretation Vol. 3. Nr. 1. 22-39. http://www.pulib.sk/skase/Volumes/JTI03/index.html

DE Groot, G.-R. 1990. Die relative Äkvivalenz juristischer Begriffe und deren Folge für mehrsprachige Wörterbücher. Translation and Meaning. Part I. THELEN, M. – LEWANDOWSKA-TOMASZCZYK, B. (eds.) Rijkshogeschool Maastricht, Maastricht. 122-128.

Dröβiger, H.-H. 2007. Zum Problem der terminologisch-konzeptuellen Äkvivalenz zwischen zwei Sprach- und Kulturgemeinschaften: die sogenannten „Differenzen” zwischen den Sachen. Kalbotyra, 57 (3). 82–91.

Fata, I. 2010. The bilingual specialised translation dictionary for learners. Specialised dictionaries for learners. PEDRO A. FUERTES- OLIVERA (ed.) De Gruyter. 83-100.

Fischer, M. 2017. Kompetencia-fejlesztés a szakfordítóképzésben. Örök dilemmák, régi-új módszerek és a terminológiai kompetencia. In: Kóbor, M & (szerk.): Iránytű a szakfordítóképzéshez

Fischer, M. 2018. Terminology competence for translators – a market-driven perspective. InprintGerzymisch-Arbogast, H. 1999. Fach-Text-Übersetzen. Fach-Text-Übersetzen: Theorie-Praxis-Didaktik: mit ausgewählten

Beiträgen des Saarbrücker Symposiums 1996. BUHL, S. – GERZYMISCH-ARBOGAST, H. (Hrsg.) RöhrigUniversitätsverlag, St. Ingbert. 3-21.

HELTAI, P. 2010. Terms in English and Hungarian Specialized Texts. Szaknyelv és Szakfordítás. Tanulmányok a szakfordítás és a fordítóképzés aktuális témáiról. DRÓTH J. (ed.) SZIE GTK, Gödöllő. 8-28.

Kocbek, A. 2005. Potential Problems in Using English as a Lingua Franca in Business Communication. Proceedings of the 6th International Conference of the Faculty of Management Koper Congress Centre Benjamin, Slovenia. 413–424. http://www.fm-kp.si/zalozba/ISBN/961-6573-03-9/kocbek.pdf (2013. augusztus 16.)

Terminology eModule

Activity 3: WORKSHEET (for trainees)1. Translate the two texts.2. Focus on the term solicitor. How did you translate it? Compare your translation with your peers. 3. Why is the translation of this term a challenge? (Think of the legal system your TL country is based on

AND the target group of the two texts).4. Discussion: Following a similar line of thinking, discuss the translation of the term private company

limited by shares (ltd).

Text 1

In The Man of Property, Galsworthy attacks the Forsytes through the character of Soames Forsyte, a solicitor who considers his wife Irene as a mere form of property. Irene finds her husband physically unattractive and falls in love with a young architect who dies.

https://www.britannica.com/biography/John-Galsworthy#ref632705

Text 2

There are a number of routes to qualify to practise as a solicitor in England and Wales. The most common is the 'graduate route', which means taking either a law degree or other degree followed by a Graduate Diploma in Law course, followed by the Legal Practice Course and a period of recognised training. The sections on the left contain details of all routes into the profession.

http://www.lawsociety.org.uk/law-careers/becoming-a-solicitor/qualifying-as-a-solicitor/

UNIT 3: TERMINOLOGY MANAGEMENT IN DATABASES

Learning S/he is able to manage terminology (in databases) and customise it for specific

Terminology eModule

outcome translation projects.

Learning contextPre-requisites knowledge of the general concepts of terminology theory, knowledge of

terminological entryterminography / termontology

Learning Environment

whiteboard / flipcharthardware: (computer) (Internet connection)software: (MultiTerm) (memoQ)online platforms: (Google Drive) (coggle.it)

Time/Workload

270 min

Overview of learning activitiesTitle Description Rationale/goal Type of activity Assessment Estimated

timeframe

1. Mapping the terms of a subject field

Creating ontological systems in a particular subject field through mind-mapping techniques

Raising awareness of knowledge units; systemizing terminological knowledge

Group activity:

Term extraction from an LSP document; Shared editing of cloud-based mind maps

Peer-assessment,

Feedback from the whole group & trainer

90 min

2. Creating terminological entries based on Activity 1

Filling out of termbase entry templates using data from Activity 1

Elaborating translation-oriented terminography

Online activity: individual work on previously collected data, with a common outcome

Feedback from the whole group & trainer

90 min

3. Creating a common database

Creating and importing to MultiTerm a datasheet using data from Activities 1 and 2

Learning to upload term collections to a professional terminology management tool

Online and in-class activity:

Filling out of a prepared worksheet in Google Drive, then downloading and importing it to SDL MultiTerm

Not assessed 90 min

ACTIVITY 1: MAPPING THE TERMS OF A SUBJECT FIELD Background for trainers

The main idea of this activity is:- to let trainees realise the difference between partitive and ontological relations (they should

have been presented with the basic principles before this Activity);

Terminology eModule

- to sensitise trainees to thorough term search and term extraction (no term left out);- to provide a system-based approach so that trainees can overview term relation systems within

a(ny) subject field.The whole activity is aimed at the implementation of the communicative (Cabré 1999) and sociocognitive (Temmerman 2000) theories in terminology, some basic notions of which can also be communicated to trainees. It is essential to let them discover methods and conceptions outside the General Terminology Theory initiated by Wüster, so as to adapt their terminology collections to their individual (or collective) knowledge systems.See also detailed theoretical background in Unit 1 (pages 13-15)

IT requirement: It must be confirmed that all trainees have access to the coggle.it application through their Gmail accounts or in other ways.

Terminology eModule

Activity 1: WORKSHEET (for trainees)1. Form groups of 3-4. 2. Read the document and highlight the terms in it.3. What relationship is there between the selected terms? Part-whole (partitive: the subordinate term is a

part of the superordinate term) or generic-specific (ontological: the subordinate term is a kind of the superordinate term)? Study the difference between the two types of relationships.

4. Compose one partitive and one ontological hierarchy using the selected terms.5. Compare the results of the different groups and reach a compromise (work on the whiteboard or a

flipchart).6. Log in to coggle.it and create a mind map based on the findings of the previous stage (all trainees

together; each person developing dedicated branches).

Document for the activity:

The architecture of cathedrals

The essential element of a cathedral is the cathedra, the throne of the bishop. Also, there are usually 2 separate areas or chapels, one which houses the Blessed Sacrament, and the other which is used for the singing of the Holy Office. Non-Cathedral churches would usually have only one central area.

From the architectural point of view there is special treatment as regards dimensions and style for a cathedral church, which differs from the requirements for a church or abbey. There are cases when the former are comparatively small buildings (like the old cathedral at Athens), and some parish churches and abbeys are larger than many cathedrals. In recent times, indeed, some English abbeys or minsters, such as those of Ripon, Manchester, St Albans and Southwell, partly on account of their dimensions, have been raised to the rank of cathedrals, in consequence of the demand for additional sees. Others, such as those of Bristol, Gloucester, Oxford, Chester and Peterborough, became cathedrals only on the Dissolution of the monasteries by Henry VIII of England.

The earliest extended development of the eastern end of the cathedral is that which was first set out in Edward the Confessor's church at Westminster, probably borrowed from the ancient church of St Martin at Tours; in this church, dating probably back to the 10th century, two new elements are found,

7. the carry of the choir aisle round a circular apse so as to provide an occasional aisle round the eastern end of the church, and

8. five apsidal chapels, constituting the germ of the chevet, which formed the eastern terminations of the French cathedrals of the 12th and 13th centuries.

Gloucester (1089) also had three chapels, two of which, on the north and south sides of the aisle, still remain; the same is found in Canterbury (1096-1107) and Norwich (1089-1119), the eastern chapel in all three cases having been taken down to make way for the Lady-chapel in Gloucester and Norwich, and the Trinity chapel in Canterbury cathedral. The semicircular aisle is said to have existed in the Anglo-Norman cathedral of Winchester, but the eastern end being square, two chapels were arranged filling the north and south ends, and an apsidal chapel projecting beyond the east wall. This semicircular processional aisle with chevet chapels was the favourite of plan in the Anglo-Norman cathedrals, and was followed to about the middle of the 12th century, when the English builders in some cases returned to the square east end instead of semicircular apsidal termination. The earliest example of this exists in Romsey Abbey (c, 1130), where the processional crosses behind the presbytery, there being eastern apsidal chapels in the axis of the presbytery aisle and a central rectangular chapel beyond. A similar arrangement is found in Hereford cathedral, and exists in Winchester, Salisbury, Durham, Albans, Exeter, Ely, Wells and Peterborough, except that in those cases (except Wells) the eastern chapels are square led; in Wells cathedral the most eastern chapel (the Lady Chapel) has a polygonal termination; in Durham, the eastern chapels are all in one line, constituting the chapel of the altars, which was probably borrowed from the eastern end of Fountains Abbey. It should be noted that in some of the above original design has been transformed in rebuilding; thus in Albans, Durham, York and Exeter cathedrals, there was no eastern ambulatory but three parallel apses, in some cases rectangular externally. In Southwell, Rochester and Ely, there was no processional path or ambulatory round the end; in Carlisle no eastern chapels; and in Oxford only one central apse. In Ely cathedral the great central tower built by the first Norman abbot (1082-1094) fell down in 1321, tying with it portions of the adjoining bays of the nave,

Terminology eModule

transept and choir. Instead of attempting to rebuild the tower, Alan of Walsingham conceived the idea of obtaining a much larger area in the centre of the cathedral, and instead of rebuilding the piers of the tower he took as the base of his design a central octagonal space, the width of which was equal to that of nave and aisles, with wide arches to nave, transepts and choir, and smaller arches across the octagonal sides; from shafts in the eight pier angles, ribs in wood project forward and carry a smaller octagon on which the lantern rests. Internally the effect of this central octagon is of great beauty and originality, and it is the only instance of such a feature in English Gothic architecture.

Suggested literature

Budin, G. 2011. From Terminologies to Ontologies – Advances in Knowledge Organization. http://www.termnet.org/downloads/english/events/tss2009/TSS2009_GB_TerminologiesOntologies.pdf

Cabré, M. T. 1999. Terminology. Theory, methods and application. Amsterdam: Benjamins

Temmerman, R. 2000. Towards new ways of Terminology Description. The sociocognitive-approach. Amsterdam–Philadelphia: John Benjamins

Temmerman, R. – Kerremans, K. 2003. Termontography: Ontology building and the sociocognitive approach to terminology description. Proceedings of CIL17. 1–10.

[Appendix 2 ETRANSFAIR FRAMEWORK OF REFERENCE FOR THE FIT-FOR-MARKET TRAINING OF SPECIALISED TRANSLATORS]

Terminology eModule

ACTIVITY 2: CREATING TERMINOLOGICAL ENTRIES BASED ON ACTIVITY 1

Background for trainers

The layout and organisation of data categories in a terminological entry is an important part of the General Terminology Theory (Felber 1984) and is included in the standard ISO 12620. Cabré (1999) suggests trainers to have trainees fill data retrieved from authentic resources in pre-elaborated templates: this activity is a pre-requisite of building terminology databases.

In this activity, trainees have the opportunity to:- acquire knowledge about compulsory and optional data categories used in terminological

entries and the levels at which they operate (entry level, index level, term level),- insert the category names to a blank document to create the structure of a terminological entry,

and- compile their first terminological entries using and completing the information retrieved from

Activity 1.

IT requirementTrainees should have access to an online document editing platform (e. g. Google Drive) to co-edit their template.

Terminology eModule

Activity 2: WORKSHEET for trainees1. Brainstorming: what is a terminological entry? What information should be given about a term

(=data categories)? Listen to your trainer’s suggestions and comments.2. Read through the list of data categories given in alphabetical order: are there any categories

unknown to you? 3. Discuss your results in groups moderated by your trainer and by using a shared document.

abbreviation, acronym, formula,, full form, orthographical variant, phraseologism,, short form, symbolAuthorBibliographical DataCategory :ContextCustomerDefinitionEnglishEntry level:ExampleFrenchGender: f, m, nGermanGraphicHungarianIDIndex level:ItalianNoteNumber: plural, singularPart of Speech n, v, adj, adv, otherReferenceRegional Label: USA, UK, Canada (etc.)Related TermRomanianRussianSourceSpanishStatus : admitted, deprecated, new, obsolete, preferred, proposedSubdomainSubjectTerm level:Type of Relation: antonym, synonym, co-ordinate,, subordinate,, superordinateUser Register :colloquial, formal,, neutral, slang, technical, vulgar

4. Which of these should be compulsory in a terminological entry? Copy-paste them to a new shared document. Discuss your results using the shared document.

ENTRY LEVELSubjectSubdomain(Graphics)

TERM LEVELL1 term        Part of Speech    (Gender)    Number    Definition        Source    Context        Source

Note    SourceRelated term    Type of relation

L2 term       Part of speech    (Gender)    Number    Definition

Terminology eModule

5. Work in pairs: build the template of a terminological entry using the compulsory elements (in a copy of the previously created shared document)

6. Compare the results with each other and the template shared by the trainer: is there any difference? Why?

7. Work in pairs: choose 1 term from Activity 1 and fill out the template for it, looking carefully for an appropriate context and definition (hyperlinks to reliable online resources should be provided).

8. Optional: as homework, each trainee should fill out 2 or 3 more entries in view of compiling a final database (Activity 3).

Suggested literature

Cabré, M. T. 1999. Terminology. Theory, methods and application. Amsterdam: BenjaminsFelber, H. 1984. Terminology Manual. Paris: UNESCO–Infoterm.

Terminology eModule

ACTIVITY 3: CREATING A COMMON DATABASE

Background for trainers

SDL MultiTerm is to date the terminology management tool that takes the most account of modern terminology theory, and at the same time, it is acclaimed worldwide by the translation industry. This makes it an indispensable element of all terminology training. In this activity, trainees take their first steps in familiarising with terminology data management in MultiTerm. Further information: www.sdltados.com

QTerm, the terminology management software by memoQ may also be customized so as to include entries containing most of the above fields. Further information: https://www.memoq.com/en/qterm-professional-terminology-management

Terminology eModule

Activity 3: WORKSHEET for trainees1. Group activity: Study an existing MultiTerm database presented by the trainer and check out the “Termbase Management” options (SDL MultiTerm 2014 and up) to see how MultiTerm databases are organised and managed. What are the possible import formats?

2. Fill out a MultiTerm import datasheet in Microsoft Excel: create your own copy of the template datasheet shared by the trainer and copy-paste the data collected as homework for Activity 2. (terminological entries based on Activities 1 and 2).

3. Following the trainer’s instructions (projector), process the import of the .xlsx file to MultiTerm (based on the standard import process backed by MultiTerm Convert) or use Glossary Converter as an alternative. To realise a common termbase, the .xml files (import format) should be imported to the same termbase: this is feasible only in the case of interconnected computers (computer labs using a common server). If this option is not available, the individual contributions of all the trainees can be copy-pasted into one unified Excel sheet and the import can be done separately by each trainee (this is the case when using the trial version of MultiTerm on the trainees’ own laptops).

Suggested websites:

SDL MultiTerm: www.sdltrados.com

Glossary Converter: https://appstore.sdl.com/language/app/glossary-converter/195/

Terminology eModule

UNIT 4: RELIABILITY ISSUES: TERMINOLOGY AND DOCUMENT SOURCESLearning outcome

S/he demonstrates a critical mind needed to evaluate the reliability of terminology/documentary sources.

Learning contextPre-requisites knowledge of the general concepts of terminology theory

use of terminology and document sourcesUnit 2 Activity 1Unit 3 Activity 2

Learning Environment

Projector or Flipchart, Computers with internet connection

Time/Workload 260 - 330 Min

Overview of learning activitiesTitle Description Rationale/goal Type of activity Assessment Estimated

timeframe

1. Reliability of the usual search engines

Looking up terms in the best known search engines: Google, Bing, Yahoo!, and open-access online parallel corpora: Linguee, Glosbe, MyMemory

Raising awareness of the limits of online search

Online activity Feedback from the group and the trainer

30 min

2A Online terminology resources I.

Presentation of the types of terminology resources using a shared slideshow (Google Drive)

Providing trainees with the basics of professional online terminology support

Interactive online or on-site presentation by the trainer

Not assessed 60 min

2B Online terminology resources II.

Finding and presenting terminology resources for each trainee’s relevant LSP tool (dictionaries, glossaries, thesauri, corpora, communities)

Providing trainees with valuable resources in their specific domains of activity

On-site discussion of the trainees’ individual findings

Feedback from the trainer and the group

20 to 90 min depending on group size

3. Building personal corpora

Collecting considerable amounts of parallel documents in the trainees’ relevant subject fields and importing them to memoQ’s LiveDocs module

Showing trainees the importance of using relevant material for terminology extraction and text type based activity

Online activity Feedback by the trainer

30 min guidelines + min. 120 min individual work

ACTIVITY 1: RELIABILITY OF THE USUAL SEARCH ENGINES

Terminology eModule

Background for trainers

ONLINE ACTIVITYTrainees must be made aware of the fact that finding the right equivalent of a term cannot be realised without taking into account its context (See also Unit 2 Activity 1), subject field and the most reliable resources existing in that particular field. This is attained through conducting queries in the most frequently used search engines and comparing the results given by each of these. Trainees must recognise the limitations of online parallel corpora such as Linguee, Glosbe or MyMemory and the best ways of using them consciously.

Terminology eModule

WORKSHEET for trainees:

1. (optional) Discuss the strategies that you used when searching for definitions and contexts to fill out the terminological entry template in Unit 3 Activity 2.

2. Pick a polysemic term (e. g. “liability”) and find its equivalent(s) in your language using online dictionaries (Google translate, etc.) and parallel corpora: Linguee, Glosbe, MyMemory etc.

ONLINE RESOURCE EQUIVALENT(S)(Glosbe)

3. Form 2 groups: each of them gets a different subject designation (e. g. “law” and “finance”): how will it modify your query and results?

4. Work in pairs: After finding an acceptable equivalent in each subject field, look for the best possible definition and context for them with the help of the most frequently used search engines: Google, Bing, Yahoo, etc. Work individually, then share your results with your partner. At the end, discuss your experience with the group.

SEARCH ENGINE DEFINITION CONTEXT(Google)

5. What strategies did you find useful? What conclusion can you draw?

Terminology eModule

ACTIVITY 2: ONLINE TERMINOLOGY RESOURCES

Background for trainers

Prepare a presentation (slideshow or shared document) using the following categories (some examples are given):

CORPORA DICTIONARIES GLOSSARIES & THESAURI

DATABASES PARALLEL TEXTS

COMMUNITIES

(COCA: corpus.byu.edu)

(itranslate4eu) (EU Vocabularies)

(iate.org) (eur-lex.europa.eu)

(proz.com)

Give a list of useful sites (in all working languages) and ask the trainees to click on some of them and see how they can help their work. Discuss in group.

Terminology eModule

Worksheet for trainees

1. Find at least 5 valuable online terminology resources in your own specific professional subject field (in any of the discussed categories).

2. Suggest and present one of them to the other trainees in the group.

Terminology eModule

ACTIVITY 3: BUILDING PERSONAL CORPORA

Background for trainers

In the age of big data, it has become easy and essential for translators to collect considerable amounts of parallel documents in their relevant subject fields. Such corpora can be useful for extracting terminology as well as field and text type specific expressions and structures.

Terminology eModule

WORKSHEET for trainees 1. Within your professional subject field, collect as many LSP documents as possible in all your

working languages (including bilingual): organise them in folders by language / language pair.2. If you have translated documents, align them in SDL Trados or memoQ.3. For a better use during translation in memoQ, import them to the LiveDocs module of that tool 4. To help the work of others, upload as many documents as possible to the online folder shared

by the group (moodle, Piazza, Google Drive etc.)

Suggested literature:

McEnery, T.,Wilson, A. 2001. Corpus Linguistics. Edinburgh: Edinburgh University Press.

Seidl-Péch O. (2014) A szakfordítások elméleti és gyakorlati kérdései. Melyek a (szak)fordító és a fordításkutató munkáját segítő legfontosabb nyelvi korpuszok? Fordítástudomány ma és holnap. Budapest: L'Harmattan Kiadó, 2018. pp. 175-191.

Seidl-Péch O. (2016) Zu theoretischen und praktischen Aspekten des Fachübersetzens: Verwendbarkeit von Textkorpora für das Fachübersetzen und für die Übersetzungswissenschaft. ACTA UNIVERSITATIS SAPIENTIAE, PHILOLOGICA 8:(3) pp. 127-136. In: Robin Edina, Zachar Viktor (szerk.)

memoQ LiveDocs: https://help.memoq.com/8-5/en/Things/things-livedocs.html?Highlight=livedocs

Terminology eModule

Competences2 Learning outcomes/descriptors

1. TRANSLATION COMPETENCE

KnowledgeS/he understands various models and methods of translation, focusing on the processes (acquisition of procedural skills).

S/he is aware of translation strategies and techniques.

Skills

S/he is able to understand source texts and create a translation appropriate to the client's request and skopos.

S/he is able to identify and solve translation problems.

S/he is able to define and apply translation strategies and techniques appropriately using appropriate meta-language.

2. LANGUAGE COMPETENCE

Knowledge

S/he understands the linguistic and (inter-)textual conventions of the source language and the target language.

S/he knows how to apply these conventions adequately in the source language and the target language.

Skill S/he is able to compare the linguistic and (inter-)textual conventions and other characteristics of the source language and the target language, and adapt a product for a locale (i.e. localization).

Sensitivity/attitude S/he is aware of recent changes and developments in the source language and the target language.

3. INTER- AND TRANS-CULTURAL COMPETENCE

Knowledge S/he understands principles and conventions of culture(s).

Skills

S/he is able to identify, apply and handle (inter-)cultural principles and conventions.

S/he is able to manage (inter-)cultural principles and conventions in text/translation.

S/he is able to compare the cultural conventions of the source language and the target language.

Sensitivity/attitude S/he is aware of recent changes and developments in culture(s).

4. REVISION AND REVIEW COMPETENCE

Knowledge S/he is familiar with the general concepts of revision and review.

Skills S/he is able to apply the above concepts adequately in revision and review (process).

Sensitivity/attitude S/he is aware of professional revision and review practice and its impact on a translation project.

5. DOMAIN-SPECIFIC COMPETENCE

KnowledgeS/he knows how to identify domain(s).

S/he understands linguistic and (inter-)textual conventions in domain(s).

Skills S/he is able to translate in domain(s).

2 Competence has been defined as “the sum of knowledge, skills and characteristics that allow a person to perform actions” (CEFR, 2012); “as an ability to apply knowledge, experience, and skills to achieve intended results” (ISO 17100, 2015)); “all the skills and knowledge that contribute to the successful completion of a translation task” (Lesznyák, 2008); and as “the underlying system of knowledge, skills and attitudes required to translate” (PACTE, 2001).

Terminology eModule

S/he is able to edit and/or create a target text in domain(s).

Sensitivity/attitude S/he is aware of recent changes and developments in domain(s).

6. TECHNOLOGICAL COMPETENCE

KnowledgeS/he is aware of translation and communication technology available on the market.S/he knows how to differentiate between and select suitable technology according to the text/translation request.

Skills S/he is able to use translation and communication technology effectively.Sensitivity/attitude S/he is aware of the technological requirements of the translation brief.

7. INFORMATION MINING & TERMINOLOGICAL COMPETENCE

Knowledge S/he is familiar with the general concepts of terminology.

SkillsS/he is able to apply appropriate strategies while creating and translating terminology.

S/he is able to manage terminology (in databases) and customise it for specific translation projects.

Sensitivity/attitude S/he demonstrates a critical mind needed to evaluate the reliability of terminology/documentary sources.

8. PROFESSIONAL COMPETENCE

Project management

S/he is familiar with the general concepts and professional standards of project management.S/he demonstrates an understanding of how translation companies are structured and operate.S/he knows how the industry’s and other external factors impact the project management approach.She is aware of project management technology available on the market.

Entrepreneurship

S/he recognises the differences in the work of freelance translators and translators in employment.

S/he shows familiarity with the principles and procedures for establishing a freelance or translation company business in the chosen country of operation.S/he knows the basic principles of accounting and tax in the chosen country of operation.S/he knows the basic principles of insurance in the chosen country of operation.S/he is able to estimate a project (principles and procedures) in the chosen country of operation.S/he knows the concepts of the profession’s legal aspects.S/he knows the concepts of the profession’s ethical aspects.

Generic competences / transferable skills

S/he is aware of the importance of transferable skills (including personal, interpersonal and instrumental competences) relevant for the profession.

Marketing and customer care S/he understands the basic concept of marketing and customer care.

Quality management

S/he is familiar with the general concepts of quality management (assurance, assessment, control and improvement) used in the translation industry.S/he is aware of the importance of quality management in the processes involved in translation projects.

S/he understands differences between quality as a product and quality as a process.

S/he is familiar with the procedures when a non-conformity or customer claim is produced.