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II Congreso Internacional sobre investigación en Didáctica de la traducción

II Congrés Internacional sobre recerca en Didàctica de la Traducció

Second International Conference on Research into the Didactics of Translation

8-9/7/2014

Grup PACTE Departament de Traducció i d’Interpretació

Universitat Autònoma de Barcelona

Resúmenes | Resums | Abstracts

http://grupsderecerca.uab.cat/pacte/es/content/didtrad-2014 | [email protected]

http://grupsderecerca.uab.cat/pacte/es/content/didtrad-2014

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Resúmenes | Resums | Abstracts

Enlace a la información sobre las modalidades de presentación | Enllaç a la informació sobre les modalitats de presentació | Link to the information about the conference

presentation types

Mesas redondas | Taules rodones | Roundtables

Arumí Ribas, Marta; del Pozo del Pozo Triviño, Maribel;

Garcia-Beyaert, Sofía; Gil-Bardají, Anna; Abril, María Isabel; Ruggeri, Luci; Ugarte, Xus; Vargas-Urpí, Mireia;

Ventura, Gemma

La interpretación en contextos de violencia de género - análisis de necesidades y propuestas para formación específica: el proyecto SOS-VICS

Ehrensberger-Dow, Maureen; Alves, Fabio; Guerberof Arenas, Ana; O'Brien,

Sharon; Sánchez-Gijón, Pilar

Post-editing modules in translator training programs: Why, What, When, Who, and How

Vasconcellos, Maria Lúcia; Barreto, Talita de Assis; P. Fernandes, Lincoln;

Vitol Gysel, Edelweiss

Translator's education at some universities in Brazil: The growing interest in cognitive constructivist perspectives

Comunicaciones | Comunicacions | Oral presentations

Agost Canós, Rosa; Ordóñez López, Pilar

Estudio empírico sobre la recepción de la Traductología en el contexto universitario español

Airaghi, Laura Strumenti informatici e metodi per la ricerca terminologica ad uso degli studenti di traduzione e interpretazione

Álvarez Álvarez, Alfredo Traducción jurídico-económica y proceso formativo en la versión FR-ES

Álvarez Álvarez, Susana; Arnáiz Uzquiza, Verónica

Las micropíldoras de aprendizaje: nuevos retos para la enseñanza de la traducción especializada

Alves, Daniel Antonio de Sousa; Braga, Camila

EXTRAD: Caminhos e desafios para a montagem de um projeto de extensão em tradução

Aragonés Lumeras, Maite La traducción: ¿paradoja de los gemelos sin resolver?

Arumí Ribas, Marta; Vargas-Urpí, Mireia

Estudi sobre els problemes i estratègies d’interpretació als serveis públics en l’àmbit socioeducatiu. Aplicació de la recerca empírica a la formació

Ayvazyan, Nune; Pym, Anthony

Translation as a communicative activity in a FL classroom

B. Godev, Concepción Student Translators' Reflections on Pragmatics, Political Discourse, and Translation

Baixauli Olmos, Lluís (Intentar) enseñar con precisión a interpretar con precisión: evaluación dee un curso de introducción a la interpretación consecutiva

Bastin, Georges Enseñar a leer bien la traductología y a escribirla mejor

Bazzocchi, Gloria; Tonin, Raffaella

Qué aprenden los profesores de traducción al corregir pruebas de ingreso del español al italiano: análisis pedagógico de los errores

Behnam Naoum Haddad, Anis Back-translation: A Procedural Quality Assurance Technique in Training Student –Translators and Enhancing their Translation Competence

Bloemen, Henri; Naaijkens, Ton

Designing a Continuous Learning Line for Literary Translation

Bouchet, Bénédicte L'apprentissage en tandem et la compétence interculturelle dans la formation des traducteurs

Cánovas Méndez, Marcos Model per a la incorporació d'entorns personals d'aprenentatge (PLE) en la formació de traductors

Chodkiewicz, Marta Turning classroom assignments into translation jobs: simulating communication with the client in a general translation course

Chumbo, Isabel; Gonçalves, Vitor

Webquests in translator tools learning: a case study

Curum Duman, Duygu Interpreter training research: a methodological perspective

Davila-Montes, Josep; Leone, Leah

Teaching Interpreting Online: Simultaneous Becomes Asynchronous

De Sterck, Goedele La traducción de los neologismos en el aula

DeCesaris, Janet; Alsina, Victòria; Cañada, Maria Dolors;

López Ferrero, Carmen

The Final-Year Project in Translation and Interpreting at Pompeu Fabra University

Dias Loguercio, Sandra Continuing Education in the TERMISUL Arquives: a study of scientific language based on corpus and its application to the subject of Translation (from Portuguese to French)

Donovan, Clare The specific dilemma of training conference interpreting students to work into their B language

Echeverri, Álvaro El reto de la autonomía y de la formación centrada en el estudiante: ¿Cuánto ha avanzado la formación de traductores en este sentido?

Emmel, Ina; Collet, Thais As demandas para o profissional da Tradução Audiovisual no Brasil

Floros, Georgios; Kritsis, Konstantinos

Adapting Virtual Learning Environments for the evaluation of their educational opportunities: A progress report

Fontanet, Mathilde Julie Livia The psychological dimension of translation and translation teaching

Fontanet, Mathilde; Pio; Estéfania

Introducing Collaborative Translations in Class

Frérot, Cécile; Rossi Caroline

Applying a corpus-based study of English NPs in a French specialized translation classroom: using and enriching a new online tool

Gómez-Hernandez, Norman Presentación del libro “Traducir Textos Científicos y Técnicos: Módulo para la Enseñanza de la Traducción Inglés – Español”

Grau Perejoan, Maria Teaching Literary Translation with a Focus on Postcolonial Authors

Gumul, Ewa On Teaching Simultaneous Interpreting: Constraints of the Mode as Perceived by Trainee Interpreters

Haro Soler, Mª del Mar La autoconfianza del traductor y su posición en la formación en Traducción

Horcas Rufián, Sara Teorías implícitas de la docencia sobre la direccionalidad en la formación de traductores

Idzikowska, Ula; Hassaounia, Nora

Challenges of training social translators in Flanders: how to optimize the vocational training?

Ilhami, Naima Estudio del perfil de ingreso del alumnado de Trad e Int., combinación lingüística árabe-español. Estudio descriptivo

Jimenez Crespo, Miguel A. Translation competence models and localization: can general translation competence models be adapted for different professional profiles?

Johnson, Penelope; Bolton, Philip; Mckinnon, Simon;

Wagstaffe, Sally

From Technophobe to Technophile: Getting students to see the benefits o electronic tools (corpora, term banks and tools for term extraction and concordancy) in the translation classroom

Karnedi, Eddie Translation portfolio: A shift from task-based approaches to project-based approaches

Kim, Dohun Rebuilding the concept of translation competence and new translator training curriculum: Republic of Korea as a case in point

King, Hayley Why do Students Study Translation?

Kleinert, Cristina Victoria Formación de intérpretes en lenguas indígenas: decolonizando la justicia en México

Koletnik Korosec, Melita Teaching language through translation

Korpal, Paweł Visual materials in simultaneous interpreting: A posible misinformation effect?

Kumpulainen, Minna The nature of expert translator's knowledge - cognitive point of view on translation competence

Kunilovskaya, Maria; Ilyushchenya Tatyana; Kovyazina Marina

Russian Learner Translator Corpus in translator training

Kunilovskaya, Maria; Morgoun, Natalia Gains and pitfalls of sentence-splitting in English-Russian translation

Kuznik, Anna El sector de los servicios de traducción e interpretación en Polonia. Los factores que lo estructuran y su potencial innovación

Kuznik, Anna; Olalla-Soler, Christian

Uso de recursos electrónicos de documentación en la adquisición de la competencia traductora. Primeros resultados del experimento del grupo PACTE

Leung, Dawning Hoi Ching Audio Describing Films: Course Design and Training in Hong Kong

Lozano Sañudo, Belén; De la Cruz, Gerlind

Übersetzen in die Fremdsprache: Fehleranalyse und Übungsformen

Madrid González, Leticia El diario del alumno en interpretación consecutiva

Marco Borillo, Josep El proyecto real de traducción como antesala de la inserción profesional para los aprendices de traductor literario

Massey, Gary; Ehrensberger-Dow, Maureen

Predicting potential with products and processes: Diagnostic indicators of translation performance and learning effects

McDonough Dolmaya, Julie Designing Wikipedia Translation Projects

Merhy, Layal Enseigner la traduction du discours de vulgarisation scientifique : Quels défis ?

Miletich, Marko Integrating Service Learning to Translation and Interpreting Courses

Mitchell-Schuitevoerder, Rosemary; Elizabeth, Helen

The assessment of collaborative translation projects: a pedagogical challenge

Monteagudo Medina, Mary Ann Elsa; Rubio Leigh de Jess, Silvia Inés;

Villanueva Jordán, Iván Alejandro

La experiencia peruana en la formación de traductores desde las perspectivas normativa, socieconómica y académico-formativa en los últimos cuarenta años

Motta, Manuela The role of scaffolding and metacognition in interpreter training

Norberg, Ulf Designing a translation course around text types

Oktay, Eser Proposal of a Scale of Translation Competence as an Empirical Data Collection Tool in Quantitative Research in Translation Studies

Olalla-Soler, Christian Dos años de investigación empírica en la Asociación Española Universitaria de Traductores e Intérpretes en Formación: hipótesis principales, resultados y líneas de futuro

Olivares, Mónica; Pena, Carmen

Transnet: a methodological proposal for teaching scientific-technical spec. translation

Oster, Ulrike; Renau, Marta

Un MOOC dedicado a la interpretación simultánea: ¿misión (im)posible?

PACTE: A.Beeby, L. Castillo, O.Fox, A. Galán, A.Hurtado Albir, A.Kuznik, G. Massana, W. Neunzig, Ch.Olalla, P.

Rodríguez, L.Romero (por orden alfabético). Investigadora principal:

A. Hurtado Albir

Resultados de la investigación experimental de pacte sobre la adquisición de la competencia traductora. Uso de apoyo externo e interno en la toma de decisiones al traducir

Paleologos, Konstantinos; Pratsinis, Nikos

La traducciόn colectiva en presencia (y con la participaciόn) del escritor como recurso formativo de futuros traductores

Pan, Jun Janice; Wang, Honghua

Interpretation training, Pedagogical development, Tertiary education

Parra Galiano, Silvia La norma europea EN-15038:2006, la revisión de traducciones y sus implicaciones para la enseñanza y aprendizaje de la traducción

Pavani, Stefano La evaluación sumativa en la didáctica de la traducción entre español e italiano. Una propuesta multidimensional

Pontrandolfo, Gianluca Aproximación gradual a la traducción jurídica: un recorrido didáctico

Quinci, Carla An Operational Definition of Translation Competence for Teaching Purposes: A Proposal

Recio Ariza, Mª Ángeles Competencias necesarias en la adquisición de la lengua extranjera para T&I, bajo el prisma del Marco de Referencia en el EEES

Reuillard, Patrícia Ensino de traduçao: como ensinar a revisar textos traduzidos?

Roberto, Maria Teresa Translating abstracts: text expansion and contraction in a shrink-to-fit exercise

Rodríguez de Céspedes, Begoña Entrepreneurial skills and professionalization as key successful pstgraduate programme in translation

Roiss, Silvia Verbesserungsmöglichkeiten der translatorischer Kompetenz (Hin-Übersetzung Spanisch-Deutsch) anhand eines Textes aus dem administrativen Bereich. Anwendung des Mehrebenenmodells von Ciapuscio/Kuguel (2002) auf die Fehleranalyse.

Román Mínguez, Verónica La enseñanza-aprendizaje de la traducción e interpretación en el mundo del Derecho: áreas de conocimiento, adquisición de competencias y preparación de estudiantes para el mercado de trabajo.

Romero, Lupe; Casas-Tost, Helena; Galán-Mañas, Anabel; Molina, Lucía;

Rodríguez-Inés, Patricia; Rovira-Esteva, Sara; Torres-Hostench, Olga

Nuevas herramientas en la formación de traductores e intérpretes: la plataforma CLIPFLAIR

Rosa Farias, Sandra Audiodescrição e a poética da linguagem cinematográfica: um estudo de caso do filme atrás das nuvens

S. Robert, Isabelle Translation revision process of translation revision trainees: a pilot study

Saridakis, Ioannis; Sella, Eleni; Kostopoulou, Georgia;

Buchelos, Theodore

Corpus-based Translation Research: Interpreting & Translation Didactics

Schäpers, Andrea Cómo sensibilizar a los alumnos de traducción ante la especificidad cultural de un texto literario

Schrijver, Iris; Leijten, Mariëlle; Van Vaerenbergh, Leona; Van Waes, Luuk

Writing training for translation students: does it lead to a better translation performance?

Scocchera, Giovanna Teaching literary translation revision: a blend of tradition and innovation

Shamy, Marwa Language-specifity in simultaneous interpreting teaching

Shulman-Mora, Cas Teaching Long Consecutive: A One Way Street?

Stachowiak, Katarzyna Visual processin in simultaneous interpreters

Sung, Seung-eun Song translation in the undergraduate translation classroom

Tatolytė, Ingrida; Zolubienė Agnė

Translator as Communicator: How much oral communication is involved in translation?

Torres del Rey, Jesús; García Palacios, Joaquín

De alumnos aplicados a profesionales reflexivos: la gestión integral de un proyecto de traducción

Torres del Rey, Jesús; Morado Vázquez, Lucía; Rodríguez Vázquez, Silvia;

Rodríguez V. de Aldana, Emilio (Grupo Cod.eX)

La formación de localizadores en los estudios de traducción: un enfoque comunicativo, objetual y social.

Valentine, Egan Collaborative Online Translation Learning

Vašíčková, Alena Findings from Teaching Legal Translation to Graduate Students

Villanueva Jordán, Iván Alejandro Elaboración y aplicación de la competencia traductora para el diseño curricular: un estudio de caso

Way, Catherine Translator Competence and Beyond: New Challenges for Translator Training

Weinberg Alarcón, Jimena Planificación en la producción del discurso escrito y coherencia de un texto expositivo traducido

Yau, Wai-ping Peer Instruction in the Context of Translator Training

Zehrer, Christiane Specifics of translation memory use in intra-lingual translation – notes on a project-course for students learning Easy German

Autocomunicaciones | Autocomunicacions | Electronic presentations

Al Nafra, Nermeen Developing Translators' Skills

Alqinai, Jamal Training Tools for Translators and Interpreters

Angeliki, Banou Research study on the development of linguistic skills of the first-year students of the Department of Foreign Languages, Translation and Interpreting of Ionian University, Corfu, Greece

Berendová, Alexandra Nueva legislación como un problema traductológico

Bevilacqua, Cleci Regina A transversalidade na formação de tradutores de espanhol na Universidade Federal do Rio Grande do Sul

Bros, Karolina Students on the computer-based translation market: how to reshape translation studies

Burdeus Domingo, Noelia La comunicación a tres en los servicios públicos del ámbito sanitario: ¿Cómo trabajar con un intérprete?

Castellana, Marcelo Didactique de la traduction et TAO

Daeyoung, Kim Analyse de deux outils pédagogiques utiles au cours de traduction en Corée

Falco, Gaetano Towards a “remediation” of the learning approach in specialized translation

Ferreira Centeno, Ana; Perassi, María Laura

Hacia una formación en traducción especializada: realidades y desafíos

Fisher, Garrett Modernized Learning for Translators, Interpreters, and Language Learners

Fox, Olivia Every Good Boy Deserves Fudge

Garcia, Ignacio Meaningful Drilling: Translating Wikipedia

Goui, Djamel Investigating Quality in Teaching Translation Via Descr. Literality Mistake Awareness Raising

Hajibabaei, Elham Teaching Translation in Iranian Universities

Latarini Ginezi, Luciana The analysis of interpreting training curriculum using learners’ corpora

López García, Verónica Pre-translation of TV series: didactic unit with corpus analysers

Pinheiro-Correa, Paulo Funciones informativas en la formación de profesores y traductores de español en Brasil

Popineau, Joelle Teaching legal English : Using authentic marketing agreements and developing a new didactics

Sabena, Carlos; Bruno, Laura

Enseñanza de la traducción inversa en Traducción Científica: Un caso de estudio en una unidad académica de la U.N.C. – Argentina

Pósters | Pòsters | Posters

Arrizabalaga, María Inés Lengua inglesa aplicada a la traducción. El caso pionero en Argentina

Bernad-Eustaquio, María; Gerschuni, Pablo; Obradors Noguera, Laura;

Olalla-Soler, Christian

La expresión del movimiento en ruso y la dificultad de traducirlo

Di Nunzio, Anastasia When Terminology Meets the Teaching of Specialised Translation: a Course of Scientific Translation from German into Italian

Gardy, Philippe Text selection in specialized translation training: a practical method

Gaweł, Katarzyna Teaching and practising skills in sight translation: a selection of drills and exercises

Holland, Jelena From theory to practice:the socio-constructivist paradigm in interpreting pedagogy

Leipnitz, Luciane; Braga, Camila; Brito, Liara; Liparini, Tânia;

Maia, Myrna; Martino, Caio; Medeiros, Roberta

Competência Tradutória e Formação de Tradutores: uma investigação empírico-experimental com alunos do Curso de Tradução da Universidade Federal da Paraíba/Brasil

Martinez-Gomez, Aida Los retos de enseñar español a heritage speakers en el marco de un programa de traducción e interpretación

Paradowska, Urszula The development of web searching skills of undergraduate English to Polish translation students

Rangchi, Mahin; Jabbari, Ali Akbar

Analyzing Message markers in two Persian translations of “Charlie and the Chocolate Factory”

Rocco, Goranka Application possibilities of the Holistic Model of Contrastive Textology in sensibilizing students and prospective translators for contrastive analysis of text features

Santafé, Isabel Student Translation Agency: bridging professional practice, collaborative work and employability skills at an undergraduate level. A case study

Serón Ordóñez, Inmaculada El aprendizaje basado en proyectos reales en la clase de traducción: una experiencia pionera con TED

Shenao Language teaching for second language interpreters in China

Siğirci, İlhami Enseignement de la traduction en Turquie

Zavaglia, Claudia I legami tra lingua, ideologia e cultura nell'insegnamento della traduzione italiano-brasiliano

Pecha-Kucha | Pecha-Kucha | Short presentations

Beseghi, Micol The role of subtitling in translation teaching

Cifuentes-Goodbody, Nicholas From Concrete to Abstract: The effectiveness of the abstraction ladder in teaching students how to write a critical commentary

Eisenreich, Kerstin Verbesserung der Qualität der Zieltextproduktion durch Paraphrasierungsübungen im Übersetzungsunterricht

Gadd, Anna ‘Parla come mangi’: Orality and Informality in Applied Translation Tutorials from English into Italian

Hassani Moghaddam, Narjes; Seid Motahhari, Masoud

The Relationship between Cognitive and Metacognitive Strategies and Distribution of Lexical Errors in Translation of Literary Texts

Koudded, Mohamed Développer le Reflexe Traductionnel chez l’Apprenant Traducteur Entre Incitation à s’Autonomiser ou Incitation à s’Automatiser : L’Enseignement de la Traduction en Algérie à l’Epreuve

Kózel, Natalia Deporte como medio para desarrollar las competencias profesionales de futuro traductor/intérprete

Liu, Shiyang An analysis of the translation section of the Test for Spanish Majors (EEE) in China and the translation teaching

Orrego Carmona, David Can translator training benefit from non-professional subtitling communities?

Pym, Anthony; Torres Simón, Esther

What happens when you teach Western translation models to Chinese students and Chinese translation models to Western students

Rubio Leigh de Jess, Silvia Entorno personal para traducir

Mesas redondas

Taules rodones

R o u n d t a b l e s

M e s a s r e d o n d a s

Taules rodones Roundtables 1 Por orden alfabético · Per ordre alfabètic · In alphabetical order 2

ARUMÍ RIBAS, MARTA (Moderator) Universitat Autònoma de Barcelona

Participants del Pozo del Pozo Triviño, Maribel (Universidade de Vigo); Garcia-Beyaert, Sofía (Universitat Autònoma de Barcelona); Gil-

Bardají, Anna (Universitat Autònoma de Barcelona); Abril, María Isabel (Universidad de Granada); Ruggeri, Luci; Ugarte, Xus (Universitat de Vic); Vargas-Urpí, Mireia (Universitat Autònoma de Barcelona); Ventura, Gemma

Ámbito / Àmbit / Topic Enseñanza de la interpretación/ Ensenyament de la interpretació/ Teaching interpreting

Title LA INTERPRETACIÓN EN CONTEXTOS DE VIOLENCIA DE GÉNERO - ANÁLISIS DE NECESIDADES Y PROPUESTAS

PARA FORMACIÓN ESPECÍFICA: EL PROYECTO SOS-VICS.

Keywords

Resumen La encuesta Delphi a intérpretes en los servicios públicos con experiencia en el ámbito de la violencia de género Mireia Vargas-Urpí, Sofía Garcia-Beyaert, Anna Gil-Bardají, Marta Arumí y Xus Ugarte Según las estadísticas oficiales (Macroencuesta sobre Violencia de Género de 2011, realizada por el Centro de Investigaciones Sociológicas) la prevalencia de la VG entre mujeres extranjeras en España es el doble que la registrada entre españolas. El gobierno español ha diseñado un sistema integral de atención a las víctimas de VG (Ley Orgánica 1/2004, de 28 de diciembre, de Medidas de Protección Integral), pero no es infrecuente que las víctimas sean reacias a acudir a los servicios públicos. En el caso de las mujeres extranjeras, la barrera del idioma se añade a la lista de razones –temor, dependencia económica del maltratador, consideraciones relacionadas con los hijos, etc.– por las que las víctimas no recurren a las redes oficiales de apoyo. En este sentido, sin la intervención de profesionales de la mediación lingüística y cultural, las mujeres extranjeras que sufren VG pueden verse revictimizadas. La primera parte de este proyecto ha consistido en la compilación y análisis de las necesidades de comunicación de todas las personas implicadas: víctimas, proveedores de servicios (médicos, trabajadores sociales, psicólogos, abogados, jueces, agentes de policía, etc.) e intérpretes. En esta comunicación nos centraremos en los resultados de las respuestas de los intérpretes contactados. Para conseguir estas respuestas, se empleó el método Delphi, una encuesta con dos fases o más, dirigida a un grupo homogéneo de expertos, con el objetivo de llegar a un consenso sobre uno o más temas de su ámbito. En el proyecto SOS-VICS, la encuesta Delphi a intérpretes expertos pretende definir los aspectos fundamentales de un plan formativo dirigido a la capacitación de profesionales que puedan ejercer su labor en el ámbito de la violencia de género sobre mujeres inmigrantes que hablan una lengua distinta de las lenguas oficiales de España. La encuesta cubre tres temáticas: contenidos de un plan formativo, obstáculos o dificultades que han impedido una formación adecuada, y estrategias o métodos formativos más adecuados para resolver esta carencia. Se consultó a 27 intérpretes con amplia experiencia en el ámbito específico de la violencia de género sobre mujeres inmigradas, seleccionados en diferentes comunidades autónomas. Los resultados de la encuesta ponen de manifiesto los aspectos que estos intérpretes consideran esenciales en un plan formativo, que van desde contenidos que tradicionalmente se han incluido en la formación en interpretación en los servicios públicos (terminología, ética, destrezas para la interpretación) a contenidos que toman especial relevancia en este ámbito, como puede ser la gestión del estrés y de las emociones. La intervención del intérprete en casos de violencia de género en el ámbito psicosocial. Diseño de role-plays para la formación Marta Arumí, Luci Ruggeri y Gemma Ventura La mujer que sufre o ha sufrido violencia en cualquiera de sus modalidades va a experimentar una serie de consecuencias muy variadas y que afectan a diferentes ámbitos de su vida. Siguiendo a Canet y García (1999), los problemas a los que se tienen que enfrentar las mujeres que sufren o han sufrido violencia de género desde el punto de vista social son múltiples. Y son problemas que se agravan cuando las mujeres que sufren la violencia son de origen extranjero. Dada la gran variabilidad en las consecuencias de la violencia se torna evidente que la intervención ha de ser interdisciplinar y cobra una importancia relevante la participación de profesionales del ámbito psicosocial. En esta comunicación analizaremos el trabajo de los trabajadores sociales y de los psicólogos que, junto a los abogados y abogadas, son las que se encuentran con mayor frecuencia en los servicios de atención a mujeres víctimas de violencia, ya sean estos municipales, del



tercer sector o pertenezcan a asociaciones. Asimismo, realizaremos el recorrido o itinerario que una mujer víctima de violencia de género deberá realizar por el ámbito psicosocial, haciendo hincapié en el trabajo que desempeñará el intérprete en cada una de las situaciones siempre que existan barreras que imposibilitan la comunicación efectiva. Por último, se presentarán dos role-plays que estudiantes del cuarto curso de interpretación han elaborado como resultado de su trabajo de fin de grado. Presentación del portal web del proyecto «Speak Out for Support (SOS-VICS)» María Isabel Abril y Maribel del Pozo Las autoridades españolas han reconocido la necesidad de que los profesionales de los servicios de atención a víctimas de VG tengan una formación específica. Del mismo modo, los intérpretes que intervienen en el ámbito de la VG, necesitan una preparación especializada que garantice su eficacia como puente lingüístico y cultural en un ámbito amplio y complejo. El análisis de los resultados procedentes de las encuestas Delphi nos ha permitido definir un perfil de competencia específico para intérpretes que intervengan en contextos de VG, perfil que ha inspirado la creación de materiales formativos específicos, tales como un manual y un portal web. En esta presentación nos centraremos en dicho portal web, diseñado como una herramienta de consulta y autoformación. Está destinado a intérpretes que, de forma autónoma e independiente de su combinación lingüística, deseen adquirir conocimientos y destrezas específicos del contexto de la VG. La presentación incluirá un breve repaso de las bases de diseño curricular que han inspirado el desarrollo de la web, y una descripción de su estructura y contenidos. En las conclusiones, reflexionaremos sobre los nuevos retos que se plantean desde la formación a la luz de las respuestas de los intérpretes y de sus propuestas de mejora en este campo.



EHRENSBERGER-DOW, MAUREEN (Moderator) Zürcher Hochschule für Angewandte Wissenschaften

Participants Alves, Fabio (Universidade Federal de Minas Gerais); Guerberof Arenas, Ana (Universitat Rovira i Virgili); O'Brien, Sharon

(Dublin City University); Sánchez-Gijón, Pilar (Universitat Autònoma de Barcelona); industry partner speaker (not yet confirmed)

Ámbito / Àmbit / Topic Ámbitos transversales de diseño curricular/ Àmbits transversals de disseny curricular/ Cross-cutting aspects of curriculum

design

Title POST-EDITING MODULES IN TRANSLATOR TRAINING PROGRAMS: WHY, WHAT, WHEN, WHO, AND HOW

Keywords

Post-editing pedagogy; translator education; curriculum development

Abstract Models of translation competence, such as those presented in PACTE (2003), Göpferich (2008) or EMT (2009), are simplifications of the repertoire of knowledge and skills that translators are assumed to need in order to carry out their work and progress towards becoming experts in their field. However, technological developments have been moving so fast that the demands on professional translation differ from the reality when these models were first proposed. For curriculum developers, some of the new demands are difficult to fit into the models, which can be especially problematic for those striving for EMT-approved programmes. Post-editing is a case in point: there is no mention of it in any of the almost 50 descriptors of translator competences in the EMT profile, which comprise thematic, language, intercultural, information mining, technological, and translation service provision competence. The last two descriptors of the translation service provision competence (out of 20), though, concern skills that can be considered somewhat related to post-editing: Knowing how to proofread and revise a translation (mastering techniques and strategies for proofreading and revision) and Knowing how to establish and monitor quality standards (EMT 2009: 5). Only one descriptor of technological competence, Knowing the possibilities and limits of MT, could also be considered relevant to post-editing (EMT 2009: 7). Yet only two years after the EMT publication, a DGT-sponsored survey of translator employers1 found that “a significant 28% of respondents require MT post-editing skills, reflecting the growing interest in the integration of MT in the translation process” (Optimale 2011). In the survey, this question was asked as part of “translation competence” (presumably related to translation service provision) and not part of technological competence. Gouadec (2007/2010: 19) includes post-editing explicitly as part of the eighth step (“Proofreading and revision”) of his 12-step translation process. He also discusses which steps are involved in the translation process if an MT system is being used and post-editing is considered a separate job, which he then considers part of quality assurance. In his words “Despite its generally unglamorous reputation, post-editing can be an interesting and fulfilling job, especially when it involves both translation and information technology skills in the development of more efficient machine translation systems. To many translators, post-editing is a very attractive proposition.” (Gouadec 2007/2010: 25). Such a proposition, whether glamorous or not, seems to deserve a well-considered place in the undergraduate and/or graduate translation curriculum and not simply left to on-the-job training or other professions to exploit. The following citations from current websites illustrate why there are several questions concerning pedagogical aspects of post-editing that are worth exploring in this roundtable: “Generally, these [post-editing] guidelines assume bi-lingual postediting (not monolingual) that is ideally carried out by a paid translator but that might in some scenarios be carried out by bilingual domain experts or volunteers.” “Budget Translation: This is a “light” post edited machine translation service. It includes reviewing and editing of an automated translation by a professional, native-speaking linguist to ensure it is an understandable reflection of the source text content, but ignoring stylistic niceties.” “Full Post-Edited Machine Translation (PEMT): Review and editing of automated translation by a professional, native-speaking editor, producing a text that is not only understandable but presented in a stylistically appropriate way. The results are comparable to human translation quality.” “PEMT (post-editing machine translation) – the new industry standard?”

1 http://www.translator-training.eu/attachments/article/52/WP4_Synthesis_report.pdf

http://www.translator-training.eu/attachments/article/52/WP4_Synthesis_report.pdf



Should post-editing be done by trained translators or can it really be left to native-speaking linguists, editors, or volunteers? Should it be bilingual or monolingual? Is it budget translation or the new industry standard? If so, what type of background should post-editors have and how should they be trained? This roundtable focuses on the motivation for and logistics of including post-editing in undergraduate and graduate translation programs as well as in professional development courses for practicing translators who want to broaden their repertoire of skills in a constantly changing market. An explicit objective is to explore whether and how the knowledge gained from the roundtable presenters’ experience developing and teaching units in post-editing can transfer to the other roundtable participants’ institutional settings. Specifically, the presentations in this roundtable address challenges of incorporating post-editing into BA and MA translation programs, such as:

• What should the theory component of a post-editing unit look like? • How post-editing can be taught in a conventional classroom setting? • What is the cost-benefit relationship of including processes in the classroom? • Which aspects of post-editing can be learned independently (e.g. blended learning)? • Who is qualified to teach post-editing? • How can curriculum be developed to include post-editing units?



VASCONCELLOS, MARIA LÚCIA (moderador) Universidade Federal de Santa Catarina & Universidade

Participants Barreto, Talita de Assis (Universidade Federal Fluminense); P. Fernandes, Lincoln (Universidade Federal de Santa Catarina);

Vitol Gysel, Edelweiss (Universidade Federal de Santa Catarina)

Ámbito / Àmbit / Topic Enseñanza de la traducción/ Ensenyament de la traducción/ Teaching translation

Títol / Title TRANSLATOR’S EDUCATION AT SOME UNIVERSITIES IN BRAZIL: THE GROWING INTEREST IN COGNITIVE

CONSTRUCTIVIST PERSPECTIVES

Abstract

General Proposal: This round table aims to present the response of some Brazilian universities to the growing interest in cognitive constructivist perspectives to translator’s education. To this end, it brings together researchers from Universidade Federal de Santa Catarina (UFSC) and Universidade Federal Fluminense (UFF) with a view to share ongoing investigation on translation didactics with particular attention to establishment of learning objectives, discipline-related contents, teaching units and learning activities (from the perspective of the task-based approach to translation teaching). In this round table, four illustrations are given in terms of (i) the role of corpus-based resources and the importance of acquisition of strategic competence; (ii) the challenges challenges of designing a course based on cognitive constructivist premises in the Brazilian context; (iii) the design of teaching units exploring textual issues related to the translation of specific text types as an interlingual realization of sociosemiotic process; (iv) the design of a teaching unit for an introductory course from the perspective of the acquisition of methodological and strategic competences suggested by Hurtado Albir (2007), exploring the learning objective ’Identify and solve basic translation problems, resorting to the appropriate strategies'.

INDIVIDUAL PAPERS:

(i) Title: INTRODUCING COPA-TRAD: An Online Parallel Corpus for Translation Research, Teaching and Practice The purpose of this paper is to introduce to the International TS Academic Community a computational system that has been developed to assist translation research, teaching and practice. The Corpus Paralelo de Tradução (COPA-TRAD) - a sort of online electronic database (for the time being) consisting of English source texts aligned at sentence level with their respective Brazilian-Portuguese translations - enables its user to (i) investigate the practices used by professional translators whenever facing challenges related to specific linguistic elements or patterns (e.g. proper names, slangs, conjunctions, collocation, semantic prosodies); (ii) create corpus-based tasks to deal with, for instance, such linguistic elements and patterns; and (iii) become aware of certain translation practices and then expand their repertoire of possible choices. In this context, the focus here is to propose some corpus-based tasks that may help translation students to deal with one specific linguistic pattern (i.e. collocation), contrasting not only the common human practices of translating this particular linguistic pattern, but also comparing such practices with the output provided by two renowned machine-translation systems (i.e. Google Translate and Microsoft Translator). To do so, one of the tools provided by COPA-TRAD (i.e. COPA-CONC) is explored. COPA-CONC is a bilingual concordancer that enables the user to search for occurrences of character strings in original texts and their translations, displaying these strings side-by-side. Additionally, it also enables the user to contrast what human translators do with the output provided by the aforementioned machine-translation systems. The results so far show that COPA-TRAD has a great deal to offer not only to researchers and professional translators, but mainly to translation students who can base their decisions on empirical evidence rather than hunches or intuitions.

Keywords: translator education, online parallel corpus, translation task. (ii) Title: Translator training and translation competencies: the challenges of designing a course

In the context of State Universities in Rio de Janeiro, Brazil, Translation Studies lacks more space for the development of research on Translation Didactics. This paper presents preliminary results of the study being conducted at the Postdoctoral program in Translation Teaching at the Universidade Federal de Santa Catarina (UFSC, Brazil). Our research proposes, amongst other findings, the outline of the course called “Taller de traducción (Translation Workshop)” of the postgraduate course lato sensu from the Universidade Federal Fluminense (UFF) in Niteroi/RJ - Brazil, following the theoretical foundations of the Task-based approach in Translation and Competence-based translator training (Hurtado Albir, 2005). In



this presentation, we discuss the main challenges in designing a translator training course which follows these guidelines and also some of the difficulties encountered during this process, such as establishing goals and defining the most relevant tasks for the purposes of the course. Our aim is to bridge the gap between the theoretical discourse and the classroom practice updating, exploring in depth and producing knowledge that should contribute to the quality of teaching of the translator training course. Moreover, with these findings, we expect to encourage debate on the necessary skills for translator training and for the exercise of translation and thus contribute to the studies of Translation Didactics, by examining the impact of research on the development of this line of research in the graduate program of UFF. Keywords: task-based approach in translation; translation competency; Teaching translation.

(iii) Title: The design of materials for the development of textual competences from the perspective of the task based approach to translation teaching: the case of a Bilingual Executive Secretrariat course at UFSC/Brazil

This paper reports the experience of designing translation tasks for the acquisition of textual competences in the scenario of a introductory course in specialized translation in the Bilingual Executive Secretrariat program offered by the Universidade Federal de Santa Catarina (UFSC, Brazil). The design of the tasks, draws upon a model of context based text typology (Matthiessen et al., 2007), which allows for the recognition of the contextual configuration of the text according to the social action represented. First, the paper presents a summary of the dual framework (translation studies and pedagogical) informing the task proposal; secondly, it discusses briefly the notion of translation task (Hurtado Albir, 1999; Gonzáles Davis, 2004; Willis,1996); thirdly it introduces the context based text typology informing the activities; finally, an illustration is given of a teaching unit structured into translation tasks designed on such bases. Keywords: Task based translation teaching, Textual translation competence, Context based text typology, teaching materials design.

(iv) Title: The design of materials from the perspective of the task based approach to translation teaching: Introduction to translation at UFSC/Brazil

In the context of an introduction course taught prior to, and in preparation for, teaching specialized translation, and considering the specific methodological and strategic competences suggested by Hurtado Albir (2007), this paper presents a Teaching Unit (TU) exploring the learning objective ’Identify and solve basic translation problems, resorting to the appropriate strategies'. This objective is associated with the discipline–related content ‘Identifying and solving basic translation problems’, within the general goal of introducing the students to the basic principles that govern translation. The TU presented is entitled Estratégias para Identificar e Solucionar Problemas de Tradução (Strategies for the identification and solution of basic translation problems), and is structured around translation tasks designed for direct translation (English - Brazilian Portuguese). Though the course is taught in a face to face manner, classes are conducted in a scenario where computers are available to all the students, who access the computer based teaching materials in the e-learning platform Moodle UFSC (virtual environment for support to face to face classes at the Universidade Federal de Santa Catarina – UFSC - https://moodle.ufsc.br/course/view.php?id=27993). Tasks are designed in such a way so as to allow students to work at their own pace, with the teacher acting as a facilitator of learning providing instruction and guidance. Keywords: Task based translation teaching, Methodological and strategic competences, Basic translation problems, Materials design.

Comunicaciones Comunicacions

O r a l P r e s e n t a t i o n s

C o m u n i c a c i o n e s

Comunicacions Oral presentations 1 Por orden alfabético · Per ordre alfabètic · In alphabetical order 2

AGOST CANÓS, ROSA; ORDÓÑEZ LÓPEZ, PILAR Universitat Jaume I

Ámbito / Àmbit / Topic Enseñanza de la traducción/ Ensenyament de la traducció/ Teaching translation

Título / Title ESTUDIO EMPÍRICO SOBRE LA RECEPCIÓN DE LA TRADUCTOLOGÍA EN EL CONTEXTO UNIVERSITARIO ESPAÑOL

EMPIRICAL STUDY OF THE RECEPTION OF THE SUBJECT TRANSLATION THEORIES IN THE SPANISH UNIVERSITY CONTEXT

Palabras clave / Keywords Traductología; estudio empírico; preconcepciones del alumnado de TeI/ Translation theory, empirical study, students’

preconceptions.

Resumen Los Estudios de traducción constituyen una disciplina académica que ha logrado consolidarse como tal gracias a la

investigación y la reflexión teórica acerca de su principal objeto de estudio, la traducción. No obstante, dado el carácter aplicado de esta área, existen posturas encontradas respecto a la relevancia de la teoría de la traducción para la práctica traductora. La eterna batalla entre estas dos dimensiones de la disciplina ha dado origen a una serie de mitos y prejuicios en torno a la traductología que se extienden tanto al ámbito profesional de la traducción como al académico. A pesar de los numerosos autores que han señalado las aportaciones de la teoría de la traducción en la formación de los traductores (Gile, 1995, 2010; Chesterman y Wagner, 2002; o Munday, 2012), la Traductología suele quedar relegada a un papel subsidiario en los planes de estudios de las universidades españolas. Al mismo tiempo, parece existir en el alumnado una actitud de rechazo hacia las asignaturas de corte teórico. En la presente comunicación analizamos, a través de un estudio empírico, mediante el uso de cuestionarios y de la base de datos SPSS, las preconcepciones del alumnado de grado y posgrado en Traducción e Interpretación acerca de la utilidad y conveniencia de la teoría de la traducción en su formación. Asimismo, mostramos algunos ejemplos reales en los que la incorporación de aspectos detectados en el estudio han servido para fomentar la creatividad, la capacidad crítica del alumnado y el autoaprendizaje.

Abstract Translation Studies is an academic discipline that has managed to establish itself as such thanks to the research conducted on its

main object of study, i.e. translation. Yet, given the applied nature of this field, there is some disagreement as to whether translation theory is relevant in the practice of translation. The never-ending battle between these two dimensions of the discipline has given rise to a series of myths and prejudices concerning Translation Studies that extend into both the sphere of translation as a profession and the academic context. Although a number of authors have highlighted the contributions that translation theory has to offer in the training of translators (Gile 1995, 2010; Chesterman and Wagner 2002; Munday 2012), Translation Studies usually plays a secondary role in the curricula of Spanish universities. At the same time, students' attitude towards the more theoretical subjects seems to be one of rejection. This paper is aimed at analysing the results obtained in an empirical study, conducted by means of questionnaires and processed with the SPSS database, regarding the preconceptions that Translation and Interpreting (T&I) undergraduate and post-graduate students have concerning the usefulness and benefits of translation theory in their training. Furthermore, real examples of students’ work will be shown to illustrate how the implementation of pedagogical adjustments according to the needs revealed by the study has promoted creativity and contributed to the development of the students’ critical thinking and self-learning strategies.



AIRAGHI, LAURA Libera Università di Lingue e Comunicazione

Ámbito / Àmbit / Topic Enseñanza de la tecnología para traductores e intérpretes/ Ensenyament de la tecnologia per a traductors i intèrprets/

Teaching technologies for translators and interpreters

Titre / Title STRUMENTI INFORMATICI E METODI PER LA RICERCA TERMINOLOGICA AD USO DEGLI STUDENTI DI

TRADUZIONE E INTERPRETAZIONE IT TOOLS AND METHODS FOR TERMINOLOGICAL RESEARCH FOR THE STUDENTS IN TRNSLATION AND

INTERPRETING

Parole chiave / Keywords Terminologia; informatica; interpretazione/ Terminology; computer science; interpreting

Riassunto

Gli studiosi e gli operatori del settore concordano sul fatto che la maggior parte del tempo dedicato alla traduzione e all’interpretazione da parte di un professionista viene speso nella ricerca terminologica, sia in fase di preparazione agli incarichi (segnatamente per gli interpreti), sia durante l’esecuzione dei medesimi. Poiché nell’ultlimo ventennio si è assistito allo sviluppo e alla diffusione di strumenti informatici per i più svariati aspetti di quasi ogni ambito professionale e, segnatamente, per la mediazione linguistica in senso ampio, appare importante dedicare una parte significativa del percorso di studi di traduttori e interpreti all’acquisizione di strumenti informatici e metodi che, uniti a una congrua base di competenze terminologiche, consentano ai futuri professionisti di porre le fondamenta per un’autoformazione che si svolgerà per l’intera durata della loro vita lavorativa nell’ambito della mediazione linguistica. Nel presente lavoro viene descritta l’impostazione di questo percorso nell’ambito della Laurea Magistrale in Traduzione specialistica e Interpretariato di conferenza che accoglie studenti già in possesso, a livello più o meno consapevole, almeno dei rudimenti della materia. Segue un confronto tra le modalità operative e i risultati ottenibili attraverso l'uso di un software per l’estrazione terminologica e uno per la linguistica dei corpora, con particolare attenzione agli obiettivi didattici di un corso universitario come quello descritto nonché ai vantaggi e agli svantaggi di ciascuna delle due alternative, nonché la presentazione di una modalità di rappresentazione grafica delle conoscenze in un particolare ambito disciplinare attraverso un apposito strumento informatico di mappatura. Il lavoro termina con alcune considerazioni sugli esiti, rilevati empiricamente, di questo tipo di impostazione sulla formazione degli studenti che si accingono a concludere il loro percorso accademico.

Abstract Scholars and players in this field agree that most of the time devoted to translation and interpreting by professionals is spent

in terminology research, both when preparing for an assignment (especially in the case of an interpreter), and when performing the actual jobs. Since in the last two decades a lot of IT tools have been developed and released for almost every aspect of each profession – and, therefore, also for the linguistic mediation field – it seems important to devote an important part of the academic curriculum of future translators and interpreters to the acquisition of such tools, as well as of adequate working methods, which, along with a cougruous knowledge in terminology represent a solid buolding block of a self-training process that will last for all the woeking life of the will-be professionals. This work describesfirst the development of such a path within the second-level degree in Specialised translation and Conference interpreting which enrolls students who also know, with more or less awareness, the basics of this subject. In the following section a comparison between the working procedure and the results that can be obtained through the use of a software for terminology extraction and of une for corpus linguistics, with a focus on to the learning goals of an academic course such the one considered as well as on the pros and cons of both alternatives. The description of a way of representing knowledge related to a certain field by means of a mapping software follows. The paper ends with some considerations on the impact, empirically estimated, of this setting on the training of students that are about to conclude their academic path.



ÁLVAREZ ÁLVAREZ, ALFREDO Universidad de Alcalá

Ámbito / Àmbit / Topic Enseñanza de la traducción/ Ensenyament de la traducción/ Teaching translation

Título / Title TRADUCCIÓN JURÍDICO-ECONÓMICA Y PROCESO FORMATIVO EN LA VERSIÓN FR-ES

LEGAL-FINANCIAL TRANSLATION AND TRAINING PROCESS IN THE FR-ES VERSION

Palabras clave/ Keywords Modelos de análisis, parrilla, fuentes de documentación/ Analysis models, grid, documentation sources

Resumen El objetivo del presente trabajo es demostrar la relevancia del uso de herramientas de análisis de recursos lexicográficos en

línea para futuros traductores. Las tecnologías han modificado profundamente el ejercicio profesional de la traducción en los últimos veinte años. De los diccionarios en papel se ha pasado a los digitales, tanto en CD como en línea, los glosarios se han generalizado en la red y es ingente la profusión de páginas que pueden servir de soporte a la traducción, más allá de las herramientas TAO, algunas de las cuales no siempre están al alcance de los futuros traductores. Esta situación ha propiciado que, de forma natural, la enseñanza de la traducción incorpore estrategias de trabajo que para muchos profesores resultan novedosas pero que son imprescindibles. Porque, si bien las herramientas de que disponemos ahora son muy superiores en número a algunas de las más convencionales, con las tecnologías ha aparecido igualmente un nuevo problema como es la ingente profusión de documentación, por un lado, y el escaso espíritu crítico de las nuevas generaciones de nativos digitales mantienen con algunos contenidos de la red, por otro. En esa línea, resulta de especial significación el uso de modelos de análisis que establezcan ámbitos de fiabilidad con vistas a un aprendizaje más ajustado de las metodologías en la traducción. Es necesario aplicar elementos de medición que puedan proporcionar informaciones relevantes acerca de cada recurso que utilizan en el momento actual, y que utilizarán como profesionales. Por ello es importante transmitir la idea de al ser los recursos en línea prácticamente ilimitados, la selección de los mejor adaptados es parte integrante del aprendizaje de todo futuro traductor. Por ello, la concepción y realización de parrillas de análisis de los recursos es una actividad que debe permitir la mejora de resultados en traducción por la vía de un mejor utilización de los recursos. Determinar qué elementos han de incorporarse a la parrilla, incluso en qué orden, forma parte de la actividad formativa del futuro traductor, ya que el análisis representa el paso previo para afrontar la búsqueda de documentación, particularmente en un ámbito de especialización como es la traducción jurídico-económica, donde las fuentes son más determinantes que en otros ámbitos, puesto que presenta características específicas con respecto a otros tipos de traducciones. En esta comunicación se presenta el proceso de la traducción jurídico-económica en versión FR-ES desde la perspectiva del análisis y validación de recursos, tanto lexicográficos como relativos a las fuentes documentales, a la luz de las posibilidades que en el momento actual ofrece la red.

Abstract The aim of this work is to prove how relevant the use of analysis tools of on-line lexicographic resources is for future

translators. Technology has deeply changed the professional translation practice in the past twenty years. We went from consulting dictionaries in paper version to consulting dictionaries in digital format, whether on a CD or online; glossaries are now widely used on the net and the number of pages that may provide support to translation is huge, apart from CAT tools, some of which are not always affordable by future translators. This situation has naturally resulted in the incorporation of work strategies, which for many professors are new but essential, into translation teaching. Although we currently rely on many more tools than some of the more conventional ones, technology has brought about a new problem: the huge amount of documentation, on the one hand, and, on the other hand, the little critical approach that the new generations of digital natives have with some contents on the net. Accordingly, especially significant is the use of analysis models to establish reliability areas with a view to more adjusted learning of translation methodologies. Measurement elements must be applied to provide relevant information on each resource currently used, which they will use as professionals. For this reason, it's important to convey the idea that, as the resources on the net are virtually unlimited, selecting the most adapted resources is part of the learning process of future translators. Therefore, the creation and making of analysis grids of resources is an activity that should lead to improving the results in translation by way of better using the resources. Determining which elements must be included in the grid, even which order to follow, forms part of the training activity of future translators, as analysis represents a preliminary step to address the search for documentation, in particular, in a field of specialisation such as legal-financial translation, in which the sources are more determining than in other fields, as it presents specific characteristics compared with other types of translation. This communication presents the process of FR-ES legal-financial translations from the point of view of analysis and validation of resources, whether lexicographic or related to documentary sources, in light of the possibilities that the Web offers today.



ÁLVAREZ ÁLVAREZ, SUSANA; ARNÁIZ UZQUIZA, VERÓNICA Universidad de Valladolid

Ámbito / Àmbit / Topic Enseñanza de la traducción / Ensenyament de la traducció / Teaching translation

Título / Title LAS MICROPÍLDORAS DE APRENDIZAJE: NUEVOS RETOS PARA LA ENSEÑANZA DE LA TRADUCCIÓN

ESPECIALIZADA KNOWLEDGE PILLS: NEW CHALLENGES FOR TEACHING SPECIALIZED TRANSLATION

Palabras clave / Keywords Micropíldora de aprendizaje, traducción especializada, experiencia docente/ Knowledge pill, specialized translation, teaching

experiences

Resumen En los últimos años, debido al proceso de virtualización de los materiales y recursos de aprendizaje, ha irrumpido en el marco

formativo un nuevo género textual que plasma las particularidades de los textos especializados en un contexto audiovisual con unas características concretas: las micropíldoras de aprendizaje. Las micropíldoras se conciben como breves vídeos formativos sobre una temática específica que permiten trasladar determinados contenidos especializados en un formato atractivo. Este novedoso sistema de comunicación modifica sustancialmente los medios tradicionales de divulgación académica y científica, debido no solo a la integración del canal audiovisual en el proceso comunicativo, sino también a la interacción simulada entre emisor y receptor. De la peculiar combinación de estos dos elementos nace un nuevo género textual que, a su vez, plantea necesidades específicas en el contexto de la enseñanza de la traducción, haciendo necesaria la adopción de nuevas estrategias docentes para la formación de traductores en ámbitos de especialidad. El objetivo de este trabajo es presentar una práctica docente desarrollada dentro de la asignatura ‘Prácticas en Empresa’ del Grado en Traducción e Interpretación. La experiencia se ha llevado a cabo en la Facultad de Traducción e Interpretación de la Universidad de Valladolid en el marco del proyecto “Saber, Extender”, gestionado por el Área de Formación e Innovación Docente y el Servicio de Medios Audiovisuales de dicha universidad.

Abstract In the last decade, the growing tendency -and social demand- to provide virtual versions of most teaching materials and

resources has set the perfect scenario for the irruption of a new textual genre: knowledge pills. Blending together the most representative characteristics of specialized texts in an audiovisual framework through specific features, knowledge pills are ‘just’ brief educational videos on very specialized issues that help authors to disseminate contents in an attractive format. This unique and innovative communication tool has substantially redefined the different media traditionally adopted for scientific communication, not only by the integration of the audiovisual channel in the communicative process, but also by the simulated interaction established among authors and their communication ‘receivers’. This combination gives rise to a new textual genre, and, subsequently, to a new set of teaching strategies that need to be adopted when training specialized translators. The aim of this paper is to present the teaching experiences that emerged during the course of the subject “Internship” in the 4-year Degree in Translation and Interpreting, at the University of Valladolid, in the framework of the Innovation Research Project “Saber, Extender” (‘Knowing, Disseminating’), managed by the Continuing Training and Teaching Innovation Department in collaboration with the Audiovisual Media Services from the University of Valladolid.



ALVES, DANIEL; BRAGA, CAMILA Universidade Federal da Paraíba


Title EXTRAD: CAMINHOS E DESAFIOS PARA A MONTAGEM DE UM PROJETO DE EXTENSÃO EM TRADUÇÃO

CHALLENGES AND MEANS TOWARDS THE DEVELOPMENT OF A TRANSLATION EXTENSION PROGRAM

Palavras-chave/ Keywords Tradução, extensão, EXTRAD/ Translation, extension program, EXTRAD

Resumo A comunicação visa a apresentar o processo de criação e implementação de um projeto de extensão em tradução ligado ao

curso de Bacharelado em Tradução da Universidade Federal de Paraíba. Criado em 2012, o projeto tem o propósito de aplicar as teorias abordadas em sala de aula à prática tradutória voltada para o mercado de trabalho, com suas pressões, prazos e exigências de qualidade, aumentando as chances de inserção dos alunos no mercado e tornando-os mais experientes e competitivos por meio da prática profissional. Além de propiciar uma melhor formação para os alunos, o projeto visa a suprir uma carência da comunidade, ao oferecer serviços de tradução feitos por alunos e coordenados e supervisionados pelo corpo docente do curso.

Abstract The communication aims at presenting the process of creation and implementation of an extension program in the Translation Program of the Federal University of Paraíba (UFPB – Brazil). The aim of the program is to provide the students opportunities to apply the theories they learn during the course to translation practices, in an environment that emulates the market environment – with time pressure, deadlines and demands for quality. While increases the student’s experience in dealing with professional practice, the program also provides translation services to the community, addressing a demand for such a service, under the supervision of the faculty.



ARAGONÉS LUMERAS, MAITE Organización Mundial de la Propiedad Intelectual


Título / Title LA TRADUCCIÓN: ¿PARADOJA DE LOS GEMELOS SIN RESOLVER?

TRANSLATION: THE TWIN PARADOX TO BE RESOLVED?

Palabras clave/ Keywords Equivalencia vs. divergencia, ceremonia, metodología de traducción/ Equivalence vs. divergence, ceremony, translation

methodology

Resumen En plena era de la comunicación, el traductor debería ser el nuevo embajador cultural. Pero la realidad dista mucho de esta

visión idílica. Nuestra experiencia en la formación de traductores tanto en el ámbito académico como en el profesional pone en evidencia la necesidad de aclarar la misión del traductor y de preparar los alumnos a la realidad polifacética del mundo laboral. Esto supone la necesidad de replantearse algunos conceptos clave y buscar nuevos métodos de aplicación generalizada. Nuestra propuesta radica en abandonar como “principio rector” o GPS la noción de equivalencia que, en lugar de facilitar el proceso traductor, siembra dudas y desvía al traductor aprendiz de su cometido: tender un puente entre personas que no hablan la misma lengua. Para mantener el frágil equilibrio de la equivalencia, el alumno opta mecánicamente por no omitir nada aunque sea a costa de la calidad de la comunicación y del respeto de las convenciones. En realidad, las nociones de neutralidad y objetividad constituyen una utopía inalcanzable en el ámbito de la comunicación, donde predominan la ambigüedad, las múltiples interpretaciones, la imprecisión, la vaguedad, la indeterminación, e incluso, el doble sentido. Por ello, proponemos una metodología de traducción basada en tres pares de parámetros cuya meta es adecuar la comprensión textual por parte del traductor a las circunstancias contextuales:

1. ceremonia (contexto) y convenciones (protocolo social y lingüístico); 2. participantes (instituciones, colectivos e individuos) y propósitos (colectivos e intenciones privadas; y 3. divergencias y encargo.

La ceremonia es un acontecimiento social específico que motiva el diálogo entre géneros textuales e impone un comportamiento social y lingüístico (convenciones) reconocibles por aquellos que “toman cartas en el asunto”. Cualquier acto de comunicación está inscrito en una ceremonia. Por tanto, un texto aislado es como una isla desconectada del mundo. El funcionalismo ya ha dejado patente el papel fundamental del encargo a la hora de traducir. En cuanto a las divergencias son el contrapeso de la equivalencia. La traducción es un acto de enlace bipolar. Juntar dos orillas conlleva primero concentrarse en los desniveles (divergencias) para luego edificar el puente. La estructura del puente dependerá del encargo y demás factores listados más arriba. Para demostrar la viabilidad de una metodología hay que ponerla a prueba y observar los cambios de comportamiento del traductor aprendiz y los textos producidos. Por ahora, los resultados obtenidos son alentadores. Para seguir mejorando esta propuesta metodológica, queremos aprovechar la ocasión para darla a conocer al mundo académico nuestra metodología y esperamos poder colaborar con universidades para comprobar su viabilidad en situaciones contextuales muy dispares.

Abstract In the midst of communication times, the translator should be the new cultural ambassador. But reality differs a lot from this

idyllic vision. Our experience in training translators both in the academic and professional environment highlights the necessity to clear which is translator’s mission and to prepare the students to the versatile reality of the world of work. Some key concepts and methods need to be revisited for a global application. Our suggestion lies in moving away from the notion of equivalence as a “guiding principle” or GPS because, instead of simplifying the translating process, it paves the way with doubt and diverts the novice translator from his duty: bridging people not speaking the same language. To maintain the fragile balance of equivalence, the student opts out mechanically for not omitting anything, albeit at the expense of quality of communication and respect of conventions. In fact, the notions of neutrality and objectivity are an elusive utopia in the field of communication, where ambiguity, multiple interpretations, fuzziness, vagueness, indetermination, and even, double entendre prevail. Therefore we suggest a methodology of translation based in three pairs of settings with the objective of matching the textual understanding from the translator to contextual circumstances:

1. ceremony (context) and conventions (social and linguistic protocol); 2. participants (institutions, joint and individual) and purposes (joint and private intentions); and 3. divergences and mandate (or translation brief).



The ceremony is a specific social event that motivates the dialog between text genres, and imposes a social and linguistic behaviour (conventions) recognizable by those who “take the matters up”. Every act of communication belongs to a ceremony. Thus an isolate text is like an island disconnected from the world. Functionalism has already evidenced the important role of the translation brief when translating. As for divergences, they are the counterweight of equivalence. Translation is an act of bipolar linking. Bridging two shores involves concentrating first on the bumps (divergences), then building the bridge. The structure of the bridge will depend on the mandate and other factors listed above. To evidence the feasibility of a methodology, we need to test it out and observe the changes of behaviour from the learning translator. For now the results obtained are quite encouraging. To keep improving this suggested methodology, we would like to take the opportunity to make it known to the academic world in order to collaborate with universities to check its feasibility in very different contextual situations.



ARUMÍ RIBAS, MARTA; VARGAS-URPÍ, MIREIA Universitat Autònoma de Barcelona


Title ESTUDI SOBRE ELS PROBLEMES I ESTRATÈGIES D’INTERPRETACIÓ ALS SERVEIS PÚBLICS EN L’ÀMBIT

SOCIOEDUCATIU. APLICACIÓ DE LA RECERCA EMPÍRICA A LA FORMACIÓ PROBLEMS AND STRATEGIES OF INTERPRESTING FOR THE PUBLIC SERVICES IN THE FIELD OF SOCIAL

EDUCATION. APPLYING THE RESULTS OF EMPIRICAL RESEARCH INTO TRAINING

Paraules clau/ Keywords Interpretació als serveis públics, recerca empírica, estratègies i problemes d’interpretació/ Public Service Interpreting,

empirical research, interpreting problems and strategies

Resum La interpretació als serveis públics en els àmbits educatiu i social és un terreny fins ara relativament poc explorat. Són pocs

sels estudis que s'han centrat en aquestes àrees, sobretot si les comparem amb la investigació realitzada en els contextos mèdic i judicial. L'estudi que presentem pretén omplir aquest buit a partir d'una recerca empírica basada en simulacions amb les combinacions xinès-castellà/català i àrab-castellà/català d'interaccions que recreen situacions d'interpretació en l'àmbit socioeducatiu. 12 intèrprets amb experiència en els serveis públics van participar en la recerca. Van intervenir en les simulacions que recreen situacions d'interpretació en una escola, en una oficina d'escolarització municipal i en una oficina de serveis socials. Totes les simulacions es van gravar en vídeo. Posteriorment, els enregistraments es van transcriure i analitzar mitjançant anàlisi del discurs i anàlisi de la conversa. A més a més es van utilitzar altres fonts de dades com ara un qüestionari pre i post tasca així com una entrevista retrospectiva, que els intèrprets van realitzar després d'acabar la tasca d'interpretació. La comunicació presentarà els resultats de l'anàlisi de les dades recollides així com la triangulació d'aquestes, que permet comparar les estratègies emprades pels intèrprets davant d'una sèrie de conflictes o punts rics comuns, és a dir, segments del discurs original inclosos en les simulacions en els quals apareix un problema d'interpretació de diversa índole. En les conclusions reflexionarem sobre la rellevància de l'estudi de les estratègies en el camp de la ISP i sobre la seva possible aplicació a la formació d'intèrprets.

Abstract Public service interpreting in social and educational fields has been hitherto relatively unexplored. Few studies have focused on these areas, especially when compared to research carried out in medical and legal contexts. The present study aims to fill this gap by means of empirical research based on simulations using Chinese-Spanish/Catalan and Arabic-Spanish/Catalan language combinations for interactions that simulate interpreting in socio-educational settings. 12 interpreters with public service experience participated in the research. They participated in simulations that recreate interpretation settings in a school, in a local authority education welfare office and a social services office. All simulations were videotaped. The recordings were later transcribed and analyzed using discourse and conversation analysis. In addition other data sources were used including a pre and post-task questionnaire and a retrospective interview conducted after completion of the interpretation task. The results of the analysis of the data collected and their triangulation are presented, allowing a comparison to be made of the strategies used by interpreters when faced with a series of common rich points, that is, sections of the original speech included in the simulations in which various types of interpretation problems appear. In the conclusions we will reflect on the relevance of this study into the strategies employed in the field of PSI and their possible application to the training of interpreters.



AYVAZYAN, NUNE; PYM, ANTHONY Universitat Rovira i Virgili


Title TRANSLATION AS A COMMUNICATIVE ACTIVITY IN A FL CLASSROOM

Keywords Translation, participation, FL (Foreign Language)

Abstract Translation as a FL teaching and learning tool does not occupy a prominent place in Spanish primary, secondary and tertiary education. A study carried out for the EU-DG for Translation titled Translation and language learning: The role of translation in the teaching of languages in the European Union shows that the most frequently used language-teaching methods in the Tarragona area are immersion, communicative methods and task-based learning, and that grammar-translation is the least used. The same study also found that the use of translation in the L2 classroom is more frequent in countries like Finland and Croatia, where the general level of language learning is also high, and much lower in Spain and France, which score poorly on the international indexes of language learning. One much then ask not only why translation is currently excluded from most L2 classes in Spain, but also what kind of translation activity is most conducive to effective language learning. Here we posit that one of the main problems is that traditional uses of translation in the L2 class are as post-factum checks on acquisition, rather than as a communicative activity in itself. The challenge is thus to envisage classroom activities that incorporate a practical and dynamic use of translation, not as a check on communication but as an act of communication in itself. In order to measure the extent to which translation can contribute to FL learning, I analyze the number of classroom interactions that undergraduate students of English engage in when doing translation activities and when using plain L2. I also look at how the students themselves perceive their own participation under these two conditions. The initial results indicate that the general level of participation is higher when using translation activities when compared to those carried out in plain L2. This might be the result of the fact that translation activities generate a number of questions, even on the level of comparing two languages. The results also show that the students are quite interested in having translation activities, as they bring a new dimension to their FL classes. The results are discussed in more detail in the article.



B. GODEV, CONCEPCIÓN University of North Carolina at Charlotte


Title STUDENT TRANSLATORS' REFLECTIONS ON PRAGMATICS, POLITICAL DISCOURSE, AND TRANSLATION

Keywords Relevance theory, political discourse, pragmatics

Abstract The nature of language processing is as complex as the contexts in which communication is mediated by a spoken or written

linguistic code. Raising awareness of phenomena involved in language processing may strengthen the quality of student translators' target texts. The efficiency of natural language in daily communication as well as the automated processes that assist in efficient language processing mask the subtly complex ways in which communication happens in natural languages. Unawareness of this complexity is at the center of many of the challenges that student translators face when tackling the translation task. An essential component of the subtle complexities of natural language communication is the fact that messages are often only partially coded into parsable linguistic pieces or elements, namely, the lexicon, morphology or syntax of the language. The less technical the content of a text, the more does the message rest on non-coded content, that is, on pragmatic meaning. This is one of the reasons that explain the difficulty of translating literary texts. But literary texts are not the only ones that present the challenge of translating pragmatic meaning. Texts that feature political discourse exhibit the type of partial linguistic encoding of meaning that is commonplace in literature. The purpose of this presentation is to discuss how eighteen (18) students enrolled in a master's level translation course gained insight on pragmatic aspects of language processing and applied their explicit knowledge of pragmatics to the translation into English of political speeches by Fidel Castro, Francisco Franco, and Hugo Chávez. The presentation will address briefly the main points of relevance theory as articulated by Spelber and Wilson (1995) as well as Gutt's (1991) arguments, which make a case for adopting relevance theory as a platform for translation theory. The discussion of this theoretical framework will be followed by showcasing how students navigated their source texts in order to detect the pragmatically sensitive segments in the political discourse of their texts as well as how they demonstrated awareness and ability to detect these segments. The student 2 translators' awareness of the pragmatic elements in their source texts made it possible for them to produce polished renditions of the political speeches that they chose to translate.



BAIXAULI OLMOS, LLUÍS University of Louisville


Title (INTENTAR) ENSEÑAR CON PRECISIÓN A INTERPRETAR CON PRECISIÓN: EVALUACIÓN DE UN CURSO DE

INTRODUCCIÓN A LA INTERPRETACIÓN CONSECUTIVA (HOPEFULLY) ACCURATELY TEACHING TO INTERPRET ACCURATELY: ASSESSMENT OF A CONSECUTIVE

INTERPRETING INTRODUCTORY COURSE

Palabras-clave/ Keywords Interpretación consecutiva, interpretación en los servicios públicos, didáctica de la interpretación/ Consecutive Interpreting,

Public Service Inteprpreting, Interpreting Didactics

Resumen La didáctica de la interpretación, especialmente en su modalidad consecutiva, ocupa un espacio relativamente pequeño en

el campo de la Traductología, a pesar de tratarse de una competencia profesional fundamental (Gillies, 2005: 3; Postigo Pinazo, 2008: 181). Sin embargo, la pedagogía de la interpretación consecutiva está ganando terreno, tanto por la implementación de la Directiva europea 2010/64/UE sobre el derecho a interpretación y traducción en los procesos penales, como por la creciente consciencia en los EEUU de la necesidad de contar con programas de nivel universitario, como también por el rápido crecimiento de la interpretación en servicios públicos como subdisciplina. A pesar de contar con un cuerpo nutrido de propuestas académicas y didácticas, los elementos contextuales que condicionan el éxito de un curso de interpretación son cambiantes, de modo que cada nueva iniciativa formativa cuenta con obstáculos diferentes y debe pasar por un proceso de evaluación. Este trabajo se plantea una finalidad fundamental, que consiste en someter la propuesta formativa a evaluación teniendo en cuenta tanto el producto del trabajo de los estudiantes como la profundidad y pertinencia de las autoevaluaciones y evaluaciones entre pares como procesos autoreguladores (Arumí y Esteve, 2006), centrando así la atención también en el proceso mental de valoración de alternativas, toma de decisiones, valoración de decisiones y vías de mejora. Este objetivo principal del trabajo se ramifica en tres finalidades secundarias; en primer lugar, exponer las características de la propuesta formativa que ya se ha puesto en marcha, resaltando aquellos aspectos didácticos que puedan resultar más relevantes (proceso de diseño del programa, introducción de la tecnología para la formación a distancia, metodología flipped, enfoque por tareas, rol del profesor y los estudiantes, los mecanismos de evaluación), y los factores condicionantes que se han encontrado (tipo de estudiantado, diseño curricular del programa de estudios, recursos de espacio y tecnología); en segundo lugar, describir los resultados del piloto y justificarlos metodológicamente; y finalmente, analizar críticamente la propuesta formativa y utilizar los resultados del estudio para mejorarla.

Abstract Interpretation didactics, especially its consecutive modality, has a relatively small space within Translation Studies, despite its being a fundamental professional skill (Gillies, 2005: 3; Postigo Pinazo, 2008: 181). However, consecutive interpretation pedagogy is becoming more prominent, because of the implementation of both the 2010/64/UE European Directive on the Right to Interpretation and Translation in Criminal Proceedings, the growing awareness in the US about the need to rely on university-level programs, as well as the rapid growth of public service interpreting as a subdiscipline. In spite of counting on a large body of academic and didactic proposals, the contextual factors that condition the success of an interpreting course are changing, so much so that each new initiative faces new obstacles and needs to go through an assessment process. This paper’s main objective is to assess the training proposal taking into account both the product of the students’ work and the depth and relevance of their self- and peer-assessments as self-regulating processes (Arumí y Esteve, 2006), thus focusing as well on the mental process of alternatives assessment, decision making, decisions assessment and ways of improvement. This main objective is fulfilled through three secondary objectives: (i.) to characterize the training proposal as it is now, and highlight its most relevant didactic aspects (program design, introducing technology, flipped class, task-based approach, role of instructor, assessment mechanisms), and the conditioning factors (students, curricular design, space and technology resources); (ii.) to describe the pilot’s results and justify them methodologically; and (iii.) to critically analyze the proposal and to use the results to improve it.



BASTIN, GEORGES Université de Montréal


Title ENSEÑAR A LEER BIEN LA TRADUCTOLOGÍA Y A ESCRIBIRLA MEJOR

Palabras-clave/ Keywords Traductología, investigación, lectura, redacción/ Translation studies, research, reading

Resumen Esta ponencia analizará, bottom-up, las implicaciones de la lectura y escritura en el campo científico de la traductología. Leer

bibliografía científica es una etapa esencial en el proceso de investigación, que muy a menudo se considera una tarea al fin y al cabo sencilla y evidente. Pero ¿cómo hacer para que nuestra lectura sea pertinente para nuestro proyecto? ¿Cómo puede la lectura ser más efectiva y eficiente? ¿Cómo distinguir conceptos nuevos entre todos y porqué tomar en cuenta el ethos y el telos del autor? Revisaremos al paso algunos conceptos básicos de la traductología, como interdisciplinaridad y traducción asumida (assumed translation). Luego, una escritura apropiada es un element clave del éxito y del reconocimiento en investigación. Una vez más, la consabida afirmación de Boileau según la cual “ce qui se conçoit bien s’énonce clairement, et les mots pour le dire viennent aisément…”, es demasiado simplista como lo confirman muchos jóvenes (y menos jóvenes) investigadores. ¿Qué se considera un escrito estructurado y coherente? ¿Cómo nuestra escritura puede llegar a ser incuestionable? Se intentará entonces responder las preguntas anteriores relativas tanto a la lectura como a la redacción de textos científicos de traductología. Para ello, recalcaremos los conceptos de pertinencia y sentido común y comentaremos el papel del docente en la formación de jóvenes investigadores. Se ilustrará la ponencia con ejemplos extraídos de trabajos de estudiantes así como de artículos y proyectos de investigación sometidos a revistas y a comités de evaluación.

Abstract The talk will go bottom-up analyzing the implications of reading and writing in the scientific field of Translation Studies. Reading literature is a fundamental step in the research process though too often considered from a very simplistic point of view. How can our reading be relevant for our project? How can our reading be more effective? How to distinguish new from old concepts and why taking into consideration the author’s ethos and telos. Some other basic TS concepts will be dealt with (revisited), in particular interdisciplinarity and assumed translation. Next, proper writing is a key element for success and recognition. Again too simplistic is Boileau’s statement according to which “ce qui se conçoit bien s’énonce clairement, et les mots pour le dire viennent aisément …”, as will agree many young (and not so young) researchers. What is a structured and coherent text? How can our writing be irrefutable? The talk will give some answers to those questions as far as reading and writing of scientific texts within Translation Studies. Some concepts such as relevance and common sense will be emphasized and we will comment the instructor’s role in training young scholars. Examples will be drawn from students’ papers as well as from articles and research projects submitted to journals or Grant Committees.



BAZZOCCHI, GLORIA; TONIN, RAFFAELLA Universidad de Bolonia in Forlì


Title QUÉ APRENDEN LOS PROFESORES DE TRADUCCIÓN AL CORREGIR PRUEBAS DE INGRESO DEL ESPAÑOL AL

ITALIANO: ANÁLISIS PEDAGÓGICO DE LOS ERRORES WHAT TRANSLATION TEACHERS LEARN BY THE CORRECTION PROCESS OF ENTRANCE EXAMINATIONS: A

PEDAGOGICAL ANALYSIS OF FREQUENT ERRORS

Palabras clave/ Keywords Análisis de errores, traducción al italiano, lenguas afines/ Error analysis, translation into Italian, related languages

Resumen A partir de un corpus de pruebas de ingreso al Postgrado de Traducción Especializada de la Universidad de Bolonia (de 2007

a 2013, con aproximadamente 500 exámenes analizados) se propone una reflexión retrospectiva sobre la didáctica de la traducción entre lenguas afines (español - italiano) en la que el error desempeña el papel de herramienta pedagógica, es decir “fundamento para una ‘reconstrucción’ del conocimiento” (Collombat, 2013). Partiendo del error como posible instrumento diagnóstico del nivel de adquisición de algunas de las subcompetencias traductoras, entre ellas la bilingüe, la extralingüística y la estratégica (Hurtado Albir, 2001, Magris, 2005), y prescindiendo, en cambio, de su relevancia en el marco de la evaluación, intentaremos reconstruir los inadecuados mecanismos de resolución de problemas de traducción subyacentes. Nos centraremos en la descripción e incidencia de los errores más representativos con respecto al recorrido formativo del aspirante estudiante de traducción especializada, cuyo nivel de interlengua en el aprendizaje de español L2 ya no debería considerarse un límite en el proceso de trasvase. Aunque no corresponden a un efectivo encargo de traducción, dichos exámenes se corrigen teniendo en cuenta una perspectiva funcional, textual y contextual, lo que suele poner de manifiesto gran variedad de tipologías de problemas, sobre todo en la vertiente enciclopédica, cultural, bicultural e intercultural. Todo ello, si por un lado nos convence de la necesidad de una profunda reflexión previa a la elección del texto, por otro nos obliga a monitorear de cerca tanto nuestra propuesta didáctica como el proceso de adquisición de contenidos, metodología, estrategias, etc., por parte de los aprendices que formamos en el Grado y que, año tras año, nos enseñan, cada vez más, a no dar nada por descontado.

Abstract The aim of our paper is to analyse a small corpus of translation exams (from Spanish into Italian), used to select would-be students of the Second Cycle Degree in Specialized Transaltion held at the University of Bologna, in order to evaluate the didactics of transaltion between related languages such as Spanish and Italian. The corpus collects nearly 500 items, i.e. examinations employed between 2007 and 2013. In this context we consider error as a helpful pedagogical tool in the detection of the level of translation competence acquired, especially regarding some sub-competences such as bilingual, extralinguistic and strategic ones. Even though the exam do not represent a real job assignment, the detection and correction of translation errors are carried out through a functional, textual and contextual perspective. The analysis underlines different types of problems -especially among encyclopedic, cultural, bicultural and intercultural fields- and help us not only to redefine our strategy in choosing the right texts for the examination, but also to monitor very closely how students of the First Cycle Degree in General Translation acquire contents, methodology, tools, etc. we use to offer them in our translation courses.



BEHNAM NAOUM HADDAD, ANIS Mosaul University


Title BACK-TRANSLATION: A PROCEDURAL QUALITY ASSURANCE TECHNIQUE IN TRAINING STUDENT –TRANSLATORS

AND ENHANCING THEIR TRANSLATION COMPETENCE

Keywords Back-translation, quality assurance; translation competence

Abstract This study claims that Back Translation as self-training procedure enables student-translators to enhance their translation competence and proficiency in the field of translation. Most of back translation studies emphasize the reliability of this procedure with only highly informative texts (e.g. scientific and legal documents) provided that it is implemented by a different translator who had no previous access to the original text. This study argues that successive attempts of back translation of any text type from Arabic into English and vice versa by the same student-translator at different times promotes his awareness of the minute details of the translation process and product. The data were analyzed on the basis of interviews held with two test subjects after their back translation attempts. The translators' product and retrospections validate the role of back translation not only as a quality assurance procedure but also as an exponent of efficiency in enhancing their translation competence.



BLOEMEN, HENRI; NAAIJKENS, TON Utrecht University & KU Leuven


Título / Title DESIGNING A (CONTINUOUS) LEARNING LINE FOR LITERARY TRANSLATION

Keywords Curriculum design / competence based training in literary translation / (self) assessment Abstract

a) Objective To design a learning line for literary translation that meets the high level requirements concerning knowledge and skills and the particularities of careers in literary translation. b) Description Since literary translation requires a high level of knowledge and skills and, as a consequence, has become an academic discipline in several countries, the need is felt to establish a learning line that distinguishes not only the several learning steps (from an absolute beginner to an expert professional) but also the different competences and skills a translator should master. On the other hand education and training of literary translators cannot succeed without a close collaboration with the working field: publishers, literary funds and especially experienced translators willing to pass their knowledge and skills to the next generation. Outside the academia a whole lot of training initiatives have emerged and it would be wise for the sake of the profession to join forces. A learning line therefore should take in account both the necessity of a transparent, competence-based curriculum and the existing need for a continuous training of translators by translators. The learning line we wish to propose has five levels each linked with a certain qualification, and it distinguishes six core competences (translation competence, language competence, textual competence, research competence, literary and cultural competence and professional competence) and two flanking competences (didactic-evaluative competence, scientific competence), each with their descriptors und indicators. c) Results and conclusions In our contribution we would like to show how the learning line can be used as an analytical instrument that is useful for the design of courses, to detect personal and institutional shortcomings and to create means of (self) remedy. Moreover it allows individual translators and training institutes to assess themselves by indicating their place on the line.



BOUCHET, BÉNÉDICTE Université de Mons

Ámbito / Àmbit / Topic Enseñanza de lenguas para traductores e intérpretes/ Ensenyament de llengües per a traductors i intèrprets/ Teaching

language for translators and interpreters

Titre / Title L’APPRENDISSAGE EN TANDEM ET LA COMPÉTENCE INTERCULTURELLE DANS LA FORMATION DES

TRADUCTEURS

Mots-clés / Keywords Reliance - compétence interculturelle - apprentissage en tandem – traduction/ interrelatedness- intercultural competence -

tandem learning- teaching translation

Résumé S’agissant de l’apprentissage et de l’enseignement des langues étrangères, de nombreuses recherches attestent des

avantages que des étudiants peuvent retirer d’une collaboration tandem (l’université de Bochum en Allemagne et celle d’Oviedo en Espagne ayant été des précurseurs dans ce domaine). Dans notre exposé nous discuterons de l’intérêt particulier d’un dispositif d’apprentissage en tandem TDMT (tandem traduction), mis en place à l’Umons (Belgique) dans la formation des traducteurs. Ce projet est né de notre volonté, en tant qu’enseignante en langue et traduction, de fournir à de futurs traducteurs un moyen d’agir sur les défis qu’ils rencontrent dans leurs cours de langues et de traduction. Nous souhaitons démontrer la double originalité de notre dispositif. Premièrement, il est un outil personnalisé et unique puisqu’il se construit sur les objectifs des deux partenaires en présence, la base d’un tandem étant la relation interpersonnelle (Brammerts 2007). Ensuite, nous l’avons conçu en créant des activités culturelles, linguistiques et de traduction qui permettent de développer une compétence interculturelle (CI). Pour ce faire, nous avons pris pour cadre les composantes de la CI proposées par Beacco (notion du «recul interprétatif» 2011) et la grille des «degrés de maîtrise» de la CI, élaborée par l’équipe du projet européen PICT (2013). A la lumière du cadre sus-mentionné, nous proposerons une analyse de l’une des activités TDMT et présenterons des commentaires des participants afin d’illustrer la façon dont 1) la CI peut être stimulée au niveau textuel et 2) comment l’aspect relationnel du tandem et les échanges de réflexions constants des 2 partenaires (notion de reliance) peuvent s’articuler pour aider les participants à atteindre leurs objectifs et faciliter l’acquisition de cette CI. Nos premières conclusions suggèrent que l’apprentissage en tandem semble permettre aux participants de développer ou d’utiliser des compétences différentes de celles auxquelles les cours de traduction font habituellement appel. Ce dispositif peut contribuer à une meilleure maîtrise du savoir-faire en traduction et des savoirs linguistiques chez les participants. Par ailleurs, il favorise chez eux la construction de ces savoirs et l’évaluation consciente de leurs progrès.

Abstract Teachers of language and translation keep as a permanent goal the working out of new ways of supporting students’ learning

outside the classroom, and also of awareness-raising of their own learning process. Tandem Learning (TL) provides an interesting tool in this context. The advantages of TL in developing language skills have already been well-documented, namely following the forerunning experiences carried out by Bochum University (Germany) and by Oviedo University (Spain). In this paper we discuss the interest of using TL in the specific context of translation training, and explore its potential as a means to help students overcome learning challenges translation they come across. To this end, we report on the pilot project developed at Mons University (Belgium), named TDMT: (tandem traduction), whose specificities are twofold: firstly, taking the basic principle of TL being the interpersonal relationship (see Brammerts, 2007), we expose our choices in tailoring TL to the learning needs and objectives of each student, so as to pinpoint mutual help and responsibility; secondly, within this TL framework, we shall show how we designed language, cultural and translation tasks to foster intercultural competence (IC). We will highlight how those activities were drafted and put together taking a two-dimensional theoretical framework: Beacco’s 5 aspects for assessing the IC («composantes de la CI», 2011), and what he defines as critical context interpretation («recul interprétatif»), and the three levels of IC in translators as defined in the EU PICT project (2013). With this in mind, we will concentrate on the analysis of one of the TL activities and of some of the participants’ comments to illustrate 1) how it is possible to stimulate IC at text level and 2) how regular exchanges and reflexion between TL partners (interrelatedness) can interlink, allowing participants to reach their goals and develop IC. Our preliminary findings suggest that TL can indeed give participants the opportunity to acquire or use different skills from those usually called on in translation class, hence contributing to a better mastering of translation practice and of language learning. In addition, we seem to confirm that TL helps learners raise their awareness in progress self-assessment.



CÁNOVAS MÉNDEZ, MARCOS Universitat de Vic


Title MODEL PER A LA INCORPORACIÓ D'ENTORNS PERSONALS D'APRENENTATGE (PLE) EN LA FORMACIÓ DE

TRADUCTORS A MODEL TO INCORPORATE PERSONAL LEARNING ENVIRONMENTS INTO TRANSLATOR TRAINING

Paraules clau / Keywords Formació de traductors, entorn personal d’aprenentatge, entorn virtual d’aprenentatge/ Translator training, personal

learning environment, virtual learning environment

Resum a) Objectius

- Presentar un model d’entorn personal d’aprenentatge (EPA o PLE, de l'anglès Personal Learning Environment) basat en la plataforma Mahara adaptat a la formació de traductors.

- Analitzar dades sobre les preferències dels estudiants respecte als recursos del PLE. b) Descripció El concepte d'entorn personal d'aprenentatge reflecteix com la incorporació de les tecnologies als processos formatius condueix no només a reforçar els procediments tradicionals d'ensenyament i aprenentatge, sinó també a desenvolupar noves maneres d'enfrontar-se al coneixement i a la formació. El PLE recull la tendència natural de tota persona compromesa amb un aprenentatge a cercar recursos que completin la seva formació, anant més enllà dels recursos que proporcionen directament les institucions acadèmiques. Aquesta tendència ha trobat un camp abonat amb el desenvolupament de les tecnologies de la informació i la comunicació. A Internet es troben quantitats enormes d'informació, alhora que la Web 2.0 i les xarxes socials obren unes possibilitats totalment noves d'interactuar i d'expressar idees. Doncs bé, això és el PLE: informació, interacció i reflexió en l'àmbit acadèmic i més enllà. La present comunicació ofereix una proposta per estructurar un PLE (entorn personal d’aprenentatge de l’estudiant) orientat a la docència de la traducció. La base tecnològica és la plataforma de portafolis electrònics Mahara, convenientment adaptada amb el propòsit de crear l'espai d'informació, interacció i reflexió dins i fora de la classe que caracteritza els PLE. Així mateix, s'analitzaran quins són els recursos que tendeixen a utilitzar habitualment els estudiants en els seus PLE de Traducció, a partir de les dades que estem recollint en una investigació en curs sobre aquest tema. c) Conclusions La formació de traductors encaixa d'una manera molt adequada amb el concepte de PLE, perquè els elements del PLE anticipen l'entorn professional de la traducció, el qual està immers en el mitjà digital no només respecte al fet mateix de traduir, sinó també en la revisió de traduccions i postedició, gestió de projectes, documentació a la xarxa, interacció entre col·legues per buscar solucions a problemes que pot plantejar un text, publicació de materials propis, entre d’altres .

Abstract a) Objectives

- Describe a Personal Learning Environment (PLE) model using the Mahara electronic portfolio platform. - Analyse data about the student’s preferences regarding the PLE resources.

b) Description Personal Learning Environments (PLE) show how incorporating technology into the learning process leads not only to an enhancement of traditional methods of teaching and learning, but also to new ways of dealing with knowledge and training. The PLE includes the natural tendency of learners to seek resources to extend their education that go beyond those directly provided by academic institutions. This trend has been catalysed by the development of information and communication technology. On the Internet there are huge amounts of information, while Web 2.0 applications and social networks open up new ways of interacting and expressing ideas. In reality, this is the PLE: information, interaction and reflection in academic environments and beyond. This paper outlines a proposal to set up a PLE oriented to translation training. The technological platform is the Mahara electronic portfolio, suitably adapted to create spaces for PLE information, interaction and reflection in and out of the classroom. The resources most used by students in their translation PLE will be analysed on the basis of data being collected in an ongoing research project. c) Conclusions Translator training dovetails well with the PLE concept, because PLE elements anticipate the professional translation environment, immersed in digital media not only in the act of translating itself, but also in reviewing translations, post-editing, project management, shared documentation, searching for information, interaction between colleagues to find solutions to problems, publishing of materials, among others.



CHODKIEWICZ, MARTA Maria Curie-Sklodowska University


Títol / Title TURNING CLASSROOM ASSIGNMENTS INTO TRANSLATION JOBS: SIMULATING COMMUNICATION WITH THE

CLIENT IN A GENERAL TRANSLATION COURSE

Keywords Translator training, course design, ICT tools

Abstract This paper reports on how simulated communication with the client has been integrated into a general translation course.

It examines the results of two studies conducted in connection with a course offered to Polish students doing a Bachelor’s degree in Applied Linguistics and specialising in translation. The first study involved a group of 54 students, who communicated with a simulated client (the instructor) using individual e-mail accounts in the final translation assignment and a discussion forum on a Moodle-based platform in all the other assignments. One of the key goals of this study was to investigate the students’ performance in their exchange with the client. The questions the students asked the client were analysed in terms of their topic, relevance in a given situation and the language used; the lack of questions concerning important extra-textual information was also noted. Most of the questions asked were relevant and necessary to produce effective translations, however, there were also several redundant questions concerning information that could be deduced from the situation or which had no impact on the translation, and there were some instances where questions that would have provided a sound basis for making decisions with regards to the translation were not asked. Moreover, the study examined the students’ perceived usefulness of being able to work with the client in their future jobs as translators and effectiveness of the implementation of this component in the course. These were rated in a survey for the two different modes of communication using a Likert scale; the students were also provided with comment sections. Although this aspect of the course received high ratings and several positive comments were made, the students had diverging views concerning the usefulness of the discussion forum and pointed out some of its weaknesses. Based on the results of the first study modifications were introduced in the component of communicating with the client. The second study, which is soon to be completed, involves a group of 39 students. For these students the mode of communication with the client for in-class assignments was changed in such a way that three different e-mail accounts were used instead of one discussion forum. This group also had an opportunity to practise communicating with the client individually not only during the final translation assignment, but also during a mock translation assignment. The primary aim of this study is to investigate whether the changes in the mode of communication would increase student participation and to probe the students’ perceptions of the modified course using the above-mentioned survey.



CHUMBO, ISABEL; GONÇALVES, VITOR Instituto Politécnico Bragança



Título / Title WEBQUESTS IN TRANSLATOR TOOLS LEARNING: A CASE STUDY

Keywords Webquests, social-constructivism, translator training

Abstract Today’s students will be tomorrow’s professionals and it is in the classroom context that everything begins. As such, and in

accordance with the Bologna process, we have changed the shift to the students’ empowerment in the light of the social constructivist approach designed by Don Kirally (2000) where authentic and interactive learning happens through a re-assessment of teacher’s and student’s roles in the classroom. Webquests, as proposed by Bernie Dodge (1995) correspond to a clearly student-centered methodology and are based on the internet research, where almost every resource can be used in order to back up a set of didactic learning tasks. This paper is the result of a case-study where we tried to assess the degree of usage and of self-learning regarding different tools which support the translation process. As such the following tools were used to collect our data: 1) A questionnaire in order to characterize the group (Translation master students) and assess their knowledge of Translation Technologies. 2) Observation grid regarding the three performed Webquests. a) Tools and resources for Translation (Thematic portals, Search engines, webpages, glossaries, dictionaries, grammars, encyclopaedias and digital terminological databases), materialized through a collaborative mind map and a single electronic submission; b) Computer Assisted Translation Tools (SDL TRADOS, OmegaT, Déjà Vu, Wordfast, WordFisher, MetaTexis, STAR Transit, MultiTrans, etc.), the presentation of CAT tools to colleagues is the main objective as a result of learning based on the recommended tutorials. c) Machine Translation tools (Apertium, Google, PowerTranslator, Systran, Reverso), being the main goal to assess the reflection this kind of tools have on the work of the translator through a discussion forum. 3) Questionnaire to assess the degree of usage of the tools and the result of learning about the tools. After analysing the data it was suggested that the social constructivist approach applied to a particular environment and task and, especially to this set of tools, can have a useful and measurable result for future translators.



CURUM DUMAN, DUYGU Yildiz Technical University, Istanbul


Título / Title INTERPRETER TRAINING RESEARCH: A METHODOLOGICAL PERSPECTIVE

Keywords Interpreting Studies, Interpreter Training, Methodology

Abstract Research in interpreting studies has distinctive features. Its design, as well as the data collection methods used are of critical

importance for reaching quality data and reliable results. For this reason, it might be suggested that the research methodology to be used is one of the major issues of concern in interpreting studies. The aim of this study is to reveal the scientific methodologies used in Interpreting Studies, with specific emphasis on interpreter training. The corpus of the study is composed of two sources of data: EBSCOhost Electronic Journals database, which is one of the most prominent online reference systems and research databases; and the CIRIN bulletin, the international information network on conference interpreting research, compiled since 1991 and published online by Daniel Gile. In EBSCOhost, 10752 articles (covering the period between 1961 and 2013), found with the keywords of “translation and interpreting” were screened. The articles on community interpreter and conference interpreter training were separated and lastly, those focusing on interpreter training were selected and analyzed from a methodological perspective. The aim of choosing one general and one domain-specific database is to be able to cross-check the research tendencies identified. At the moment of the preparation of this abstract, the analysis on the CIRIN bulletin was still in progress. At the end of this study, the results obtained from both databases will be presented and analyzed comparatively. The importance of this study stems from the fact that the problem of methodology in interpreting studies needs more attention and that a methodology-oriented interpreter training research is expected to shed light upon the paths of young researchers in the field.



DAVILA-MONTES, JOSEP ; LEONE, LEAH The University of Texas at Brownsville & University of Wisconsin–Milwaukee

Ámbito / Àmbit / Topic Ensenyament de la interpretación/ Ensenyament de la interpretación/ Teaching interpreting

Título / Title TEACHING INTERPRETING ONLINE: SIMULTANEOUS BECOMES ASYNCHRONOUS

Keywords Online delivery, interpreter training, asynchronous learning Abstract

This paper seeks to reflect on the challenges and benefits of the online delivery of Simultaneous and Consecutive Interpreting courses, where, perhaps paradoxically, the handicap of distance and the lack of immediacy of asynchronous teaching becomes an unexpected ally in the learning process. In recent years, the academic community in general has witnessed the progressive growth and implementation of online courses. Supported by a number of factors—student accessibility, administrative budgeting, instructor flexibility—online teaching is proving to be both an alternative and a complement to traditional teaching methods for all parties involved. The field of Translation and Interpreting Studies and Translator and Interpreter Education is no exception to this trend, with online courses and programs found in increasing availability at all post-secondary levels. Programs across the globe are reshaping their curriculums to facilitate the delivery of both online and face to face courses. It has been argued as convincing rationale for the delivery of translation instruction online that the medium itself mimics the environment in which most students will work upon program completion. File sendoff and delivery, client meetings, contractor training sessions, Content Management Systems and many Translation Environment Tools either exist or take place online. Interpreting, however, is not so clear a case, since the online component in real-world interpreting activities is either limited or nearly inexistent. Constraints are often fuel for creativity; in the design of two fully-online courses in English <> Spanish Simultaneous and Consecutive Interpreting courses the paradoxical requirements of interpreting practice and online learning led to a number of alternative approaches to the online instruction of interpreting. These are presented in this paper as a possible model that has been already developed and implemented in a number of formats and venues. This presentation will discuss top-down curriculum design, in which authentic audiovisual materials determined course content. The model proposed uses stream recorded interpreting exercises, which allow students and instructors to return time and again to review the entirety of practice and exam interpretations. Also, this presentation will highlight and illustrate the importance of the video component in recording student interpretations, which provides useful means of instructor feedback and self-reflection on the non-verbal aspects of interpreting.



DE STERCK, GOEDELE Universidad de Salamanca


Title LA TRADUCCIÓN DE LOS NEOLOGISMOS EN EL AULA

TRANSLATING NEOLOGISMS IN THE CLASSROOM

Palabras clave / Keywords Traducción científico-técnica, neología, enseñanza/ Scientific and technical translation, neology, teaching translation

Resumen La ciencia y la tecnología se hallan sujetas a continuos cambios. El descubrimiento de realidades nuevas da lugar a conceptos

nuevos que obligan a acuñar nuevos términos. En un mundo en el que la lengua española se manifiesta como importadora por antonomasia de conocimiento y terminología de otros idiomas, empezando por el inglés, el papel del traductor adquiere una especial relevancia. Por ello nos proponemos desarrollar un marco de trabajo que contribuya a facilitar al estudiante de traducción las pautas y estrategias necesarias para que pueda afrontar a conciencia y con conocimiento de causa los problemas planteados por los neologismos. A fin de lograr una visión lo más amplia posible, pretendemos tender un puente entre la traducción y la terminología, la didáctica de la traducción y la traducción profesional, la norma y el uso, el inglés y las demás lenguas de trabajo de los estudiantes. A partir de un corpus multilingüe de textos paralelos EN-NL-FR-ES —en función de los conocimientos lingüísticos del público destinatario—, diseñado en torno a una temática de actualidad que forma parte de la vida cotidiana, se procederá a la detección e identificación de los neologismos y los mecanismos de su creación en los cuatro idiomas. En una segunda fase, al objeto de analizar y valorar concienzudamente los ejemplos extraídos del corpus, estos se cotejarán con la teoría de la traducción y la terminología así como con las directrices emanadas de los organismos que velan por la normalización lingüística, prestando especial atención a una serie de rasgos atribuidos a los neologismos (sinonimia, inestabilidad, dependencia terminológica, entre otros). Por último, los resultados obtenidos a lo largo de este proceso se pondrán en práctica mediante la traducción —en la combinación lingüística específica de la asignatura de traducción científico-técnica que se imparta— de un texto perteneciente al ámbito estudiado. Este método, de carácter inductivo, tiene la ventaja de que es extrapolable a cualquier otro problema de índole traductológica. Además de fomentar el espíritu crítico, ayuda a adquirir destrezas y habilidades imprescindibles para un desempeño satisfactorio de la traducción profesional. Gracias al enfoque multilingüe, permite ampliar las miras de los estudiantes familiarizándolos con la existencia de tendencias convergentes o divergentes entre sus lenguas de trabajo, dos de las cuales pertenecen a la familia germánica y otras dos, a la románica.

Abstract Science and technology are always changing. The discovery of new realities gives rise to new concepts that create the need to come up with new terms. In a world in which Spanish tends to import knowledge and terminology from other languages, particularly from English, translators play a vital role. Therefore we set out to develop a framework for providing translation students with all necessary guidelines and strategies to resolve any problems created by neologisms in an informed and conscientious way. In an effort to extend the scope as wide as possible, this contribution aims to build a bridge between translation and terminology, teaching translation and professional translation, norm and use, English and other working languages. On the basis of a multilingual corpus of parallel texts EN-NL-FR-ES — depending on the language skills of the target audience —, designed around a current topic that is part of everyday life, we will proceed to the detection and identification of neologisms and the mechanisms of their creation in all four languages. At the next stage, in order to thoroughly analyse and evaluate the corpus examples, these are checked against translation and terminology theory, on the one hand, and existing guidelines set by standardisation bodies, on the other hand, with particular attention to a number of characteristics attributed to neology (synonymy, instability, terminological dependency, among others). Finally, the results obtained during this process will be implemented throughout the translation — in the specific language combination of the scientific and technical translation course — of a text belonging to the previously studied field. This inductive method of teaching has the advantage of being transferable to any other translation problem. It not only helps develop critical sense, but also enables students to acquire essential skills and abilities for becoming a reliable professional translator. Moreover, the multilingual approach allows students to broaden their horizons familiarizing them with the existence of convergent and/or divergent trends between their working languages, two of which belong to the Germanic language family and the other two to the Romance branch.



DECESARIS, JANET ; ALSINA, VICTORIA; CAÑADA, MARIA DOLORS; LOPEZ FERRERO, CARMEN Universitat Pompeu Fabra


design

Title THE FINAL-YEAR PROJECT IN TRANSLATION AND INTERPRETING AT POMPEU FABRA UNIVERSITY

Keywords Final-Year Project, Curriculum design, Faculty coordination

Abstract The Final-Year Project in the degree programmes in Translation and Interpreting poses several challenges in terms of

academics, evaluation and organization. In this paper we will present an overview of the Final-Year Project that has been developed and implemented in Translation and Interpreting at Pompeu Fabra University, concentrating on the following: (1) our conception of the Project within a competence-based model of higher education; (2) the practical implementation of the Final-Year Project in terms of student management; (3) requirements for assigning faculty to this class, and matching faculty availability to student demand; (4) developing a system of evaluation that is applicable to a wide variety of project types; and (5) changes that have been introduced during the three academic years in which we have had 4th-year students in the competence-based degree programme. The degree programme in Translation and Interpreting at Pompeu Fabra University has several itineraries involving 3 A languages (Spanish, Catalan, Catalan Sign Language) and 4 B/C languages (English, French, German, Catalan Sign Language; the programme makes no formal distinction between B and C languages). This results in a very wide variety of possible subject areas for the Final-Year Project. The Dean’s office has identified 17 subject areas based on groupings of classes within the curriculum, and the number of slots offered in each subject area depends on the interaction of several variables, including expected student interest and faculty availability. Once students have been assigned to a specific subject area, they meet with their Project tutor to determine the specific topic and methodology of their Project. Our approach to the Final-Year Project demands a high degree of faculty coordination. Two senior faculty members are assigned to organizing the class and are responsible for coordinating the 17 separate groups, each of which has a different teacher (who may or may not be a senior faculty member). Key to the success of this two-tiered model of teaching staff is strict implementation and tracking of a calendar of academic activities, and development of an evaluation metric that can be applied to all Projects presented. Student satisfaction with the Final-Year Project is high. To aid in our discussion of these general issues, we will provide examples taken from one of the subject areas in which we have a large number of Projects, namely that of “General Translation English-Spanish/Catalan.”



DIAS LOGUERCIO, SANDRA Universidade Federal do Rio Grande do Sul

Ámbito / Àmbit / Topic Enseñanza de lenguas para traductores e intérpretes/ Ensenyament de llengües per a traductors i intèrprets / Teaching


Titel / Title CONTINUING EDUCATION IN THE TERMISUL ARQUIVES: A STUDY OF SCIENTIFIC LANGUAGE BASED ON CORPUS

AND ITS APPLICATION TO THE SUBJECT OF TRANSLATION (FROM PORTUGUESE TO FRENCH)

Keywords Teaching of Translation. Scientific Language. Corpus Linguistics

Abstract This paper describes the project of continuing education in the TERMISUL archives, open to Language students, who are

Brazilian Portuguese speakers, and their application to the subject of Translation (from Portuguese to French). This project comprises, essentially, two phases: a phase of research, in which we investigated the scientific language based on the study of discursive genres and on procedures of Corpus Linguistics, and a phase of didactization of material and of investigative activities aiming at applying them to the subjects of reading and textual production and/or translation in the Languages course (with emphasis in Portuguese, Spanish and French). The research, focusing initially on scientific summary, is based on a contrastive study of the three mentioned languages, which covers textual analysis (macrostructure) and linguistic analysis with a tool for automatic analysis of corpora (microstructures). It is yet complemented by a research of discursive modalizers and the expression of the subject-enunciator in the summaries. Besides the results found, such as surveying metascientific lexicon and phraseology, each one of these studies enables a didactic unit (or learning object), organized in sequences of activities available online. Such activities, for which consultation material and the corpora used are available, provide for the student a learning experience through researching and they also contribute to data enrichment and research improvement. Concerning the didactic results, on one hand, students gain autonomy when learning linguistics in his/her mother tongue and foreign language. On the other hand, they develop a critical view on the production of their own texts. And those are two essential sub-competencies for acquiring translation competence.



DONOVAN, CLARE ESIT/OECD


Título / Title THE SPECIFIC DILEMMA OF TRAINING CONFERENCE INTERPRETING STUDENTS TO WORK INTO THEIR B

LANGUAGE

Keywords Interpretive Theory of Translation – conference interpreter training – B language.

Abstract This presentation would be set within the context of conference interpreter training at Masters level in a University setting,

as recommended by AIIC and EMCI. The implied teaching template is that of the Interpretive Theory of Translation as elaborated and applied at ESIT, Paris, and extended to other training centres. The presentation would draw on specific observations made at ESIT, in Africa and other training centres worldwide, as well as on contributions to discussion groups organised with other trainers. The issue under consideration is the specific challenges of applying an interpretive-type method to the teaching of students working into their B language. An initial section would consider the nature and characteristics of a B language, noting, with examples, that this cannot necessarily be defined on the basis of lesser proficiency as compared to A, but rather decreased intuition, lack of a sense of entitlement and hence reduced confidence. A second part would consider the consequences of this for the interpreting process as transmitted in training. Arguably, the “normal” process developed by the Interpretive Theory of Translation, whereby the student interpreter learns to analyse a deverbalised message and reexpress that message spontaneously in the target language, might be impaired and even inappropriate when working into a non-intuitive language. And indeed, this claim has been made by proponents of the Theory in the past and used as a justification for rejecting “retour” interpreting. In this case, should an alternative mode of training be developed and proposed, possibly based on the acquisition of language transfer mechanisms? In a third section, this proposition would be examined in the light of research into and experience of interpreter training, with references to work by Moser-Mercer, Pöchhäcker and others. Such work would seem to indicate that, whilst students do acquire certain language-switching reflexes to handle rhetorical devices and set expressions, the broader interpretive process has to be maintained, if quality requirements and expectations of users and fellow interpreters are to be met.



ECHEVERRI, ÁLVARO Université de Montréal


Title EL RETO DE LA AUTONOMÍA Y DE LA FORMACIÓN CENTRADA EN EL ESTUDIANTE: ¿CUÁNTO HA AVANZADO LA

FORMACIÓN DE TRADUCTORES EN ESTE SENTIDO? THE CHALLENGE OF AUTONOMOUS LEARNING AND STUDENT-CENTERED EDUCATION: HOW MUCH HAS

TRANSLATOR EDUCATION ADVANCED IN THIS DIRECTION?

Palabras clave/ Keywords Enfoque centrado en el estudiante, estrategias de aprendizaje de la traducción, aprendizaje autónomo/ Student-centered

approach, translation learning strategies, autonomous learning

Resumen En un artículo sobre la enseñanza de la traducción publicado en el 3er volumen del Handbook of Translation Studies (2012),

Yves Gambier sostiene que en muchos lugares se está viendo un cambio en la manera de enseñar la traducción. De un enfoque centrado en el profesor se está pasando a un enfoque centrado en el estudiante. En el campo de la educación este cambio se viene realizando durante las últimas tres o cuatro décadas en todos los niveles del sistema educativo (desde la educación infantil hasta la universidad). En la formación de traductores, este cambio se empezó a sentir con fuerza a comienzos de los años 2000 con los trabajos de Donald Kiraly y su idea de empoderar al estudiante. En asuntos de organización de programas y de concepción de cursos los avances han sido importantes. Sin embargo, se puede decir que en la formación de traductores poco se ha hecho para promover la autonomía de los estudiantes. Es un hecho que hoy en día los estudiantes tienen mayor contacto directo con los conocimientos que deben adquirir que las generaciones anteriores. Esto ha hecho que la tarea del profesor sea cada vez menos la de un transmisor de conocimiento. Entre sus nuevas tareas, el profesor de hoy debe asumir el papel de guía que le ayuda al estudiante a procurarse las herramientas que le permitan aprender a aprender y aprender para la vida. Dentro de la perspectiva de aprender a aprender, las estrategias de aprendizaje (un aspecto de la formación que ha sido poco estudiado en la formación de traductores) se presentan como una herramienta de primera necesidad. El objetivo de nuestra presentación es explicar el papel que las estrategias de aprendizaje pueden desempeñar en un enfoque de formación centrado en el estudiante y cuál podría ser su aplicación en el caso particular de la formación de traductores. Un esbozo de un inventario de estrategias de aprendizaje de la traducción y una propuesta de aplicación en el aula de clase nos servirán como ejemplo de acciones que hacen posible un enfoque verdaderamente centrado en el estudiante.

Abstract In an article on teaching translation and training translators published in the 3rd volume of the Handbook of Translation Studies (2012), Yves Gambier confirms that in many places translation teaching is shifting from a teacher-oriented approach to a student-centered aproach. While in the field of education this shift has been going on for the last three or four decades (from kindergarden to the university) in translator education, it was felt around 2000 in the works of Donald Kiraly and his idea of student empowerment. In matters related to curriculum and course design translator education has made important advances. However, the idea of helping translation students to become autonomous is still a work in the making. It is a fact that today’s students have far more direct contact with contents to be acquired than previous generations of learners. As a consequence, teachers’ have become more than mere passers of knowledge. Among their new roles, today’s teachers guide students into acquiring the tools that will allow them to learn how to learn and how to learn for life. Learning strategies, an educational concept that has received little attention in translator education, are a mayor component of this learning- to-learn perpective. The goal of our presentation is to explain the role learning strategies play in a student-centered approach and how they could be used in translator education. A sample of a learning strategies inventory and a proposal of how to introduce translation learning strategies in translator education will be used as examples of the kind of actions that could be taken in order to promote a student-centered approach to translator education.



EMMEL, INA; COLLET, THAIS Universidade Federal de Santa Catarina


Title AS DEMANDAS PARA O PROFISSIONAL DA TRADUÇÃO AUDIOVISUAL NO BRASIL

BRAZILIAN PROFESSIONAL DEMANDS IN THE AUDIOVISUAL TRANSLATION MARKET

Palavras-chave/ Keywords Tradução Audiovisual, Mercado de Trabalho, Desenho curricular/ Audiovisual Translation, Job Market, Curriculum Design.

Resumo Nesta comunicação apresentaremos resultados preliminares de uma pesquisa sobre o mercado de Tradução Audiovisual

(TAV) no Brasil. O objetivo é verificar as demandas da área a fim de discutir o desenho curricular de um curso de bacharelado em Tradução, em específico em relação às disciplinas de TAV. No Brasil, como em outras partes do mundo, a área tem apresentado um crescimento representativo nos últimos anos. No entanto, no nosso país, a formação dos profissionais está basicamente limitada a cursos de curta duração (oferecidos por empresas da área, tradutores e escolas de idiomas) - diferentemente da Europa, onde “[...] many universities recognize the need for formal AVT training [...]” (CHAUME, 2012, p. 43) - o que reflete na qualificação dos mesmos. A relevância desta investigação se dá na possibilidade de contribuir com os resultados nela obtidos, visto que este trabalho surge no momento em que se constata a falta de profissionais preparados para atuar, ao mesmo tempo em que a Universidade Federal de Santa Catarina, instituição que as autoras fazem parte, está no processo de abertura de um curso de bacharelado em Tradução, e, portanto, é importante e necessário que se conheçam as demandas do mercado de trabalho. Apresentaremos, primeiramente, um levantamento dos cursos de bacharelado em Tradução no país que, após estudo de seus currículos, constatou a baixa oferta de disciplinas de TAV. Logo, mostraremos uma análise inicial do mercado feita através de ofertas de trabalho em classificados dos sites Proz e Translators Café. E, por fim, exporemos as informações obtidas até o momento, em relação às empresas atuantes e quais as suas exigências e necessidades, através da análise de informações em seus sites e questionários enviados para as mesmas.

Abstract This presentation shows preliminary results of a research on Audiovisual Translation (AVT) market in Brazil. The research aims at checking the demands of this area in order to discuss the curriculum design of an undergraduate course in Translation, especially in relation to AVT disciplines. In Brazil, as well as in other parts of the world, this area has presented a representative growth. However, in our country, professional training is basically limited to short courses (offered by AVT companies, translators and language schools) – unlike in Europe, where “[...] many universities recognize the need for formal AVT training [...]” (Chaume 2012, p 43). Considering that there is a demand for skilled professionals and that the Federal University of Santa Catarina (institution to which the authors are affiliated) is implementing an undergraduate course in Translation, the importance of this research lies in the possibility to contribute with the results obtained. Therefore, it is important to understand the demands of this market. In this paper, firstly, we present a survey about Brazilian undergraduate courses in Translation based on their syllabi, which resulted in few AVT disciplines offered. Secondly, we show an initial analysis of this market based on job offers found in websites such as Proz and Translators Café. Finally, we show the information obtained so far about the companies located in Brazil, their needs and requirements, gathered through their websites and questionnaires sent to them.



FLOROS, GEORGIOS; KRITSIS, KONSTANTINOS University of Cyprus



Título / Title ADAPTING VIRTUAL LEARNING ENVIRONMENTS FOR THE EVALUATION OF THEIR EDUCATIONAL

OPPORTUNITIES: A PROGRESS REPORT

Keywords Virtual Learning Environments, interpreter training, digital content

Abstract The presentation is a progress report on EVIVA (Evaluating the Education of Interpreters and their Clients through Virtual

Learning Activities), which is a EU-funded project in the framework of the Life Long Learning Programme, aiming at evaluating the educational opportunities that three types of virtual learning environments (VLEs)—3D virtual worlds, videoconference- and video-based environments—offer for future interpreters and their clients. The project is run by a consortium of four European universities (Surrey, Bangor, Poznan and Cyprus) and a private company (Germany). The specific objectives of the EVIVA project are, first, to investigate a) the efficiency of VLEs and how they support different learning activities, b) how learners from diverse backgrounds learn by using VLEs, c) the user experience and the VLEs’ ability to simulate real-life conditions, and d) the VLEs' ability to support the acquisition of digital competence; second, to develop innovative evaluation methods to investigate the points above, by combining traditional methods of interpreter assessment with research methods such as introspection, corpus analysis and visual analytics; and third, to use the results of the first and second objectives to formulate design recommendations and guidelines for VLEs in interpreting. In order to implement the above, digital content available through previous projects (IVY and BACKBONE) needs to be adapted and prepared for the specific evaluation studies. This presentation will provide a) an overview of the IVY and the BACKBONE content, which provide the 3D virtual world and the video-based environment respectively, b) the adaptations necessary in order to carry out the evaluation studies, and c) an overview of the research methods for the evaluation which is currently ongoing and which will then be used to answer the research questions of this project. It needs to be stressed that since research is ongoing and scheduled to be completed in the fall of 2014, no final or definite results can be presented/predicted at this point. However, the novel character and aspects of the VLEs under examination may provide a useful and interesting overview of recent developments regarding the use of ICTs in the training of interpreters and their clients.



FONTANET, MATHILDE University of Geneva


Título / Title THE PSYCHOLOGICAL DIMENSION OF TRANSLATION AND TRANSLATION TEACHING

Keywords Translation teaching, emotion, creativity

Abstract Objective

Focusing on the psychological angle of written translation and translation teaching Description One of the difficulties that students experience when studying translation is the need to take account of a large number of parameters while translating a text. The main focus of their attention is the meaning of the sentence they are translating, leaving little time for other aspects, such as correct register, acknowledgment of cultural differences or processing stylistic effects, and no time at all for many others dimensions, such as connotations, echoes within the text, the global argumentative line, the context in which the text will be read and the constraints associated with the medium. One critical aspect they tend to forget is the psychological dimension which underlies all acts of communication. They neglect considering the construction of personae involved – that is of the figure of the speaker/narrator/author and the figure of the reader/audience. They very often translate texts with the aim of reproducing as closely as possible what they trust is the meaning of the source text, but neglect the emotional implications of their choices. For example, while translating oral discourse, they rarely take account of the need to bring out the persona of the speaker, who can thus appear insecure, scornful, hypocritical, condescending – or as having a multiple personality. A good way of stimulating their perceptivity is going through a broad range of texts and confronting them with the implications of their choices, while stimulating interaction in the class. Teaching translation is a difficult task because potentially good translators are sensitive people, prone to doubts, easily offended and often suffering from a kind of permeability with their own environment. This means that they are vulnerable, can overreact to criticism or become so tense that they are no longer capable of bringing the full range of their native linguistic skills to the task of translating the text. Creativity, which is an important gift for a translator, diminishes in the event of stress or despondency. The teacher must thus be very careful to stimulate the students without wounding them and to challenge their solutions without discouraging them. Ideally, all the students should be able to voice their own translation choices without having to fear that they might be laughed at. A discussion on the role of the teacher will be followed by practical suggestions concerning the way exercises should be organized, how poor solutions should be dismissed and how good ones should be presented so as to preserve mutual respect, conviviality, spontaneity and pleasure in the class.



FONTANET, MATHILDE; ESTÉFANIA PIO University of Geneva


Title RESEARCH STUDY ON THE DEVELOPMENT OF LINGUISTIC SKILLS OF THE FIRST –YEAR STUDENTS OF

THE DEPARTMENT OF FOREIGN LANGUAGES, TRANSLATION AND INTERPRETING OF IONIAN UNIVERSITY, CORFU, GREECE

Keywords Language learning, skills, evaluation

Abstract Learning a foreign language plays a vital role in the 21st century society as it is the basic skill in order to communicate

competently and build a successful career in the field of Translation Studies. The knowledge of at least two foreign languages is a basic requirement for those students who wish to attend the Department of Foreign Language, Translation and Interpreting of the Ionian University, Corfu Greece and become professional translators. However, a crucial dimension of this aspect has to do with the language competence the students obtain before they enter the Department and how their linguistic skills develop through the years of studying at the Department. The specific research study focuses on the development of the linguistic skills of the first- year students of the Department of Foreign Language, Translation and Interpreting of the Ionian University. A representative sample of 40 first- year students who enter the Department in 20111 was taken and was asked to complete a diagnostic test both in English and French. This diagnostic test was created in order to examine the language competence of the students in two basic linguistic skills: the reading comprehension and the writing production. The aim of this test was to estimate the level of competence the students had achieved in both languages before they enter the Department and then to categorize them in 4 levels: B1, B2, C1, C22. Based on the results of this first survey, valuable conclusions have been taken, which have to do a) with the strengths and weaks of each individual student, b) the future linguistic development of the students, c) how their linguistic competence in two different foreign languages can help and - on a second level – can be improved and developed in order to become qualified and competent professional translators after they have graduated from the Department (which means in a four – year time at least). The second part of the research took place in October 2012, when the same group of students was asked to complete a second language test in English and French. The results of this second test showed whether the students have shown progress or not at the same linguistic skills which have been examined in the diagnostic test a year before and what difficulties they faced concerning their language competence and their practice as future translators. Finally, a third evaluation test is going to be given to the same students in June 2014, as they are expected to complete the third year of their studies. The results of the above research study are expected to offer valuable conclusions and suggestions on how the level of language acquisition affects the translation process and vice versa. Moreover, it is expected to show how the students who have just graduated from high school and enter the Department of Foreign Language, Translation and Interpreting combine their knowledge and experience in both translation and a foreign language in order to achieve their goals. I first describe the learning scenario—course competences, content and classroom setting—, then I introduce the ePortfolio and its elements, and continue with an illustration of the structure of the classroom sessions. c) Results or/and conclusions. The communication will end with a discussion on how these teaching practices relate to the principles of socio-constructivism, illustrated with actual examples of the learning experience and students’ reflections on their learning.

1 The students who enter the Department of Foreign Language, Translation and Studies have succeeded in the Pan-Hellenic Examinations organized by the Greek Government. They have also been examined in both English and French. 2 The categorization is based on the levels of competence in foreign languages as they are given by the Common European Framework of Reference for Languages: Learning, Teaching, Assessment – (CERF) Council of Europe (2011).

http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp




FRÉROT, CÉCILE; ROSSI, CAROLINE Université Stendhal, Grenoble 3



Title APPLYNING A CORPUS-BASED STUDY OF ENGLISH NPs IN A FRENCH SPECIALIZED TRANSLATION

CLASSROOM: USING AND ENRICHING A NEW ONLINE TOOL

Keywords Translation teaching, selected corpus data, complex NPs in English

Abstract The use of corpus in the translation classroom has become increasingly attractive over the years and their benefits have

gained considerable attention among teachers as they can be a valuable tool to enhance students’ translations, especially when it comes to translating into L2. Corpus-based translation classes rely mainly on the use of concordancers to search bilingual corpora - collections of either comparable or parallel texts - and to complete translation-related tasks. Pedagogical uses of corpora have been shown to raise language awareness among students and have consistently proved more relevant than conventional resources such as bilingual dictionaries and term banks (Bernardini, Castagnoli 2008; Bowker 1999; Frérot 2009; Frankenberg-Garcia 2005; Marco, van Lawick 2009; Kübler 2003). Overall, corpora are praised as “better language service providers” (Wilkinson 2005) as they help students provide natural-sounding translations. While the vast majority of practice-oriented studies has focused on promoting the use of corpora in the translation classroom and designing exercises carried out in class, there seems to be room for discussion on which corpus data students should search - raw vs. selected material, and which classroom-friendly tool(s) should be used. Our classroom-oriented study derives from corpus-based analyses of English complex NPs and aims at guiding students through corpus-driven data. English complex NPs have been identified as lexico-grammatical patterns that are difficult to grasp for French students in specialized translation (Maniez Thoiron, 2004). French students tend to overgeneralize the (the [N1] of [N2]) construction and ignore the corresponding [N2]+[N1] construction, which is preferred in at least some of the occurrences (e.g. 'treatment choice' vs 'the choice of treatment'). In order to obtain linguistic evidence, we searched a new, on-line French and English corpus of scientific (mainly medical) texts, which includes over 13 million words -Scientext (Falaise et al. 2012), and extracted frequency data for both constructions. Based on our search results, we prepared selected material (e.g frequency data and concordances) for integration in a classroom-friendly version of Scientext, designed for non-native speakers of both French and English (Tutin, Falaise 2013; Hartwell, Jacques, 2012). Our study shows how controlled corpus data can be brought to bear on advanced translation students’ understanding of the differences between two types of complex NPs. We argue that this enhanced understanding will hardly be achieved when students are left to navigate corpora and sort out corpus data by themselves to solve a given translation problem.



GÓMEZ-HERNANDEZ, NORMAN Universidad de Antioquia


Título / Títol / Title PRESENTACIÓN DEL LIBRO “TRADUCIR TEXTOS CIENTÍFICOS Y TÉCNICOS: MÓDULO PARA LA ENSEÑANZA DE LA

TRADUCCIÓN INGLÉS – ESPAÑOL” PRESENTATION OF THE BOOK “TRADUCIR TEXTOS CIENTÍFICOS Y TÉCNICOS: MÓDULO PARA LA ENSEÑANZA DE

LA TRADUCCIÓN INGLÉS – ESPAÑOL”

Palabras clave/ Keywords Didáctica de la traducción, textos científicos y técnicos, Traducir Textos Científicos y Técnicos: Módulo para la enseñanza de

la traducción/ Didactics of Translation, Scientific and Technical Texts, Traducir Textos Científicos y Técnicos: Módulo para la Enseñanza de la Traducción Inglés – Español

Resumen “Traducir Textos Científicos y Técnicos” surge como un intento por solucionar un problema de investigación en el cual

encontramos que los procesos específicos de la traducción de textos científicos y técnicos (TC&T) no pueden enmarcarse dentro de una tipología de traducción general debido a las características propias de los mismos, pues estos textos exigen que el traductor posea una competencia traductora específica (Hurtado, 2003; Gamero, 2001, Delisle, 2005). Partiendo de la hipótesis de que el conocimiento y análisis del funcionamiento de los TC&T puede ayudar a optimizar la enseñanza de la traducción de los mismos, ofrecemos esta propuesta didáctica específica que incluye aspectos lingüísticos, textuales, conceptuales y metodológicos para ayudar a alcanzar tal objetivo. El libro es un subproducto del proyecto de investigación “Aproximación a una Didáctica de la Traducción de Textos Científicos y Técnicos”, realizado para optar al título de Master en Educación- Línea Didáctica de la Traducción, en la Universidad de Antioquia (Colombia), y pretende ofrecer una alternativa al mejoramiento de los cursos de traducción especializada, en particular los relacionados con la traducción de lenguajes de especialidad. Buscamos con él brindar una herramienta de enseñanza que sea útil tanto a profesores como a estudiantes: a los primeros les permite aplicar y adaptar los talleres propuestos en el libro de acuerdo a la realidad y al entorno específico de sus cursos, y a los últimos les proporciona una serie de actividades encaminadas al desarrollo del trabajo autónomo y colaborativo orientado a la traducción. “Traducir Textos Científicos y Técnicos” ofrece, aparte de la propuesta metodológica y la selección de textos para los talleres, actividades basadas en recursos multimedia encaminadas a orientar al estudiante hacia un proceso completo de traducción y a su posterior evaluación. Estas actividades generan una ambientación que sirve para introducir al estudiante en el campo temático de cada uno de los seis talleres que componen el libro. Además, cada taller va acompañado por un marco teórico que facilita la comprensión de los conceptos incluidos en ellos, y de un instructivo para el profesor. Al final del libro se incluyen tres anexos con una plantilla de portafolio de autoevaluación, con respuestas sugeridas, y con cuatro modelos de evaluación de traducción. Así pues, este libro busca ser una propuesta didáctica específica de apoyo para la traducción de estos textos, adecuada a la formación de los traductores y a las necesidades de traducción de diferentes campos disciplinares.

Abstract “Traducir Textos Científicos y Técnicos” was created trying to solve a research problem in which we found that the specific

processes for translating scientific and technical texts (S&TT) cannot be considered equal to the processes for translating general texts since they have their own characteristics, and require from the translator to have a specific translation competence (Hurtado-Albir, 2003; Gamero, 2001, Delisle, 2005). Departing from the hypothesis that "knowing and analyzing the functioning of S&TT may be helpful for optimizing the teaching of their translation”, we have developed a specific didactic proposal that includes linguistic, textual, conceptual, and methodological aspects that may help achieve that goal. This book is a by-product of the research project "Approximation to the Didactics of Translation of Scientific and Technical Texts" which was carried out for obtaining the Master in Education –with emphasis on Didactics of Translation- at the University of Antioquia (Colombia) - and it is intended to offer an alternative option for the improvement of specialized translation courses, particularly in specialized languages. We also pretend to provide a useful teaching tool for both teachers and students. Teachers can apply and adapt its workshops according to their needs and their own teaching environment. Students, on the other hand, can benefit from the set of activities intended to develop their autonomous and collaborative work in translation. Apart from the methodological proposal and the selection of texts to be used in its workshops, “Traducir Textos Científicos y Técnicos” includes multimedia and other resource-based activities that lead the student through the complete translation process and its assessment. Those activities serve as a warming-up to introduce the student to the topic field for each one of the six workshops in the book. Besides, each workshop is preceded by a theoretical framework that helps understand the concepts included within them, and by a set of instructions for the teacher. There are three annexes at the end of the book containing a self-assessment portfolio template, suggested answers, and four translation quality assessment models. Thus,



this book tries to offer a specific didactic proposal for the translation of those texts which is appropriate for the formation of translators and for the needs of translating texts from different fields of knowledge.



GRAU PEREJOAN, MARIA Universitat de Barcelona


Título / Title TEACHING LITERARY TRANSLATION WITH A FOCUS ON POSTCOLONIAL AUTHORS

Keywords Teaching Literary Translation, Postcolonial texts, Western promotion

Abstract Literatures from postcolonial countries are usually complex and diverse texts because they reflect realities characterised by

neither a monolithic cultural situation nor a monolingual linguistic situation. Certain Postcolonial texts are considered non-eligible for promotion and thus are less taught and translated. This way, texts that are instrumental features in the struggle for self-representation of many Postcolonial regions are deemed untranslatable from a hegemonic perspective. This paper will analyse the use of texts from Anglophone Postcolonial authors in the teaching of literary translation with a double intention. First, introducing authors to which students have a very limited exposure throughout their degree, and secondly making students aware that depending on their translation choices and strategies their role as prospective literary translators can be an active and even transformative one. Through the translation of Postcolonial authors students are made aware of the hegemonic trend that establishes Postcolonial authors, particularly those who choose not to adapt their fiction for a Western readership, as non-eligible for promotion by the West. Students, as prospective translators into Catalan and Spanish of texts written in English/es, become conscious of the fact that Postcolonial texts necessitate an in-depth understanding of the world they aim at reflecting. The stress is put on the need to become equipped with the specific tools each culture-specific text elicits, so as to break away from translations in which Western readers merely see themselves reflected in a cultural other. Moreover, the figure of the literary translator as no longer a passive figure but an active and engaged one capable, with his or her translating choices and strategies, of challenging cultural frameworks and introducing difference into the world, is foregrounded. All in all, this paper will argue that teaching literary translation through the use of Postcolonial authors can contribute to shifting the marginal position Postcolonial authors have been relegated to. Ultimately, it can also contribute to informing the students of translation practices that aim at building counter discourses and redistributing the privilege of seeing and representing.



GUMUL, EWA University of Silesia

Ámbito / Àmbit / Topic Enseñanza de la interpretación / Ensenyament de la interpretacció / Teaching interpreting

Title ON TEACHING SIMULTANEOUS INTERPRETING: CONSTRAINTS OF THE MODE AS PERCEIVED BY TRAINEE

INTERPRETERS

Keywords Simultaneous interpreting, constraints, retrospective comments

Abstract Constraints that distinguish simultaneous from other modes of interpreting (i.e. consecutive and liaison), and their written counterpart are manifold. The factors most often referred to in literature are: substantial temporal pressure and limited short-term or working memory capacity (cf. Kirchhoff 1976; Gile 1995, 1997; Wei 2002; Zhong 2003; Gumul 2005). Moreover, owing to virtual simultaneity of the input reception and output production, an interpreter’s receiver and sender roles overlap in time. Another major problem is the lack of revision phase – an interpreter’s output is always the first and the only draft of the text. Numerous accounts also stress the potentially adverse effects of the linearity constraint (e.g. Hatim and Mason 1997, Setton 1999). Since the input is presented to the interpreter in segments short enough to be accommodated in the maximum time lag of no more than a few seconds, there is hardly any text available for co-processing. Only the most local information concerning the structure and context of the utterance is made accessible to the interpreter. As emphasized by Setton (1999, 10), in SI the decisions are made on the basis of units not only smaller than a text, but often even smaller than a proposition. Last but not least it is essential to highlight the transient nature of the text delivered orally and its consequences for the target audience. The subsequent segments of the target text in SI are made accessible to the recipients for a matter of seconds, after which time they are irrevocably gone, thereby depriving them of the possibility to go through the text again and trace cognitively demanding interconnections. The present paper aims at investigating how these constraints are perceived by interpreting trainees. The research method adopted are retrospective verbal protocols. The research has been conducted on the Polish-English language pair, in both directions of interpreting. The subjects in the study are advanced interpreting students, all of them native speakers of Polish with English as language B in their language combination. The experiment was conducted in a standard laboratory used for teaching simultaneous interpreting. The experimental setting made it possible to acquire data from retrospective verbal protocols and to obtain multiple renditions of the same texts under the same conditions.



HARO SOLER, Mª DEL MAR Universidad de Granada


Titel / Title LA AUTOCONFIANZA DEL TRADUCTOR Y SU POSICIÓN EN LA FORMACIÓN EN TRADUCCIÓN

TRANSLATOR’S SELF-CONFIDENCE AND ITS POSITION IN TRANSLATOR TRAINING

Palabras clave/ Keywords Formación de traductores, competencia psicofisiológica, autoconfianza/ translator training, psychological competence, self-

confidence

Resumen Ante la ausencia de estudios sistemáticos realizados sobre algunos de los componentes de la Competencia Traductora (CT),

entre ellos la competencia psicofisiológica, resolvimos profundizar en el estudio de esta competencia y, más específicamente, de la autoconfianza del traductor. Para comenzar a abordar la investigación del objeto señalado establecimos los siguientes objetivos: 1) analizar la presencia de la autoconfianza en los principales modelos de CT, 2) recopilar la información que dichos modelos ofrecen sobre la autoconfianza y 3) conocer la percepción del estudiantado referente a la posición que ocupa la autoconfianza en la formación en Traducción. Para cumplir con los dos primeros objetivos establecidos nos aproximamos a nuestro objeto de estudio desde una perspectiva teórica y revisamos los principales modelos de CT. Con el fin de satisfacer el tercer objetivo señalado, decidimos organizar grupos de discusión desarrollados en la FTI de Granada. A través del análisis de los principales modelos de CT advertimos que existe una evolución que afecta a la presencia de la autoconfianza en ellos, evolución que se inicia con modelos que contemplan de forma aislada elementos psicológicos del traductor, entre los que se encuentra ya la autoconfianza; continúa con modelos que incluyen componentes que engloban elementos psicológicos entre los que no se encuentra la autoconfianza, y culmina con la localización de nuestro objeto de estudio dentro de un componente concreto de la CT. A lo largo de esta evolución son cinco las propuestas de descripción de la CT que toman en consideración la autoconfianza del traductor: los modelos de Pym (1992, 2003), PACTE (1998, 2000, 2001, 2002a, 2003, 2005), Kelly (1999, 2002, 2005, 2007), González Davies y Scott-Tennent (2005) y Göpferich (2008, 2009). La localización de la autoconfianza en los modelos de PACTE (1998, 2000, 2001, 2002a, 2003, 2005), Kelly (1999, 2002, 2005, 2007) y Göpferich (2008, 2009) pone de manifiesto su naturaleza psicológica. Por el contrario, la incursión de la autoconfianza dentro de las habilidades de transferencia en la propuesta de González Davies y Scott-Tennent (2005) hace patente su significación en el proceso traductor. Del modelo de Pym (1992, 2003) se desprende igualmente que la autoconfianza es un factor clave en dicho proceso. Los resultados obtenidos mediante los grupos de discusión aún no están disponibles, si bien nuestra experiencia estudiantil nos lleva a pensar que pondrán de manifiesto la escasa atención que se presta actualmente a la autoconfianza del traductor en la formación en Traducción.

Abstract Due to the lack of systematic studies on some of the subcompetences of translation competence (TC), such as the

psychological subcompetence, we have decided to perform the study of the said subcompetence and, more particularly, of translator’s self-confidence. We have established the following objectives: 1) to analyse the inclusion of translator’s self-confidence in the main TC models, 2) to collect the information that these models offer on self-confidence, and 3) to discover the role given to self-confidence in translator training from the point of view of students. To meet objectives 1) and 2), we have adopted a theoretical perspective and have analysed the main TC models. For objective 3), we have decided to organise discussion groups at the Faculty of Translation and Interpreting in Granada. When analysing the main TC models we discovered that there is an evolution related to the inclusion of self-confidence. This evolution starts with models that take into account a few isolated psychological elements, such as self-confidence; continues with models that distinguish TC components comprising psychological elements but where self-confidence is not included, and culminates with the placement of our object of study as part of a particular component of TC. Just five of all the models analysed include the translator’s self-confidence: the models presented by Pym (1992, 2003), PACTE (1998, 2000, 2001, 2002a, 2003, 2005), Kelly (1999, 2002, 2005, 2007), González Davies and Scott-Tennent (2005) and Göpferich (2008, 2009). The presence of self-confidence in the models proposed by PACTE (1998, 2000, 2001, 2002a, 2003, 2005), Kelly (1999, 2002, 2005, 2007) and Göpferich (2008, 2009) shows the psychological nature of our object of study. On the other hand, the models proposed by Pym (1992, 2003) and by González Davies together with Scott-Tennent (2005) reflect the importance of self-confidence in the translation process. The results following the discussion groups are being processed, although our experience as students leads us to believe that they will show the almost inexistent attention paid to translator’s self-confidence in translator trainin



HORCAS RUFIÁN, SARA Universidad de Granada


Titel / Title TEORÍAS IMPLÍCITAS DE LA DOCENCIA SOBRE LA DIRECCIONALIDAD EN LA FORMACIÓN DE TRADUCTORES

TEACHERS’ IMPLICIT THEORIES OF DIRECTIONALITY IN TRANSLATOR TRAINING

Palabras clave/ Keywords teorías implícitas; direccionalidad en traducción; formación de traductores / implicit theories; directionality in translation;

translator training

Resumen a) Objetivos del trabajo: El presente trabajo tiene como objetivo principal conocer las creencias, representaciones y

concepciones sobre la direccionalidad en traducción de los actores implicados en la formación de traductores. La consecución de este objetivo se lleva a cabo por medio del estudio de las teorías implícitas –concebidas como construcciones personales sobre experiencias que en su mayor parte son sociales y culturales– como filtro cultural a través del que los docentes construyen su identidad profesional y gobiernan su práctica docente.

b) Descripción: El estudio se lleva a cabo desde posiciones cercanas a la sociología, utilizando un diseño exploratorio secuencial de método mixto que persigue la triangulación de datos. Se parte del método de estudio de casos, que combina simultáneamente el análisis de documentos, la entrevista a informantes y la observación participante, para recurrir posteriormente a técnicas de recogida de datos mediante encuesta, previa finalización de la fase inicial cualitativa.

c) Resultados: Los resultados preliminares obtenidos en un estudio piloto apuntan a la necesidad de reflexionar sobre la organización académica de los elementos de traducción directa e inversa, con profesorado especializado, diferenciando objetivos y con enfoques metodológicos diferentes en aras de modelos recibidos no acomodables y no siempre ajustados a la realidad social.

d) Conclusiones: Nuestro trabajo pone de manifiesto que existe una clara necesidad de llevar a cabo estudios empíricos y de mayor envergadura que permitan evaluar la adecuación de las prácticas formativas actuales para profundizar en esta cuestión.

Abstract a) Purpose: This study aims to further the understanding of beliefs, representations and conceptions about directionality in

translation of actors involved in translator training. To this end, the role of implicit theories –which arise from the individual's personal experiences and are mainly mediated by the individual's socio-cultural environment– is explored as a cultural bias through which translator trainers develop their professional identity and direct their teaching practice.

b) Methods: The research is conducted from a sociological perspective, using an exploratory sequential mixed-methods design in order to pursue data triangulation. Survey data collection techniques are employed after the completion of the initial qualitative phase, consisting of a case study that simultaneously combines document analysis, interviewing of informants, and participant observation.

c) Findings: Preliminary results from a pilot study point to the need to review the academic organization of direct and inverse translation course units –entailing specialized translator trainers, specific learner objectives and different methodological approaches for each course unit–, based on received models which are not always suitable and do not match the social reality.

d) Conclusions: The study shows a clear need to conduct large-scale empirical studies designed to assess the adequacy of current training as the basis for a deeper discussion of this issue.



IDZIKOWSKA, ULA; HASSAOUNIA, NORA Kruispunt Migratie-Integratie


Titolo / Title CHALLENGES OF TRAINING SOCIAL TRANSLATORS IN FLANDERS: HOW TO OPTIMIZE THE VOCATIONAL

TRAINING?

Keywords Social translation, social constructivism, process-oriented training

Abstract a) Objectives of your work

In 2013 the Central Support Cell for Social Interpreting and Translation (COC) was set to optimize its vocational training for social translation (VT) as one of the steps taken towards professionalization of social translation (ST). b) Description The VT was developed (2008) as a 45 hours language free course to prepare the candidates for the certification exam (CE) and the profession. It was aimed at the candidates with no translation education or professional translation experience. The VT consisted of four modules: theory, practice, code of ethics, PC-skills. In 2013, the COC undertook a SWOT-analysis of the VT, highlighting some weaknesses such as lack of relevant source texts in the foreign languages or difficulties in providing structural feedback on the translation tasks into the foreign language. The VT needed to focus more on ST as such, not on translation in general. Moreover, there was a need to increase training opportunities as the course was merely a short-term course. In the second phase of the optimization a comparative research was carried out: the curricula of various academic institutions were examined. Also the recommendations of the Special Interest Group on Translation and Interpreting for Public Services (2011) were taken into consideration. On the basis of the analyses and a literature study a refined curriculum was developed and reviewed by academic partners. The optimized VT consists of two modules: module I focuses on theory with a clear link to the practice whereas module II offers mainly practice with some essential theoretical background (e.g. about revision in terms of self-evaluation). The new pedagogical approach is based on the social constructivist’s principles as proposed by Kiraly (2000). The collaborative learning and peer-review plays an important role. Particular attention is given to the translation process to raise the student’s awareness of translation problems and guide them in how to achieve translation quality. During the translation workshops the students will be confronted with authentic source texts provided by the social translation agencies in Flanders. The knowledge gained in module I is to be implemented during group- and individual translation in module II. c) Results or/and conclusions The new pedagogical approach is to be applied in April. Candidates mastering languages for which there is a translators shortage will be given priority to participate.



ILHAMI, NAIMA Universidad de Granada


design

Title ESTUDIO DEL PERFIL DE INGRESO DEL ALUMNADO DE TRADUCCIÓN E INTERPRETACIÓN EN ESPAÑA: EL CASO

DE LA LENGUA B ÁRABE PROFILES OF STUDENT ENTERING TRANSLATION AND INTERPRETING PROGRAMMES AT SPANISH UNIVERSITIES:

ARABIC AS MAJOR FOREIGN LANGUAGE

Palabras clave/ Keywords Perfil del alumnado, Traducción e Interpretación con Lengua B árabe, Diseño curricular/ Student profile, Arabic as major

foreign language, Curriculum design

Resumen a) objetivos del trabajo: La mayoría de las investigaciones que se desarrollan en el ámbito de la formación de traductores se

centran en factores relacionados con la traducción en sí o los programas formativos, y pocas veces el factor humano implicado es objeto de estudio. Dado que el alumnado es uno de los agentes relevantes para la optimización del diseño curricular de las titulaciones, el presente trabajo se centra en el estudio del perfil de ingreso del alumnado de Traducción e Interpretación con lengua B árabe en España. El conocimiento de dicho perfil permite la evaluación del grado de adecuación del diseño de la titulación a las necesidades formativas de los destinatarios de la formación, que permite a su vez una mejor adecuación de dicho diseño. b) descripción: Cabe señalar que el plan de estudios adoptado, en el caso de la combinación lingüística árabe-español, se basó en el inicialmente desarrollado para la combinación español-inglés pese a las diferencias que esta combinación presenta con respecto a la que nos ocupa. El estudio que aquí presentamos es un estudio descriptivo interpretativo no experimental en el que se recogen datos tanto cuantitativos como cualitativos sobre aspectos relevantes para el diseño curricular en la combinación árabe-español tales las características personales del alumnado, sus conocimientos previos, sus expectativas y motivación, su cultura académica de origen entre otros. La metodología adoptada para la recogida y análisis de datos basa en las propias de las Ciencias Sociales. c) resultados y/o conclusions: Los resultados obtenidos constituyen, por una parte, una aportación relevante para la adecuación curricular del programa formativo, y por otra parte, una información de primera mano útil para el profesorado para establecer puntos de partida para el diseño y elaboración de las materias como para la impartición de las mismas.

Abstract 1-Objectives: Most of the research undertaken in the field of translator training focuses on factors related to the translation itself or to training programs. Very rarely the human factor involved is under study. Since the students are probably the most relevant actors to be taken into account for curriculum design, this paper focuses on the study of the profile of those who have chosen Arabic as their main foreign language in Translation and Interpreting programs at Spanish universities. A deeper knowledge and assessment of the students’ characteristics will allow the curriculum to be tailored to their needs. 2-Description: In Spain, the curriculum adopted for the linguistic combination Arabic-Spanish was the same as the one developed for English-Spanish without taking into account the differences among both B languages. This work is a descriptive, interpretative, non-experimental study that presents quantitative and qualitative data relevant for curriculum design such as the student’s personal characteristics, previous knowledge, expectations, motivation and academic culture at the home institutions. For data collection and analysis, well-established methods in Social Sciences were adopted and employed. 3- Results/Conclusions: The results obtained in this study will be useful for adapting the training program curriculum to the students’ needs and provide reliable first-hand information for teachers helping them to establish to design and develop adequate teaching strategies and suitable materials.



JIMENEZ CRESPO, MIGUEL A. Rutgers University



Title TRANSLATION COMPETENCE MODELS AND LOCALIZATION: CAN GENERAL TRANSLATION COMPETENCE

MODELS BE ADAPTED FOR DIFFERENT PROFESSIONAL PROFILES?

Keywords Translation competence, localization, translation technologies

Abstract For over a decade, experimental research into translation competence models such as the PACTE (2001, 2003, 2005, 2009,

2011a, 2011b) or the Transcom (Göpferich 2009; Göpferich et al 2011) delved into the comprehensive set of skills that translation trainees acquire during the course of translation training programs. These models have been instrumental from an applied perspective in order to establish translation-training programs. New technologies are slowly introducing new professional profiles that not only require translation competence from potential candidates, but also an ever-changing array of different skills. These are job profiles such as localization specialist, localization quality manager or translation crowdsourcing manager (Kelly et al. 2011). With an ever-expanding list of potential skills, some professional profiles prototypically include translation tasks while in others translation or the core strategic subcompetence is not. Some scholars such as Jiménez-Crespo (2013) have already used the results of the PACTE group in order to separate different professional profiles in the field and to structure training programs. This presentation delves into the question of whether generalist translation competence models can be used as foundations to build training programs in specialized translation profiles, as well as to separate training in which translation competence is central to others in which it is peripheral or even not necessary.



JOHNSON, PENELOPE; WAGSTAFFE, SALLY; MCKINNON, SIMON; BOLTON, PHILIP Durham University


Title FROM TECHNOPHOBE TO TECHNOPHILE: GETTING STUDENTS TO SEE THE BENEFITS O ELECTRONIC TOOLS

(CORPORA, TERM BANKS AND TOOLS FOR TERM EXTRACTION AND CONCORDANCY) IN THE TRANSLATION CLASSROOM.

Keywords Translation teaching, corpora, on-line resources

Abstract The use of electronic resources is an essential part of the work of professional translators, however this is not fully reflected in most translation classrooms. Translation students - and often their teachers - avoid the use of electronic resources, mostly because they do not have either the time or the training necessary to familiarize themselves with them and think that their knowledge of both languages involved and a good dictionary technique is sufficient to produce an acceptable translation. The aim of this paper is to present several on-line tutorials, whose objective is to quickly, easily and painlessly familiarize students with several electronic resources available to translators in order to help them see the value of technology in relation to term extraction, using search engines and building corpora, to produce better, easier and more enjoyable translations and, at the same time, develop their employability skills and attributes. First, the presentation will provide a theoretical overview; then it will go on to discuss the problems students (and teachers) face in the translation classroom and why they do not engage with technological resources to solve these problems; a short section will identify a range of specific solutions to the issues students face in the classroom before setting out a way of introducing these to the students in a simple and easy manner. Finally, we will conclude with several questions, which, it is hoped, will prompt a discussion.



KARNEDI, EDDIE Indonesia Open University


design

Título / Title A SHIFT FROM TASK-BASED APPROACHES TO PROJECT-BASED APPROACHES

Keywords Translation portfolio, task-based approaches, project-based approaches, student autonomy, open and distance learning

Abstract A variety of approaches to translator training have been adopted by translator trainers, or those institutions of higher

education offering programmes in translator training. The approaches range from early training approaches to the socio-constructive approaches. Unlike translator training that is commonly offered by conventional universities particularly at postgraduate level, this paper aims to discuss how both the task-based approaches used during the period of instruction and the project-based approaches given at a final academic year are integrated within the context of curriculum design for an undergraduate programme of studies in translation employing open and distance learning systems, or in a situated learning environment. It further discusses the “washback effects” of translation portfolio as a final-year project. The data used for analysis come from student translators’ scientific papers associated with translation projects. A critical analysis of these issues is followed by a crucial discussion in relation to inceasing student autonomy. The paper then concludes with an assertive view that translation portfolio based on a project-based approach proves to be more suitable for those students at the later stages having a strong background both in translation theories and research methods in translation studies, as opposed to those at the early stages normally exposed to controlled translation activities provided in the printed learning materials (i.e. task-based approaches). Above all, the two approaches are compatible and complimentary.



KIM, DOHUN Busan University of Foreign Studies


design

Title REBUILDING THE CONCEPT OF TRANSLATION COMPETENCE & NEW TRANSLATOR TRAINING CURRICULUM:

REPUBLIC OF KOREA AS A CASE IN POINT

Keywords Translation Competence, Translation Profession, Translator Training

Abstract The translator’s role and translator competence have continued to evolve along with the changes of the society, economy, etc.

This statement is especially true of Korea, which emerged as the 11th economy from the ashes of Korean War. During the past decades, Korea fully embraced globalization and foreign language training/education played a pivotal role in communicating with the world. In particular, since the mid-1980s, leading Korean universities began to provide translation training with an aim to prepare for the 1988 Seoul Olympics and to nurture skilled workforce in order to support the nation’s export policy. Such institutionalized translator training achieved a huge success, and the value of translation is now well-recognized in the society. The success is attributable to well-designed curriculum which contributed to helping students build and reinforce translator competence. Nevertheless, during the past three decades, the concept of translator competence in Korea has evolved at a much faster pace than the curriculum provided by translator training institutions. For example, government agencies are now hiring translators not only for translation but also for speech writing, editing, international conference organization, etc. Considering such changes in the socio-economic needs, we need to 1) rebuild the concept of translator competence and 2) redesign translator training curriculum. To this end, this research analyzes the translator recruitment ads, which set out the requirements and job description of the profession, and interviews those in charge of translator recruitment. Such process is essential in exploring and rebuilding the “new” translator competence. Following the process, the author analyzes the curriculum of major translator training institutions and interviews those in charge of curriculum design. Such process reveals which components of translator competence are not addressed in the current training. Finally, the research puts forward a new and updated curriculum that will serve the development of the new translator competence.



KING, HAYLEY RMIT University


Título / Title WHY DO STUDENTS STUDY TRANSLATION?

Keywords Translation qualification, translation profession, student aspirations

Abstract Student expectations from a translation practise course give an insight into how they view the translation profession and their

post-graduation aspirations. In Australia, certification of translators is a way of setting an industry benchmark for graduates entering the workforce. The National Accreditation Authority for Translators and Interpreters’ (NAATI) examination is integrated into translation programs. Students are highly motivated to study such programs; as if successful they will be eligible to be recommended for certification by NAATI. In Europe, translator competence models pioneered by PACTE and later developed by Kelly and the EMT project focus on market demands of the translation industry and what skills employers expect of graduates; interpersonal competence is recognised by each model as a desirable graduate skill. In each context a close connection between the translation curriculum and the industry is made, but do students want to become translators? Why do they study translation and what are their aspirations once they graduate in a context where certification is not offered through completion of their degree? In this presentation, I will discuss how ethnographic research has revealed contradictions between a translation qualification, the profession, and the youth labour market. Preliminary results from a study that contrasts two translation practise courses, one that operates outside the influences of NAATI and one that operates within its constraints will be presented. Classroom observation, responses to a pre-module questionnaire and interviews with students are the basis for discussion. Student expectations of an undergraduate degree in Translation and Interpreting Studies, and of a specialised translation practise course in particular, reveal contradictions between what students value in such a course and what they hope to do once they graduate.



KLEINERT, CRISTINA VICTORIA Universidad Veracruzana

Ámbito / Àmbit / Topic Enseñanza de la interpretación / Ensenyament de la interpretacció / Teaching interpreting

Title FORMACIÓN DE INTÉRPRETES EN LENGUAS INDÍGENAS: DECOLONIZANDO LA JUSTICIA EN MÉXICO

INTERPRETING EDUCATION IN INDIGENOUS LANGUAGES IN MEXICO: DECOLONIZING JUSTICE

Palabras clave/ Keywords Interpretación jurídica, formación multilingüe, didáctica de la interpretación/ Court interpreting didactics in Mexico,

multilingual education

Resumen El objetivo de esta comunicación es compartir la experiencia de formación de intérpretes en lenguas indígenas en tres estados

de la República Mexicana donde en grupos multilingües se acredita a los mismos para trabajar en los juzgados tanto en los juicios orales como en los convencionales. La investigación en curso es una etnografía doblemente reflexiva donde se articula el trabajo de docencia y acompañamiento a los intérpretes formados e instituciones de manera participativa y propositiva para construir experiencias de formación diversas que den respuestas a las demandas sociales. Daremos cuenta de la didáctica implementada durante los procesos de formación en aulas multilingües y los testimonios de las y los intérpretes al cabo de un año de concluido el Diplomado en relación con su desempeño posterior. Se han realizado observaciones en salas de juicios orales y se ha visitado a los intérpretes en sus comunidades de origen en la Sierra de Puebla, donde se observa una incipiente organización de los intérpretes que diversifican su desempeño tanto como mediadores e intérpretes, así como enlaces para difundir los derechos lingüísticos entre la población hablante de náhuatl y totonaco. Las conclusiones preliminares que observo, son que a través de la formación de intérpretes en México se han detonado procesos de fortalecimiento de la identidad étnica que se convierten a su vez en detonadores de procesos organizativos, de exigibilidad de derechos entre otros. Se necesita crear espacios de formación continua y expandir tanto el espectro como la duración de dichas experiencias educativas, fomentar la investigación en el campo de la traducción e interpretación en lenguas indígenas y ofrecer espacios de formación permanentes.

Abstract The main goal for this paper is to share an experience instructing interpreters of indigenous languages in three states of the Mexican Republic where in multilingual groups they are certified to work as court interpreters. The ongoing research is a double reflexive ethnography where we articulate teaching and accompanying interpreters who participated in the certification program as well as interacting with the institutions involved in constructing the education programs in order to recommend actions to answer social demands in the field. We will share the didactics implemented during the educational program in multilingual classrooms and the testimonies of the interpreters a year after the course ended in connection with their further interpreting practice. We have conducted observations in trails and have visited the interpreters in their home communities in the mountains of Puebla, where we observe an emerging organization of interpreters. They are not only working as interpreters and mediators, but also spreading the linguistic rights of the indigenous peoples amongst the speakers of Nahuatl and Totonac Languages. The conclusions we identify so far are that through the education experiences with interpreters in indigenous languages in Mexico other processes have been triggered as e.g. the strengthening of an ethnic identity and the awakening of the need to gather and organize themselves to spread the linguistic rights of indigenous peoples in Mexico and other attached rights. We need to create new spaces to offer continuous education in the field of translation and community interpreting in Mexico, promote research related with the area of the interpreting and translation in indigenous languages and offer permanent teaching programs to handle the request of professionals in the field.



KOLETNIK KOROSEC, MELITA University of Maribor



Título / Title TEACHING LANGUAGE THROUGH TRANSLATION

Keywords Foreign language teaching (FLT), translation, interference

Abstract The article to be presented at the 2nd International Conference on Research into the Didactics of translation addresses the

role of translation in the acquisitions of selected L2 language skills. It aims to provide an answer to pleas (e.g. Cook 2010, Howatt and Widdowson 2004), which have been made in recent years, for a more balanced examination of the beneficial, as well as the potentially problematic aspects of the use of translation in foreign language teaching (FLT) and learning. As a method of foreign language teaching, translation has been out of favour with the language teaching community for quite some time now. Objections to its use seem to be a reaction provoked by a number of disparate motives and reasons: pedagogic, cognitive, or such pertaining to the practicality of its application in a FLT classroom. Among others, it was seen as one of the main causes of the negative transfer or rather preference for and/or avoidance of different linguistic structures due to the influence of L2 (Scott and Pavlenko 2008), while others (Leonardi 2010, and Malmkjaer 1998) expressed their views that it translation helps noticing and controlling interference through a contrastive analysis of both languages. Some other studies have also proven that there are benefits in the promotion of learner awareness of such differences as well as teaching how to spot them (Schmidt 1990, Long 1991), to mention but a few. The presentation is a report on the findings of an experimental study underway at the University of Maribor’s Department of Translation Studies since 2012, which constitutes a part of the author’s PhD project, probing into the effects of an early introduction of translation exercises in linguistic competence acquisition, be it as part of general language tuition or specialised translation training. In more detail, the research investigates the effect of translation exercises on the acquisition of grammatical competence in L2 in 1st year students and is predicated on carefully selected and/or prepared exercises targeting particular aspects of grammar under instruction. The preliminary evidence seems to point to the belief that translation exercises from and into L2 contribute to explicit language learning and are in this context particularly suited to advanced students at colleges and universities.



KORPAL, PAWEŁ Adam Mickiewicz University in Poznan


Title VISUAL MATERIALS IN SIMULTANEOUS INTERPRETING: A POSSIBLE MISINFORMATION EFFECT?

Keywords Simultaneous interpreting, visual materials, misinformation effect

Abstract Theoretical background: Simultaneous interpreting (SI) is commonly believed to be one of the most cognitively demanding

language tasks as it involves self-monitoring, memory skills, verbal fluency and concurrent listening and production (Gile 1995; Christoffels and de Groot 2005; Seeber 2011). A great many interpreters claim that visual input may facilitate the process of simultaneous interpretation. Access to visual materials containing information from the speech may reduce the cognitive overload experienced by the interpreter as some data do not have to be stored in the interpreter’s working memory. Although this logic is convincing, there are some dangers connected with the common practice of using visual materials in interpreting. The task of an interpreter is to provide an accurate rendition of the original aural input in the target language. It might transpire that access to visual materials generates additional load on the part of the interpreter since he must constantly verify whether the information provided in the materials is reflected in the speaker's words.

The main objective of the experimental study is to investigate the notion of (over)reliance on visual materials in SI and its impact on interpreting quality.

Description: The mechanism of (over-)reliance on visual materials in simultaneous interpreting may be empirically tested by means of the so-called misinformation effect (Loftus 2002, 2003). Seven professional interpreters and seven interpreting trainees took part in the experiment. Their task was to interpret two speeches simultaneously. In both cases the participants were allowed to use visual materials in the form of PPT slides. The author introduced erroneous information (proper names, numerical data and definitions) into the visual materials which accompanied one of the speeches whereas the latter set of materials was left unchanged. In this way it was examined whether interpreters were able to confront erroneous information with the aural input and provide a correct interpretation or whether they relied too much on visual input. It was hypothesised in the study that when compared with interpreting trainees, professionals would provide a more accurate interpretation when dealing with erroneous information provided to them. The results of the study were analysed statistically by means of the IBM SPSS Statistics 22.0 software. They point to the problematic nature of the use of visual material in SI and may serve as an incentive to further-investigate the notion of misinformation effect in conference interpreting.



KUMPULAINEN, MINNA University of Eastern Finland


design

Título / Title THE NATURE OF EXPERT TRANSLATOR’S KNOWLEDGE – COGNITIVE POINT OF VIEW ON TRANSLATION

COMPETENCE

Keywords Expertise, types of knowledge, translation expertise

Abstract In cognitive psychology, expertise has traditionally been considered as a combination of two types of knowledge: declarative (knowing what) and procedural (knowing how) (e.g Anderson 1983). In any expert profession, declarative knowledge has proceduralized into a practical skill: an expert is able to put theoretical knowledge into practise. The union between the two types of knowledge has been emphasized also when modelling translation competence and translation expertise. In PACTE’s (e.g. 2009) competence model, for example, the different subcompetences are considered to be predominantly either declarative or procedural type of knowledge. The most essential subcompetence, strategic competence, is procedural knowledge. However, according to recent views on expertise, the traditional dichotomy is insufficient to explain the nature of expert knowledge (e.g. Tynjälä 2004: 176-177; Bereiter and Scardamalia 1993, Bereiter 2002). Bereiter (2002: 137-149) abandons the traditional concepts altogether, introducing six kinds of personal knowledge that are likely to be involved in competence in any domain; the higher the level of expertise, the more fully developed and well-rounded the knowledge and the more artificial the distinctions among its components or aspects. Bereiter distinguishes the following kinds of knowledge: 1) statable knowledge (which partly corresponds to declarative knowledge in the sense of being explicit), 2) implicit understanding (the aspects of knowledge that characterize intelligent relationships to things or situations in the world), 3) episodic knowledge (past experiences as contributors of knowledge), 4) impressionistic knowledge (a kind of emotional knowledge, based on feelings), 5) skill (consisting of a cognitive component, knowing how, and a subcognitive component, the performance itself) and 6) regulative knowledge (pertaining to awareness of yourself as a factor in the activity). In this presentation I will ponder on the ways Bereiter’s typology can contribute to the understanding of translation expertise, and to which extent it can explain the individual differences in the acquisition of translation competence and also in the competence levels of students upon entering the training programme. I will mirror the various aspects of knowledge on the actual translation event, striving to illustrate how they might merge in the translation process and add to its quality.



KUNILOVSKAYA, MARIA; ILYUSHCHENYA TATYANA; KOVYAZINA MARINA Tyumen State University



Title RUSSIAN LEARNER TRANSLATOR CORPUS IN TRANSLATOR TRAINING

Keywords Multiple learner corpora, error-tagging, reviewing

Abstract Objectives The purpose of this proposal is to describe the use of the multiple parallel corpus of student translations and its error-tagged part in teaching and evaluating translation. The research is based on the on-line Russian Learner Translator Corpus (Kutuzov et al. 2012) which is being developed as a joint project of translator trainers from Tyumen State University and computational linguists from the Higher School of Economics (Russia). The project sets out to create an available and reliable resource to be used in TS research and to inform translation pedagogy. Description As of December 2013 the Corpus size is about 1 mln tokens split almost equally among English and Russian texts regardless of whether source or target. The Corpus includes over 200 English sources and approx. 900 Russian translations, and over 30 Russian sources and approx. 600 English translations from 10 Russian universities. The query tool supports lexical, lemma and POS search for both sources and targets and returns all occurrences of the query item in respective texts along with their targets/sources aligned at sentence level. While running such queries it is possible to narrow them down by specifying particular conditions of translations, types of trainees or source text genre. The Corpus has a translation error-tagged subcorpus which includes over 250 manually error-tagged translations. The current routine use of error-annotated translations consists in 1) discussion and analysis of most common and individual mistakes marked by the teacher; 2) blind annotation of mistakes in peer translations and explaining them (including in Notes to each tag); 3) editing tagged translations (both one’s own and peers’); 4) comparing multiple translations of the same text and explaining the advantages and disadvantages of the offered variants. Another way in which we utilize previous translations of the same source is getting students to look at somebody else’s mistakes before translation to highlight potentially dangerous phrases and increase awareness of possible problems. Conclusion Most of these activities focus attention on the post-translation stage of self-reviewing which is important to produce quality translation and is often overlooked during training. It is also important that while discussing real-life mistakes and reviewing translations we facilitate the use of the national corpora of the working languages. The standardized error annotations and purpose-built facilities for the teacher help to process and visualize statistics which helps to see group and individual problem areas and progress at a glance.



KUNILOVSKAYA, MARIA; MORGOUN, NATALIA Tyumen State University


Título / Title GAINS AND PITFALLS OF SENTENCE-SPLITTING IN ENGLISH-RUSSIAN TRANSLATION

Palabras clave / Keywords Target text cohesion, translation techniques, sentence-splitting

Abstract 1 Objectives

In our experience of translator training, one of the major problems is lack of textual cohesion in translations. Most mistakes in text structure are down to the tendency for students to ignore textual features of the source and to translate at best at sentence level. This article focuses on one of the sources of “cohesion mistakes” in translation, namely those that are associated with sentence-splitting in English-to-Russian translation. This paper aims to describe types of syntactic structures that undergo splitting, along with their semantic and pragmatic properties. It also contains an overview of typical semantic and pragmatic pitfalls of this shift and attempts to define conditions under which sentence-splitting is justified, as opposed to those, when it is potentially threatening to text cohesion and coherence. 2 Description The research is based on the syntactic, semantic and pragmatic contextual analysis of over 400 English sentences that were split in their Russian translations, extracted from Russian Learner Translator Corpus (http://www.rus-ltc.org/). It is a 1-mln-token parallel corpus of student translations. The statistics for splitting sentences in the Corpus informs that this transformation is employed in translation of about 5 per cent of source sentence-segments. We have carried out syntactic analysis of sentences which undergo splitting to find out that this technique is almost equally often employed to do away with structural complexity arising from coordination and subordination and described types of units that most often undergo splitting along with interlingual differences that make splitting justified. We have analyzed semantic and discourse relations of the source and target segments in question to identify most common semantic and pragmatic conditions which provoke translation errors caused by splitting. 3 Conclusions The analysis of our data shows that splitting does not only help to dispense with verbal constructions, some types of which are non-existent in Russian, and to adjust to other stylistic and interlingual typological differences, but it also helps to improve coherence and cohesion of the text streamlining its structure. On the whole our statistics shows that in 65 per cent of cases from our data sentence splitting has done no harm to overall translation quality. Splitting can be potentially dangerous on three counts. It can be effected with disregard to semantic relations between propositions or misinterpretation of the former, including erroneous rendering of semantic connections between propositions by the means of the pragmatic level, for one. Secondly, the discourse structure damage to the target is also associated with anaphor resolution which can arise from careless splitting. And finally, there is the effect of a greater communicative value acquired by upgraded sentences which harms the natural flow of information in the text.



KUZNIK, ANNA Uniwersytet Wrocławski


design

Title EL SECTOR DE LOS SERVICIOS DE TRADUCCIÓN E INTERPRETACIÓN EN POLONIA. LOS FACTORES QUE LO

ESTRUCTURAN Y SU POTENCIAL DE INNOVACIÓN TRANSLATION AND INTERPRETING SERVICES SECTOR IN POLAND. DETERMINING FACTORS AND ITS POTENTIAL

OF INNOVATION

Palabras clave/ Keywords Servicios de traducción e interpretación, innovación, formación de traductores e intérpretes/ Translation and interpreting

services, innovation, training of translators and interpreters

Resumen Según los ya muy bien conocidos acuerdos pactados en Bolonia, la enseñanza europea superior tiene que cumplir con los

principales cuatro objetivos que son los siguientes: (1) preparar los futuros profesionales a las demandas y necesidades del mercado laboral, (2) fomentar en los (jóvenes) ciudadanos una actitud activa para que puedan actuar en las sociedades democráticas, (3) contribuir al desarrollo personal de los estudiantes, y (4) contribuir al desarrollo del conocimiento avanzado en las sociedades y economías basadas en el conocimiento. En la comunicación me centraré en el primero y en el cuarto objetivo, refiriéndome a la situación del sector de los servicios 1de traducción e interpretación en Polonia. Concretamente, en la primera parte de la comunicación, intentaré responder a la pregunta qué factores pueden influir en la configuración de los tipos de servicios de traducción e interpretación requeridos y de las combinaciones de lenguas más solicitadas en el mercado polaco en la actualidad. Me basaré en tres tipos de fuente de información: (1) resultados de la encuesta realizada por la Comisión Europea (UE Language Industry Survey 2011); (2) datos relativos a las inversiones extranjeras en Polonia a lo largo del año 2012; y (3) características de la joven mano de obra cualificada en el territorio polaco. En la segunda parte de mi comunicación, me centraré en el tema de la innovación en los servicios de traducción e interpretación. Presentaré varias propuestas de definición y clasificación de la innovación (Organisation for Economic Co-operation and Development 2005; European Commission 2013, entre otros) y daré ejemplos de la innovación en los ámbitos empresariales, sociales y de ayuda humanitaria. Posteriormente, intentaré responder a la pregunta sobre las posibles vías de innovación en los servicios de traducción e interpretación en general, y en el territorio de Polonia en particular. Esta reflexión será completada con una propuesta de incorporación de la actitud de innovación en la enseñanza de la traducción y de la interpretación.

Abstract According to the agreements reached in Bologna, the European Higher Education has to fulfil the following four main goals: (1) to prepare future professionals for the demands and needs of the labour market, (2) to encourage an active attitude in the (young) citizens in order to be able of taking part in democratic societies, (3) to contribute to the personal development of the students, and (4) to contribute to the development of an advanced knowledge in those societies and economies based on knowledge. In my paper I will focus on the first and fourth goals. I will refer to the situation in the sector of translation and interpreting services in Poland. In the first part of the paper I will intend to answer the question of which factors can have an influence on the configuration of the kinds of translation and interpreting services required as well as which language combinations are more required nowadays in the Polish market. I will base on three kinds of information sources: (1) results from the survey carried out by the European Commission (UE Language Industry Survey 2011); (2) data related to the foreign investments in Poland throughout 2012; and (3) characteristics of the young qualified labour force in the Polish territory. In the second part of my paper I will focus on the subject of innovation in the translation and interpreting services. I will present several proposals of definition and classification of innovation (Organisation for Economic Co-operation and Development 2005; European Commission 2013, among others) and will provide examples of innovation in the business, social and humanitarian aid areas. After that, I will try to answer the question about possible ways of innovation in the translation and interpreting services in general, and in the Polish territory in particular. This reflection will be completed by a proposal of implementation of the attitude to innovation in the training of translators and interpreters.



KUZNIK, ANNA; OLALLA-SOLER, CHRISTIAN Uniwersytet Wrocławski & Universitat Autònoma de Barcelona



Title USO DE RECURSOS ELECTRÓNICOS DE DOCUMENTACIÓN EN LA ADQUISICIÓN DE LA COMPETENCIA

TRADUCTORA. PRIMEROS RESULTADOS DEL EXPERIMENTO DEL GRUPO PACTE THE USE OF ELECTRONIC RESOURCES FOR DOCUMENTATION PURPOSES IN THE ACQUISITION OF TRANSLATION

COMPETENCE. FIRST RESULTS OF PACTE’S EXPERIMENT

Palabras clave/ Keywords Adquisición de la competencia traductora, recursos electrónicos, consultas de documentación electrónica/ Acquisition of

Translation Competence, Electronic Resources, Searches in Documentation Resources in Electronic Format

Resumen El objetivo de la comunicación es presentar los primeros resultados de la investigación empírico-experimental que el grupo

PACTE está realizando sobre la adquisición de la competencia traductora en traducción escrita. La recopilación de datos se realizó en noviembre de 2011 con 130 estudiantes. Dicha investigación continúa la investigación anterior del mismo grupo en torno a la competencia traductora en traducción escrita en la cual se recogieron datos de una muestra de 59 profesionales de lenguas extranjeras (36 traductores y 27 profesores de lenguas extranjeras). La comunicación se centrará en los resultados obtenidos para los indicadores de una de las variables dependientes de estudio, la variable “Uso de Recursos Instrumentales”, y por lo tanto propios de la sub-competencia instrumental. Se tomarán en cuenta las cinco lenguas del experimento del grupo PACTE: el español y el catalán (como lenguas maternas), el inglés, el francés y el alemán (como lenguas extranjeras), y las dos direcciones: traducción directa y traducción inversa. En la comunicación se presentarán: - el diseño de la variable dependiente “Uso de Recursos Instrumentales”: la definición, las hipótesis y los indicadores (cantidad de recursos electrónicos consultados durante la realización de una traducción, tiempo —total y en fases— dedicado a consultas, cantidad de consultas y variedad de consultas realizadas); - el procedimiento, la herramienta y el instrumento de recogida de datos (Puntos Ricos estudiados, grabaciones de las pantallas de ordenadores de los sujetos con el software Camtasia, plantilla para los visionados); - el modelo de análisis de datos aplicado (enfoque del análisis, etapas, categorías y escalas de medición); - primeros resultados de la variable de estudio “Uso de Recursos Instrumentales”. En las conclusiones, se expondrá un primer intento de interpretación de estos resultados y de su relevancia en el proceso de adquisición de la competencia traductora, tomando como punto de referencia los resultados obtenidos de la misma variable en el estudio anterior sobre la competencia traductora con traductores profesionales y profesores de lenguas extranjeras.

Abstract The aim of this paper is to present the first results of PACTE’s empirical-experimental research on the acquisition of translation competence in written translation. Data was collected from a total of 130 students in November 2011. This research continues the previous PACTE’s study on translation competence in written translation carried out in 2005 when data was collected from a sample of 59 professionals of foreign languages (36 translators and 27 foreign language teachers). We will focus on the results obtained for a dependent variable “Use of Instrumental Resources”, related to the instrumental sub-competence, and take into account five languages of PACTE’s experiment: Spanish and Catalan (as mother tongs); and English, French and German (as foreign languages), both in direct and inverse translation. In the paper we will deal with the following issues: - design of the dependent variable “Use of Instrumental Resources”: definition, hypothesis and indicators (number of electronic resources consulted during the translation task, time spent on searches —total time and its distribution in stages—, number and variety of searches); - procedure, tool and instrument for data collecting (Rich Points studied, subjects’ on-screen recordings with Camtasia software, templates for the analysis of the .avi files generated); - model for data analysis (global approach, steps, measurement categories and scales); - first results of the variable “Use of Instrumental Resources”. In the conclusions, we will draft our interpretation of these results and of its relevance in the process of translation competence acquisition, in comparison to the results obtained from professional translators and foreign language teachers in the previous PACTE’s study on translation competence.



LEUNG, DAWNING HOI CHING University College London


Title AUDIO DESCRIBING FILMS: COURSE DESIGN AND TRAINING IN HONG KONG

Keywords Audio description, course design, training

Abstract Audio description (AD) can be considered “a means of translating the visual impression of an object into words” mainly for

the blind and partially sighted viewers (de Coster and Muhleis, 2007:187). Through AD, visual and sound elements are described and translated into verbal elements, thus making audiovisual material accessible to viewers with a visual impairment. In films, for example, audio describers strive to depict the actors’ body language, facial expressions and movements/actions during silences in the dialogue. As the number of viewers in this group is quite significant all over the world and as awareness of media accessibility is also increasing, the demand of AD has grown substantially in recent years. In order to meet demand, it is essential to design and develop appropriate courses to train future audio describers. Although some scholars have carried out research on the didactics of AD (Matamala and Orero, 2007; Yeung, 2007) and some universities have started developing courses and workshops to provide AD training, this is still a relatively unexplored area, especially in places such as Mainland China, Taiwan or Hong Kong. After providing an overview of current AD training available around the world, this paper sets out to bridge this gap by exploring curriculum design in AD and offering some didactic proposals for the development of courses in this area. Some of the objectives are to define the competences needed in AD and to explore how they can be taught, drawing on the author’s experience in designing three AD modules for tertiary education at undergraduate level in Hong Kong. Special attention will be paid to the elements which need to be described in audiovisual programmes and to the need to familiarize students with different film genres, as well as with the specific needs of the visually impaired.



LOZANO SAÑUDO, BELÉN; DE LA CRUZ, GERLIND Universitat d'Alacant


Título / Title ÜBERSETZEN IN DIE FREMDSPRACHE: FEHLERANALYSE UND ÜBUNGSFORMEN

TRADUCCIÓN INVERSA: ANÁLISIS DE ERRORES Y ADQUISICIÓN DE COMPETENCIAS TRANSLATING INTO A FOREIGN LANGUAGE: ERRORS ANALYSIS AND SKILLS TRAINING.

Stichwörter / Palabras clave / Keywords Übersetzen in die Fremdsprache, Fehleranalyse, Didaktisierung / Traducción general inversa, análisis de errores, aplicación

didáctica. / Translating into a foreign language, errors analysis, skills training.

Zusammenfassung Übersetzen in die Fremdsprache? Ja, unbedingt. Ausgangstexte in der Muttersprache werden inhaltlich und sprachlich schneller erfasst, eignen sich bestens zur Herausbildung übersetzerischer Grundfertigkeiten (Nominalisieren vs. Verbalisieren, Komprimieren vs. Expandieren) und verdeutlichen die Notwendigkeit der Arbeit mit Paralleltexten. Ihre Übersetzung fördert den Erwerb der Fremdsprache, stimuliert die Studierenden und ergänzt die Übersetzung aus der Fremdsprache optimal. Beide Übersetzungsrichtungen bilden eine didaktische Einheit und sollten daher in den Curricula aller BA-Übersetzerstudiengänge fest verankert sein. Die Untersuchung ist das Ergebnis langjähriger unterrichtspraktischer Erfahrungen in gemeinsprachlichen Übersetzungsübungen (spa-de) mit spanischen MuttersprachlerInnen an der Universität Alicante und an der Hochschule Magdeburg. Eingesetzt wurden vorwiegend touristische und Pressetexte aus Print- und Online-Medien. Unzureichende Übersetzungsleistungen, die nur zum Teil aus Defiziten in der fremdsprachlichen Kompetenz resultieren, gaben den Anstoß für die Zielstellungen dieser Arbeit: die Vorstellung von Übungsformen zur Qualitätssteigerung von Übersetzungen in die Fremdsprache und die Anregung zur Diskussion und zum Erfahrungsaustausch. Zunächst wurden an beiden Einrichtungen typische Übersetzungsfehler gesammelt, verglichen und mögliche Ursachen für die jeweilige Fehlentscheidung diskutiert/ermittelt. Danach erfolgte die Einordnung der Fehler in die von Nord erarbeiteten Fehlerkategorien, die erweitert wurden. Im Anschluss daran wurden Übungstypen entwickelt, die den Studierenden helfen sollen, Übersetzungsfallen aufzuspüren, mögliche Fehler gar nicht erst aufkommen zu lassen (die Autorinnen erinnern sich gern an Ch. Nords:Problem erkannt, Gefahr gebannt) und die eigene Übersetzungsleistung zu verbessern. Dazu gehören u.a. Übungen:

zum Global- und Detailverstehen des Ausgangstextes (AT) zur Gegenüberstellung von AT und Paralleltext(en) –Wie wird der gleiche Inhalt im fremdsprachigen Paralleltext

wiedergegeben? - Sensibilisierung für stilistische, textsortenspezifische Konventionen, sprachliche Präferenzen im ZT

zum Vereinfachen komplexer Satzstrukturen des AT (Umgang mit redundanten Relativsätzen, Partizipialkonstruktionen)

zur kritischen Bewertung von Übersetzungsvorschlägen der Kommilitonen und Diskussion von Alternativlösungen

Resumen En la presente comunicación pondremos en común nuestras reflexiones en torno a los tipos de errores que con mayor

frecuencia cometen nuestros alumnos de traducción inversa y las estrategias didácticas que aplicamos con el fin de ayudarlos a evitarlos. Así mismo apuntaremos cómo otras asignaturas del plan de estudios podrían incluir en sus programas enfoques metodológicos que permitieran a los estudiantes desarrollar las competencias que a nuestro entender deberían adquirir los discentes antes de abordar esta ardua labor. En una primera fase del estudio adoptamos una aproximación meramente empírica y nos dedicamos a recopilar y clasificar los errores cometidos por nuestros alumnos en diferentes estadios del desarrollo del curso. Partiendo de los datos compilados presentamos nuestros criterios para la selección y secuenciación de los textos objeto de los encargos de traducción que encomendamos a nuestros alumnos, así como algunos ejemplos de ejercicios diseñados para desarrollar las competencias necesarias que les permitirán evitar los errores objeto de estudio. Comparando los errores que los alumnos cometen al final del proceso didáctico con los del principio, determinamos en qué medida las prácticas realizadas durante el curso han sido efectivas. Para concluir invitamos a los asistentes a hacernos sugerencias con el fin de seguir mejorando como docentes y ofrecer a nuestros alumnos la mejor preparación posible para enfrentarse a su futuro profesional con ciertas garantías.



Al haber colaborado en este estudio una profesora que desarrolla su actividad profesional en una universidad alemana y una que trabaja en una española, nos ha parecido así mismo interesante comparar si los errores que cometen los estudiantes en los primeros textos que abordan al comienzo de la asignatura de traducción inversa en las instituciones de ambos países difieren significativamente o no, con el fin de poder extraer las conclusiones pertinentes basándonos en los planes de estudios de ambas instituciones.

Abstract Translating into our first foreign language, does it make any sense? Of course it does. Source texts in our mother tongue are

easier for us to master, both regarding the contents and the form, are better suited for the training of translation basic skills (nominalization vs. verbalization, implicitation vs. explicitation) and render the need to work with parallel texts evident. Their translation furthers foreign language acquisition, poses a challenge for our students and complements translation from our first foreign language ideally. Both translation directions form a didactic unit and should be included in the study plans of all Bachelors in Translation. This study is the result of long years of practical didactic experience in general translation (spa-de) and constant exchange and cooperation between a Spanish instructor of the University of Alicante and a German instructor of the Hochschule Magdeburg. We have mainly worked with press, advertising and tourist texts, both from print media and from the Web. Poor translation performance, which is only partially ascribed to insufficient foreign language mastery, drove us to set ourselves the goals pursued in this research: designing exercises and activities aimed at ensuring quality in translation and the stimulation of discussion and experience exchange. First of all we compiled typical errors made by students of both institutions, we then compared them and tried to point at the possible causes for the wrong decision making. In a second stage we classified the errors in the error categories drawn up by Prof. Dr. Nord, which we tried to expand. Subsequently we developed exercise types aimed at helping students detect translation traps and avoid mistakes [the authors of this paper still remember the wise words of Prof. Dr. Nord: “Problem erkannt, Gefahr gebannt” (a danger detected is a danger less)] and by doing so significantly improve their own translation performance. Among these exercises and activities we would like to highlight those aimed at:

a better detail and global understanding of the source text (ST) the selection, compilation and use of parallel texts: how are the same contents expressed in the same text types in

both languages? - Stylistic and text specific conventions awareness, language preferences in the target text… the simplification of complex sentence structures in the ST (how to tackle with redundant relative clauses, participial

constructions) a critical assessment of translation proposals from their classmates and discussion of alternative solutions



MADRID GONZÁLEZ, LETICIA Universidad de Salamanca


Title EL DIARIO DEL ALUMNO EN INTERPRETACIÓN CONSECUTIVA

THE STUDENT’S DIARY IN CONSECUTIVE INTERPRETING

Palabras clave/ Keywords Interpretación consecutiva, diario del alumno, introspección/ Consecutive interpreting, student’s diary, introspection

Resumen El diario redactado por el alumno lleva tiempo siendo utilizado como herramienta complementaria de evaluación y reflexión,

a todos los niveles formativos. Más concretamente, se ha recurrido a él tanto en traducción, para seguir el proceso en el desarrollo de las competencias traductoras, como en interpretación, como método de investigación para la obtención de datos. En el caso que nos ocupa, hemos llevado a cabo un proyecto piloto con los alumnos que se inician en la interpretación consecutiva. Nuestro objetivo era lograr que éstos fueran más conscientes de su propio proceso de aprendizaje y encontrasen una mayor motivación en la asignatura, para lo que recurrimos a diversas herramientas de evaluación y seguimiento. El uso del diario fue una de las innovaciones que más peso tuvo, por su doble fin: como herramienta didáctica a través de la cual los aprendices reflexionan sobre su aprendizaje y motivaciones, así como medidor para evaluar si el resto de las innovaciones estaban dando sus frutos. A diferencia de otras investigaciones que han estudiado los diarios más estructurados, en nuestro caso el uso de los mismos estaba más enfocado a las sensaciones, a las impresiones de los alumnos, sin apenas pasar por el filtro del profesor. Los resultados preliminares indican que el diario es un instrumento útil para profesores y alumnos dado que, pese a que es algo que se hace de manera cuasi-automática, al escribir realizamos un ejercicio que exige mayor precisión y nos obliga a concretar y a aclarar ideas, pues tratamos de que lo escrito refleje fielmente lo que pensamos y sentimos. En definitiva, es una manera relativamente sencilla de conocerse e intentar buscar la raíz de los problemas observados, así como fijarse pequeños objetivos que pueden calibrarse junto con el resto de herramientas de evaluación.

Abstract For a long time now, the student’s diary has been used as a complementary evaluation and self-assessment tool, at all educational levels. More specifically, it has been used in translation, as a follow up tool in the development process of translation competencies, and it has also been applied in interpreting, as a research method for the collection of data. In this case, we have conducted a pilot study with students in their first year of consecutive interpreting at the University of Salamanca. Our goal was to make them more aware of their own learning process, as well as to give them several assessment and follow up tools, so that they would be more motivated towards this subject. The use of the student’s diary was one of the main innovations because of its twofold nature: first, as a didactic tool through which learners reflected on their learning process and motivations, and secondly, it worked as a way to assess whether the rest of the classroom innovations were being successful. Unlike other researches that have studied more structured diaries, in our case this tool was more focused on introspection, both on the students’ feelings and on their thoughts, without the teacher’s filter, who only set some initial instructions. Our initial results indicate that the student’s diary is a useful mechanism for both teachers and learners. Although the task is carried out almost automatically, writing words down means being more precise, therefore achieving a faithful reflection of our minds. In short, keeping a diary is a relatively easy task, allowing students to deepen into self-awareness and solving some of the most common problems related to the initial stages of consecutive interpreting.



MARCO BORILLO, JOSEP Universitat Jaume I


design

Title EL PROYECTO REAL DE TRADUCCIÓN COMO ANTESALA DE LA INSERCIÓN PROFESIONAL PARA LOS APRENDICES

DE TRADUCTOR LITERARIO THE REAL-WORLD TRANSLATION PROJECT AS THE PRELUDE FOR LITERARY TRANSLATOR TRAINEES TO

BECOMING MEMBERS OF THE PROFESSIONAL COMMUNITY

Palabras clave / Keywords Proyecto, prácticas en empresa, traducción literaria/ Project, work placement, literary translation

Resumen Aunque hoy en día muchos expertos en formación de traductores defienden los enfoques llamados constructivistas, no existe

tanto consenso sobre los diseños y procedimientos concretos a emplear. Así, Hurtado (1999, 2001) se posiciona a favor de la tarea como unidad organizativa básica en el diseño de materiales, mientras que Kiraly (2000: 60) considera el “publishable translation project” como el acto básico de aprendizaje, y González Davies (2004) adopta una actitud más ecléctica en la que tareas y proyectos no son en absoluto incompatibles. Como se ha argumentado en una publicación anterior (Marco, 2004), parece razonable partir de tareas guiadas de alcance limitado, en las que el papel del profesor es aún central, para pasar luego a tareas más ambiciosas y finalmente a proyectos, donde el profesor ya no ocupa el centro del escenario. Tanto en España como en otros países, los estudiantes de grado deben realizar prácticas en empresa antes de obtener el título. Podría decirse que las prácticas son el entorno ideal para que los estudiantes empiecen a sentirse miembros incipientes de la comunidad profesional a la aspiran a pertenecer. En el caso concreto del itinerario en traducción literaria del Grado en Traducción e Interpretación de la Universitat Jaume I, los estudiantes participan en un proyecto real de traducción que tiene como objetivo movilizar su competencia traductora de modo global. Dado que las editoriales no siempre están dispuestas a acoger a estudiantes en prácticas in situ, los estudiantes trabajan de manera autónoma, con el profesor como una especie de gestor de proyectos. El grupo de trabajo se reúne periódicamente para hablar de dificultades y opciones, y todos los estudiantes participan en un proceso de revisión entre pares. La traducción realizada mediante este sistema finalmente se publica en una editorial y en una colección concretas, por lo que el estudiante no puede dejar de tomar en consideración las expectativas tanto del editor como de los lectores. A modo de ilustración, se describirá un proyecto actualmente en marcha, consistente en traducir un libro sobre el dibujante de cómics norteamericano R. Crumb para la editorial madrileña Gallo Nero.



MASSEY, GARY; EHRENSBERGER-DOW, MAUREEN Zurich University of Applied Sciences


Title PREDICTING POTENTIAL WITH PRODUCTS AND PROCESSES: DIAGNOTIC INDICATORS OF TRANSLATION

PERFORMANCE AND LEARNING EFFECTS

Keywords Process-oriented training, diagnostics, competence indicators.

Abstract Since the 1980s, translation research has been developing and implementing tools and techniques to investigate the

processes behind translation products, and the effects of those processes on the quality of target texts. Models of translation competence have been built and tested, key aspects of which have found their way into translator training profiles and translation service quality standards. A central role in acquiring translation competence is ascribed to reflecting on decisions and actions during the translation process, and various process research methods have been used in translator training itself to encourage self-reflection and to complement traditional product-oriented teaching and assessment. Alongside more established techniques to access and evaluate translation processes, such as written commentaries and dialogue protocols, those currently proposed and deployed with success include screen recording combined with various forms of retrospection, (self-)evaluation, and trainer-student dialogue for both didactic and diagnostic purposes (e.g. Angelone 2013; Enríquez Raído 2013). For the past few years, all the compulsory aptitude tests for our institute’s MA in Professional Translation have been recorded on-screen, introducing a process-oriented component to the assessment of, and feedback given on, the performance and potential shown by the candidates. Building on investigations of process-oriented diagnostic and training methods already implemented at our institute (cf. Massey & Ehrensberger-Dow 2013), a study was launched to identify predictors of performance among those taking, and indicators of learning effects among those retaking, the MA entrance test. This paper reports on the design, results, and implications of the study, whose ultimate objective is to enrich, expand, and refine traditional product-oriented performance assessments by generating readily applicable criteria to ascertain translation competence using screen-recorded process data.



MCDONOUGH DOLMAYA, JULIE York University


Title DESIGNING WIKIPEDIA TRANSLATION PROJECTS

Keywords Project-based learning, Wikipedia, collaborative translation

Abstract Introducing authentic translations and real-life situations into the classroom while also establishing contact with professionals

and bilinguals outside the classroom is one way of fostering a cooperative learning environment and reducing the sometimes-artificial nature of classroom learning (González Davies 2004: 13-17). This was the objective behind introducing a Wikipedia translation project into an introductory French-to-English translation course in two consecutive years. Wikipedia, the sixth-most-visited website in the world (cf. www.alexa.com), is available in more than 280 language versions, has its own style guides, and is edited by anywhere from a dozen to a hundred thousand active users working on the different language versions. Although articles on the same topic in the various Wikipedias do not have to correspond in terms of form, content or style, translation does take place, and translators are encouraged to tailor an article’s content and style for their target audience and to omit “low quality or unverifiable” content from their translations (http://en.wikipedia.org/wiki/Wikipedia:Translation). These factors, along with the encyclopedia’s core content policies of neutrality, verifiability and no original research (http://en.wikipedia.org/wiki/Wikipedia:Core_content_policies), make Wikipedia an appealing platform for fostering cooperation and authenticity in the translation classroom, for helping translation students improve their documentation and critical thinking skills, and for empowering students by allowing them to select their own source texts. This presentation will therefore discuss how Wikipedia translation projects can be integrated into the translation classroom. It will discuss a collaborative Wikipedia translation project that was integrated into two undergraduate translation courses and review the results of a survey of the translation students who participated in the project. Finally, it will offer some conclusions about how such translation projects can be effectively designed, what criteria can be used to grade a Wikipedia translation, and what ethical issues should be considered before assigning similar authentic projects.

http://www.alexa.com/

http://en.wikipedia.org/wiki/Wikipedia:Translation

http://en.wikipedia.org/wiki/Wikipedia:Core_content_policies



MERHY, LAYAL Grenoble University


Title ENSEIGNER LA TRADUCTION DU DISCOURS DE VULGARISATION SCIENTIFIQUE : QUELS DEFIS ?

TEACHING THE TRANSLATION OF POPULARIZED DISCOURSE: STRATEGIES AND CHALLENGES

Mots-clés/ Keywords Discours de vulgarisation scientifique médiatisé, pathémisation, traduction

Résumé Dans le cadre du colloque didTRAD, nous nous proposons d’aborder l’enseignement de la traduction du discours de

vulgarisation scientifique médiatisé. Nous nous intéressons particulièrement à la traduction des pathèmes discursifs qui assurent l’orientation émotionnelle du discours et permettent à ce dernier de véhiculer des émotions dans une visée de persuasion. Les stratégies de séduction adoptées dans les textes de vulgarisation scientifique ainsi que leur traduction/transmission dans une langue cible, sont mises en lumière à partir de l’étude des interactions émotivo-cognitives dans les discours véhiculés par les médias, par les ouvrages publiés en langue arabe et par Internet. Ces derniers semblent être assez spécifiques pour imposer à la traduction certaines exigences qu’il serait intéressant d’observer, surtout en ce qui concerne le transfert interlingual des images discursives dont essentiellement la métaphorisation. Nous résumons alors quelques pistes de réflexion à ce sujet et synthétisons nos propos à partir d’exemples qui concrétisent les difficultés de la traduction vers l’arabe. En vue d’une performance optimale, nous avons choisi d’étudier la traduction vers la langue arabe qui est notre langue maternelle. Nous connaissons donc d’une manière intuitive la langue et la culture arabes. Toutefois, les difficultés de la traduction interlinguale du discours de vulgarisation ne se limitent pas au transfert vers la langue arabe ; il importe donc de souligner toute une série d’obstacles aussi bien linguistiques que culturels qui méritent réflexion lors de la mise en place d’un enseignement de la traduction de ce discours. Pour illustrer nos propos, nous nous basons sur l’analyse globale d’un corpus multilingue français/anglais/arabe, composé de revues et d’articles de vulgarisation. Les textes étudiés portent sur le thème général de la génétique (biotechnologie, hérédité, biologie moléculaire, etc.) en raison de l’importance et du progrès continu de cette science jeune qui influence et modélise le quotidien (et l’avenir) des citoyens du monde.

Abstract The principal aim of this paper is to understand in depth, in order to teach, the argumentative emotional features or “pathemes” that modulate scientific popularized discourses and that are heavily employed in order to attract the target audience as well as facilitate access to scientific knowledge. Rendering scientific content and research accessible, meaningful and relevant to readers through the use of popularization strategies as well as their translation / transmission into a target language are highlighted through the study of cognitive-emotive interactions in multilingual discourses (French, English and Arabic) published in the media, books and Internet. The use of such strategies in translated texts, the various methods employed in the translation of popularized discourses into Arabic and the terminology elaborated in the field of genetics are thoroughly identified, studied and analyzed. Understanding the use of pathemes and the characteristics of this discourse will enable us as teachers to transmit some useful and meaningful strategies to translation students.



MILETICH, MARKO The University of Texas at Arlingto


Title INTEGRATING SERVICE LEARNING TO TRANSLATION AND INTERPRETING COURSES

Keywords Teaching, Community Interpreting, Public Service Translation

Abstract Service Learning has been shown to be an important pedagogical tool that benefits college level students, their instructors,

participating educational institutions, as well as the Non-Profit and Community Outreach Programs where service-learning projects take place. Service learning helps students to better understand the relevance of their academic coursework, gain a sense of self-esteem (as they are aware of their contribution to their community), increase their awareness in social issues, gain experience and obtain possible contacts for future employment. In addition, the experiences learned during service learning projects provide a positive impression on Graduate School applications in the United States. Non-Profit and Community Outreach Programs benefit from these programs by getting help from students who are motivated, energetic and eager to contribute to their community. Faculty benefits from these programs by finding ways to innovate their teaching, and by developing new avenues for research. Educational institutions benefit from these programs by fulfilling the institution’s mission of service and offering collaboration with a community, breaking away from the “ivory tower” image. Service Learning programs require preparation. Any course developed for the purposes of service learning must make sure to enhance the academic coursework and promote education through experience with clear objectives and expectations. The performance aspect of the program must be carefully planned and evaluated. An extremely important part of service learning is the individual students’ reflection on their experience. Private and public reflection is usually included in the evaluation of the student’s performance. Reflection by faculty and program members is also important since, it serves to measure the effectiveness of the experience and correct any possible problems in the future. Although most Service Learning projects are carried out by Sociology and Political Science Departments, the model could be very well incorporated for translation and community interpreting courses. This presentation will describe a Service Learning Project being developed for Community Interpreting/Public Service Translation Courses. Selected students will participate on a volunteer basis and will dedicate several hours a week to Proyecto Inmigrante, a non-profit agency dedicated to assist the immigration population in the Dallas-Ft. Worth area and its surrounding counties.



MITCHELL-SCHUITEVOERDER, ROSEMARY; ELIZABETH, HELEN Durham University


Title THE ASSESSMENT OF COLLABORATIVE TRANSLATION PROJECTS: A PEDAGOGICAL CHALLENGE

Keywords Collaborative translation, quality assurance, academic assessment

Abstract This paper discusses the pedagogical challenge presented by collaborative translation projects, which aim to remove the

perceived differences between academic assessment of a student’s translation and quality assurance of a professional translation. Universities employ a variety of assessment procedures to measure the individual student’s competences and skills. However, regardless which type of assessment is used, formative or summative, the ultimate grade is expected to give a fair assessment of the student’s personal abilities, skills and competences. In comparison, a client expects a translation to be 100% accurate. Therefore, the translator will use a variety of tools and resources, either human or machine-assisted, and apply different forms of quality assurance, such as self-revision, computer-aided and peer revision. The student’s collaborative translation project consists of a portfolio, which is created over a period of ten weeks. The translations are supported by computer-aided translation tools and they are subjected to carefully organised peer revision by voluntary project-managers. The trainer monitors (provides formative assessment) and comments on the individual student’s activity reports in their blogs in the virtual learning environment. The student writes an essay with critical evaluations of the tools they have used and the activities they have performed, based on examples from their personal collaborative translation projects. The essay composes the summative assessment. Although the portfolio offers a good representation of a professional translator’s practice the collaborative aspects of the individual translation projects disguise the student’s individual skills and competences. Therefore, the portfolio does not meet the required academic assessment criteria. This paper gives examples from focus group discussions and interviews with students that the portfolio quality deteriorates when the student realizes it is not going to be part of the summative assessment. The pedagogical challenge is not only to replicate the real-world quality-assurance process in the classroom in such a way that it meets the summative requirements that can assess the level of the student, but also to help the student progress from surface learning and extrinsic motivation to deep learning and intrinsic motivation. If the student learns to take full responsibility and ownership of their personal translation processes, skills and competences, the future translator will benefit.



ROMERO, LUPE (COORDINADORA); CASAS-TOST,HELENA; GALÁN-MAÑAS,ANABEL; MOLINA, LUCÍA; RODRÍGUEZ-INÉS, PATRICIA; ROVIRA-ESTEVA, SARA; TORRES-HOSTENCH, OLGA




Título / Title NUEVAS HERRAMIENTAS EN LA FORMACIÓN DE TRADUCTORES E INTÉRPRETES: LA PLATAFORMA CLIPFLAIR

NEW TOOLS IN TRANSLATOR AND INTERPRETER TRAINING: THE CLIPFLAIR PLATFORM

Palabras clave/ Keywords Formación para traductores e intérpretes, doblaje y subtitulación y material didáctico en línea/ Translator and interpreter

training, dubbing and subtitling, online learning material.

Resumen El objetivo de esta comunicación es presentar las posibilidades pedagógicas de la plataforma web Clipflair, fruto de un

proyecto europeo del programa Lifelong Learning Programme de la Unión Europea en el que participan 10 universidades de 8 países. Clipflair tiene por finalidad la creación de actividades didácticas para el aprendizaje de lenguas a partir de material audiovisual mediante la reformulación oral de un texto, como el doblaje o la audiodescripción (revoicing) y la inserción de un texto en la imagen, como los subtítulos (captioning). La plataforma ofrece una biblioteca de recursos didácticos en línea de libre acceso: una galería de actividades diseñadas, que también pueden ser adaptadas y otras dos galerías con clips e imágenes para confeccionar otras nuevas. En concreto, vamos a presentar tres tipos de actividades que se ajustan al currículum de la formación para traductores e intérpretes: actividades de lengua para traductores, actividades para la enseñanza de la traducción y actividades para aprender interpretación. En las actividades diseñadas para la enseñanza de lenguas mostraremos la utilidad de Clipflair para trabajar las cuatro destrezas básicas (comprensión oral y escrita, y expresión oral y escrita), para trabajar con alfabetos distintos al alfabeto latino, como el árabe, el chino, el ruso, el japonés o el griego y para desarrollar la competencia cultural. En las actividades de traducción presentaremos ejemplos de actividades basadas en la subtitulación y doblaje y también en la identificación de problemas de registro social y geográfico. Las actividades para la enseñanza de la interpretación consistirán en la comprensión y la reformulación oral.

Abstract The aim of this presentation is to showcase the teaching potential of Clipflair, a web-based platform stemming from an EU Lifelong Learning Programme project in which ten universities from eight countries are participating. Clipflair is designed for the purpose of creating language learning activities based on audiovisual material and the oral reformulation of texts (e.g. dubbing and revoicing) or the insertion of texts into images (e.g. captioning). The platform features a library of open-access online learning resources, comprising a gallery of predesigned activities, which it is also possible to adapt, and two further galleries of clips and images for generating new activities. Specifically, we will be presenting three kinds of activities that could be incorporated into a translator and interpreter training curriculum, namely language activities for translators, translation teaching activities and activities for learning to interpret. In terms of language teaching activities, we will demonstrate Clipflair's usefulness for enhancing the four basic skills (oral and written comprehension, and oral and written expression), for working with non-Latin alphabets (such as the Arabic, Chinese, Russian, Japanese and Greek alphabets or writing systems), and for developing cultural competence. As far as translation activities are concerned, we will present examples of exercises based on subtitling and dubbing, as well as on identifying problems related to social register and regional variation. Lastly, the activities for teaching interpreting we will be presenting revolve around oral reformulation and comprehension.



MONTEAGUDO MEDINA, MARY ANN ELSA; VILLANUEVA JORDÁN, IVÁN ALEJANDRO Universidad Peruana de Ciencias Aplicadas

Ámbito / Àmbit / Topic Ámbitos transversales de diseño curricular / Àmbits transversals de disseny curricular / Cross-cutting aspects of curriculum

design

Title LA EXPERIENCIA PERUANA EN LA FORMACIÓN DE TRADUCTORES DESDE LAS PERSPECTIVAS NORMATIVA,

SOCIECONÓMICA Y ACADÉMICO-FORMATIVA EN LOS ÚLTIMOS CUARENTA AÑOS THE PERUVIAN EXPERIENCE IN TRANSLATOR TRAINING FROM A REGULATORY, SOCIOECONOMIC AND

ACADEMIC AND EDUCATIONAL PERSPECTIVE IN THE LAST FORTY YEARS

Keywords Formación académica, normatividad, realidad socioprofesional/ Academic training, regulations and socio-professional

situation

Resumen Objetivos de la mesa redonda: Plantear los hechos y circunstancias que han conducido a la coyuntura actual sobre la realidad socieconómica, normativa y

académica de la traducción en el Perú. Revisar la situación socioprofesional del traductor peruano y la realidad académica de la formación de traductores a nivel

universitario. Proponer una prospectiva de la formación de traductores sobre la base de la coyuntura actual y el propósito de mejora.

Resumen Esta mesa redonda pretende abordar la experiencia peruana en la formación de traductores a lo largo de los últimos 40 años desde diversas perspectivas que han incidido en la creación de nuevos programas de traducción y en la necesidad de nuevos perfiles de traductores. Para ello, se hará un análisis de los aspectos que redundan en la formación prospectiva del traductor peruano. Sostenemos que todo plan de estudios debe considerar diversas perspectivas dinámicas, que evolucionen a lo largo del tiempo y en función del contexto de cada sociedad. Una de las perspectivas es la normativa, para ello se analizarán sucintamente las normas más importantes que hoy nos regulan, los tipos de traducción existentes, los avances que se han dado a nivel de la profesionalización de la traducción con la creación del Colegio de Traductores del Perú y su relevancia en la formación de traductores. Otra perspectiva es la académico-formativa, que abarca las ofertas universitarias con mayor tradición en el Perú y las nuevas propuestas formativas que surgen en el nuevo escenario socioeconómico. Finalmente, se considera la mirada socioeconómica, que es transversal a la traducción como ejercicio profesional e implica la búsqueda de nuevos perfiles de traductores. Perspectiva académico-formativa: participante 1 En 2014 se celebran 46 años del primer programa de formación profesional de traductores e intérpretes en Perú. Esta ponencia enmarca la formación de traductores en la propia realidad educativa del país y busca sistematizar los enfoques que han tenido las ofertas universitarias con mayor tradición en Perú frente a las propuestas que han surgido en los últimos años. Asimismo, se evaluarán los resultados relacionados con la producción académica y la propia satisfacción de los traductores con respecto a su formación profesional (resultado de un cuestionario aplicado a egresados universitarios). De esta mirada crítica, destilarán las propuestas relacionadas con una formación de traductores prospectiva. Perspectiva normativa: participante 2 En el Perú, contamos con un conjunto de normas que regulan a la traducción; sin embargo, se trata de una realidad normativa particular dada la coexistencia de distintos tipos de traducción y la oferta por parte de distintos agentes traductores (Traductores Públicos Juramentados, Traductores Colegiados Certificados, traductores no colegiados). Esta ponencia planea abordar de manera diacrónica la legislación más relevante con respecto a la actual coyuntura normativa que atañe a los profesionales de la traducción. Aborda los esfuerzos de instituciones Públicas, como los del Ministerio de Relaciones Exteriores del Perú, frente a las propuestas de regulación, aseguramiento de la calidad y crecimiento socioprofesional planteadas por el Colegio de Traductores del Perú, creado por ley en 1996. En este sentido, se tratarán las problemáticas actuales de este ámbito y se propondrán las implicancias que la normativa genera para la formación de traductores. Perspectiva socioeconómica: participante 3 El cambio de siglo generó, a su vez, un cambio en la manera que Perú se enfrentaba al escenario global. Las condiciones naturales del Perú sirvieron para generar el interés de distintas empresas importadoras de materias primas; mientras que el escenario cultural permitió que los propios ciudadanos se unieran en una ola de emprendimiento en el ámbito gastronómico y otras industrias culturales promovidas por el sector público y privado. El flujo de información en este nuevo



circuito económico representa un reto para las nuevas generaciones de traductores profesionales; por ello, esta ponencia planteará los componentes del perfil profesional que demanda el mercado laboral en Perú. Ello redundará en una propuesta para las universidades peruanas a cargo de la formación de traductores.

Abstract Round Table Objectives:

- Establishing the facts and circumstances leading to the current socioeconomic, regulatory and academic situation of translation in Peru

- Reviewing the Peruvian translator’s socio-professional situation and the academic training of translators at universities

- Presenting an outlook on translator training on the basis of the current situation and improvement objectives Abstract This round table is aimed at addressing the Peruvian experience in translator training in the last 40 years from the different perspectives that have had a significant bearing on the creation of new translation programs and on the need of new translator profiles. Therefore, the aspects influencing on the prospective training of the Peruvian translator will be analyzed. We maintain that every curriculum should consider different dynamic perspectives that are able to evolve in time, based on the context of every society. One of those perspectives is the regulatory one, for which the most important current regulations, the different existing translation types, the advances in the professionalization of translation through the creation of Colegio de Traductores del Peru (Peruvian Association of Professional Licensed Translators) and its relevance in translator training will be briefly analyzed. A second perspective is the academic training, addressing more traditional university offers in Peru in contrast to the new educational proposals in the new socioeconomic scenario. Finally, we will discuss the socioeconomic perspective, which is cross-sectional to the professional activity and implies the search of new translator profiles. Academic Training Perspective: participant 1 In 2014 we will celebrate the 46th anniversary of the first professional translation and interpretation training program in Peru. This table describes translator training in the educational situation of our country and seeks to systematize the approaches that the more traditional university offers have had in Peru versus the newer proposals of the last few years. Moreover, we will evaluate the results related to academic production and translators’ satisfaction with regards to their professional training (from a questionnaire applied to university graduates). The proposals for prospective translator training derive from this critic view. Regulatory Perspective: participant 2 In Peru, we have a set of regulations that norm translation; however, this is a particular regulatory situation due to the co-existence of different types of translation and different kinds of translators (Sworn Certified Translators, Certified Translators Members of the Peruvian Association of Professional Licensed Translators, Non-Member Translators). This table will discuss diachronically the most relevant legislation on the current regulatory situation regarding translation professionals. It will also address the efforts by public institutions, such as the Peruvian Foreign Affairs Ministry, in relation to regulatory, quality assurance and socio-professional growth proposals presented by the Peruvian Association of Professional Licensed Translators, created by law in 1996. In this sense, we will address current issues surrounding this field and we will discuss the implications that regulations cause in translator training. Socioeconomic Perspective: participant 3 The turn of the century also caused a change in the way Peru faced the global scenario. The natural conditions of Peru generated the interest of many raw material import companies whereas the cultural scenario allowed citizens to join an entrepreneurial wave in the gastronomic sphere and other cultural industries promoted by the private and public sectors. The information flow in this new economic circuit represents a challenge for the new professional translators’ generations; therefore, this table will discuss the new elements of the professional profile demanded by the Peruvian market. This will result in a proposal for Peruvian universities in charge of translators’ training.



MOTTA, MANUELA Université de Genève


Titre / Title THE ROLE OF SCAFFOLDING AND METACOGNITION IN INTERPRETER TRAINING

Keywords Interpreter training, deliberate practice, meta-cognitive skills

Abstract Because interpreting is a complex cognitive activity, mastering the interpreting process requires subdividing the overall

consecutive or simultaneous task in smaller sub-tasks to be acquired through practice. However, students are new to the interpreting task and cannot be expected to identify on their own which sub-tasks they need to focus on and what kind of practice to engage in. The role of teachers and tutors in this respect is essential to providing students with guidance and feedback. But, to reach a professional level of performance in interpreting, students need to engage in out-of-class deliberate practice, i.e. in a structured programme of training activities composed of well-defined tasks at an appropriate level of difficulty; they also need to develop the ability to self-assess and to set learning objectives with a view to progressing in the skill acquisition process (Motta 2011). In other words, students not only need to acquire the skills needed to master the interpreting process, such as, for instance, memorising, anticipating or note-taking, and strategies, such as chunking or paraphrasing. They also need to develop meta-cognitive skills (i.e. the ability to regulate one’s own cognitive processes) to develop a clear view of their learning objectives, plan the tasks, identify problem-solving strategies and evaluate their performance (Reeves & Reeves 1997). From this point of view, teachers and tutors thus play an important role in scaffolding the learning activities, i.e. reducing the overall task to a manageable number of steps and providing hints that help learners figure out solutions on their own (Branford, Brown & Cocking 2000:104). For instance, teachers and tutors should make it clear to students that interpreting practice is not conducive to learning, unless they analyse their performance, identify problems and implement strategies to overcome them. Teachers and tutors should also provide some indication as to which strategies and exercises can be put into practice to deal with the issues students had identified for themselves. In this presentation, we will discuss the role of meta-cognition and scaffolding in interpreter training as perceived by two intakes of students who participated in a research project (Motta 2013) designed to evaluate the blended learning environment implemented at the Interpreting Department (Faculty of Translation and Interpreting, University of Geneva) both in qualitative and quantitative terms. The results will be discussed in terms of their pragmatic pedagogical dimension and their contribution to our theoretical understanding of skill acquisition.



NORBERG, ULF Stockholm University


Titel / Title DESIGNING A TRANSLATION COURSE AROUND TEXT TYPES

Keywords Translation commentary, course design, genre-specific textual conventions

Abstract The structure and organisation of BA programmes in translation Europe varies widely. At Stockholm University, Sweden,

students are introduced to translation practice after having attained a high level of proficiency in the foreign language. Since the curriculum foresees only a limited number of contact hours, it is imperative to develop a pedagogical approach that can provide comprehensive insights into the profession so as to ensure efficient preparation for their future careers. To optimally support the students’ development of translation skills, a common method involves designing the course around text types, which also permits trainers to build progression into the syllabus. The texts used in the introductory course at Stockholm University are all authentic texts from a variety of subject fields and representing different text types. The students are also introduced to theoretical aspects associated with the translation of each text type including generic conventions and norms, and are asked to produce translation commentaries in which they describe their approach, use of resources, any specific problems they encountered as well as their problem-solution strategies. This presentation summarizes the results of an empirical study that was carried out during the autumn term of 2013. It examines the translations produced by two groups of students at the beginning and the end of the course, external reviewers’ assessments of the translations as well as the students’ commentaries. The first text belonged to the informative type, the second was a text mixing informative and vocative text types. Aspects that were analysed include compliance with genre-specific textual and linguistic conventions and adherence to professional translation norms, such as use of correct grammatical and stylistic patterns, semantic accuracy and audience design. The aim was to establish whether the discussion of theoretical problems helped students adopt a more (self-)critical stance and supported their development of translation skills.



OKTAY, ESER Amasya University


Títol / Title PROPOSAL OF A SCALE OF TRANSLATION COMPETENCE AS AN EMPIRICAL DATA COLLECTION TOOL IN

QUANTITATIVE RESEARCH IN TRANSLATION STUIDIES

Keywords Translation competence, Quantitative Research, Measuring scales

Abstract Quantitative research methods and data collection tools in Social Sciences are extensively used in such areas as psychology

and marketing. Translation studies is a discipline where research based on quantitative research methods needs to be done. Translation competence is one of the key concepts governing both translation education and translation sector. Program designs at the departments of Translation Studies at universities can be seen as a proposed model for students to acquire translation competence. One of the primary purposes of translation education is to measure and assess the acquisition of translation competence. This study proposes a scale of translation competence concerning student perceptions as an empirical data collection tool in quantitative research in Translation Studies, the reliability statistics of which was tested as ,951 with 448 participants. The scale consists of 50 statements and measures 8 sub-competencies.



OLALLA-SOLER, CHRISTIAN Universitat Autònoma de Barcelona


design

Title DOS AÑOS DE INVESTIGACIÓN EMPÍRICA EN LA ASOCIACIÓN ESPAÑOLA UNIVERSITARIA DE TRADUCTORES E

INTÉRPRETES EN FORMACIÓN: HIPÓTESIS PRINCIPALES, RESULTADOS Y LÍNEAS DE FUTURO TWO YEARS OF EMPIRICAL RESEARCH AT THE SPANISH TRANSLATION AND INTERPRETING STUDENTS

ASSOCIATION: MAIN HYPOTHESES, RESULTS AND FUTURE LINES OF WORK

Palabras clave/ Keywords Investigación empírica, asociacionismo, estudiantes de Traducción e Interpretación

Resumen La Asociación Española Universitaria de Traductores e Intérpretes en Formación (en adelante AETI) fijó en sus objetivos servir de vínculo entre los estudiantes de Traducción e Interpretación y el asociacionismo, el mundo laboral y el académico. De ahí parten las tres líneas de trabajo que AETI ha desarrollado durante los dos años que lleva en activo. Los dos años de trabajo como vínculo con el mundo académico tienen como colofón la realización y publicación de tres estudios empíricos basados en las ciencias sociales. Estos estudios son, por orden de realización: La percepción de los estudiantes de Traducción e Interpretación sobre los estudios en Traducción e Interpretación de España. Un estudio empírico (2012), Traducción y tecnología: uso y percepción de las tecnologías de la traducción. El punto de vista de los estudiantes (2013, en prensa), y Más allá del aula: el papel de la Asociación Española Universitaria de Traductores e Intérpretes en Formación en el proceso de adquisición de competencias (2013). En la presente comunicación se presentará una selección de los resultados de los tres estudios que consideramos más relevantes con el fin de exponer una visión global del trabajo realizado desde AETI. Se debatirán también posibles líneas de futuro en las cuales la Asociación puede aportar datos interesantes para la comunidad académica. Finalmente, esta comunicación también pretende servir como punto de encuentro entre AETI e investigadores en didáctica de la traducción y de la interpretación y encontrar nuevas vías de coordinación y de colaboración para futuras investigaciones más perfiladas y diseñadas con el objetivo de cubrir lagunas de información que por la naturaleza de la Asociación podría llegar a aportar con facilidad.

Abstract The Spanish Translation and Interpreting Students Association (hereafter AETI) set the aim of becoming a link between

Translation and Interpreting students and associativity, the world of work and the academia. These are the three main lines of work in which AETI has focused on since its foundation in 2012. The results of these two years of acting as a link with the academia have been the completion and publication of three empirical studies based on the methodology applied in the social sciences. In order of completion, these are: The Translation and Interpreting Students’ Perception of the Degree in Translation and Interpreting in Spain. An Empirical Study (2012), Translation and Technology: Use and Perception of Translation Technologies. The Students’ Perspective (2013, in press) and Learning outside the Classroom: the Role of the Spanish Translation and Interpretation Students Association (AETI) in the Competence Acquisition Process (2013). A selection of the most relevant results of the three studies will be presented in order to offer an overall perspective of the work that AETI has been carrying out. Future perspectives and lines of work of the Association will also be discussed. This presentation aims at becoming a meeting point between AETI and researchers into didactics of translation and interpreting. This will help to find new ways of collaboration for future studies in which AETI could be of help because of the nature of the Association and the easy accessibility to the students’ point of view.



OLIVARES, MÓNICA; PENA, CARMEN Universidad de Alcalá


Title TRANSNET: A METHODOLOGICAL PROPOSAL FOR TEACHING SCIENTIFIC-TECHNICAL SPECIALIZED TRANSLATION

Keywords Scientific-technical, TRANSNET, translation

Abstract The need to improve the teaching of scientific-technical translation is a key issue in Translation programmes in Spain. Different methodologies have been introduced in order to facilitate students the acquisition of the necessary skills, knowledge and competences to become professional translators. There is literature on different aspects such as proposals to develop independent learning (Valero and Navarro 2008; Espasa and Gonzalez 2003; Lobato 2013), and to improve students’ skills in the use of new technologies (Alcina 2003), as well as those skills which help them rationalize their own translation process (Garcia, 2001, 2007). However, there are not many methodological proposals that attempt to bring students closer to the working world through the experience of professional translators. This is the main objective of the teaching innovation project TRANSNET (Translation Network), which aims for professional translators to have a more important role in the scientific-technical translation classroom. This project has created a virtual space where students can access the views, experiences and concerns of translation professionals. To this end, a literature review of articles, interviews, blogs and forums dedicated to specialized translation in this area has been carried out. The results have been collected in order to analyze the personal experiences of the translators who often have no place in the translation classroom. This is a proposal for teaching scientific and technical translation that ultimately tries to bring students closer to the reality of the world of professional translation.



OSTER, ULRIKE; RENAU, MARTA Universitat Jaume I


Título / Title UN MOOC DEDICADO A LA INTERPRETACIÓN SIMULTÁNEA: ¿MISIÓN (IM)POSIBLE?

MOOC FOR SIMULTANEOUS INTERPRETIN – (IM)POSSIBLE?

Palabras clave/ Keywords Mooc, interpretación simultánea, enseñanza no presencial/ Mooc, simultaneous interpreting, e-learning

Resumen Los MOOC (massive open online courses) son un formato didáctico reciente por el que están apostando muchas universidades

como un complemento a su oferta de formación reglada. No obstante, hay que hablar todavía de una implantación experimental, puesto que son grandes los retos tecnológicos y, sobre todo, didácticos que implica el hecho de que estos cursos sean, por definición, masivos y abiertos (los cursos más demandados pueden tener decenas de miles de alumnos inscritos) y se realicen exclusivamente en línea. El objetivo del trabajo descrito en esta comunicación es aplicar el formato MOOC al aprendizaje de la interpretación simultánea, concretamente a la fase inicial de la misma. Ello supone un desafío metodológico y didáctico adicional, puesto que en la interpretación no se trata de la adquisición de conocimientos teóricos, como los que se ofrecen en la mayoría de MOOC disponibles en la actualidad, sino del desarrollo de habilidades prácticas. Describiremos en primer lugar el planteamiento del curso Interpretación simultánea inglés-español: ejercicios de preparación, ofrecido por la Universitat Jaume I durante los primeros meses del 2014. Se trata de un mooc que pretende completar la oferta incipiente pero todavía limitada de materiales didácticos abiertos en línea con actividades guiadas de preparación a la interpretación simultánea y materiales audiovisuales seleccionados. El principal reto que ha guiado el diseño del curso ha sido evitar el mayor escollo que se ha detectado para el desarrollo de los mooc, el de la falta de interactividad (causada por la aplicación de un modelo didáctico de transmisión unidireccional de conocimientos). Por ello, nuestro objetivo ha sido aprovechar al máximo los recursos de la plataforma didáctica (basada en moodle) con el fin de potenciar la interactividad, tanto entre alumnos como entre alumnos y profesores. Se trata de un curso experimental con un planteamiento decididamente arriesgado y su posibilidad o imposibilidad de funcionamiento depende, en gran medida, de sus participantes. Es por ello que en la segunda parte, dedicada a analizar el funcionamiento del curso, les daremos voz a ellos y hablaremos de quiénes son las personas que forman el público de un curso de estas características, qué expectativas tienen, cómo reaccionan ante las actividades planteadas y cómo las valoran. En estos datos se basarán las conclusiones sobre la posibilidad de aplicación del formato de los mooc a la enseñanza de la interpretación simultánea, sus limitaciones y ventajas, los problemas encontrados y las posibles soluciones.

Abstract MOOCs (massive open online courses) are a new didactic format supported by many universities as a complement to their

formal study programs. Nevertheless, they are still at an experimental stage, since there are numerous technological and didactical challenges ahead, as these courses are by definition massive and open (the most popular courses may have tens of thousands of students enrolled) and online. The objective of the work describe in this paper is to apply the MOOC format to learning simultaneous interpreting, namely in its initial stages. This implies an additional methodological and pedagogical challenge, since interpreting is not learnt through the acquisition of theoretical knowledge (which is the base of most MOOCs) but through the development of practical skills. First of all, we will describe the approach of the course English-Spanish simultaneous interpreting: first steps to training offered by the Universitat Jaume I (Castellón, Spain) during the early months of 2014. This MOOC seeks to complete the incipient but still limited range of online open learning materials with guided activities and selected audiovisual materials for simultaneous interpreting. The main challenge while designing the course has been to avoid the biggest stumbling block detected in MOOCs: the lack of interactivity (caused by the application of a didactic model based on a unidirectional transmission of knowledge). Thus, our goal has been to maximize the potential of the resources of the learning platform (based on moodle) for enhancing interaction both among students and between students and teachers. This is a pilot course with a risky approach and its success largely depends on its participants. This is why in the second part of our paper, devoted to analyzing the development of the course, we will give voice to them and talk about who is interested in such a course, which are their expectations, how do they react to the proposed activities and how they evaluate them. This will be the basis for our conclusions on the possibility of applying the MOOC format for teaching simultaneous interpreting, and on the advantages and disadvantages, the problems encountered and the possible solutions.

http://mooc.uji.es/interpretacion-simultanea-ingles-espanol/%23.Usbut_TuJqU

http://mooc.uji.es/interpretacion-simultanea-ingles-espanol/%23.Usbut_TuJqU



PACTE: A.BEEBY, L. CASTILLO, O.FOX, A. GALÁN, A.HURTADO ALBIR, A.KUZNIK, G. MASSANA, W. NEUNZIG, CH.OLALLA, P. RODRÍGUEZ, L. ROMERO (POR ORDEN ALFABÉTICO). INVESTIGADORA PRINCIPAL: A. HURTADO ALBIR



Título / Title RESULTADOS DE LA INVESTIGACIÓN EXPERIMENTAL DE PACTE SOBRE LA ADQUISICIÓN DE LA COMPETENCIA

TRADUCTORA. USO DE APOYO INTERNO Y APOYO EXTERNO EN LA TOMA DE DECISIONES AL TRADUCIR RESULTS OF PACTE’S EXPERIMENTAL RESEARCH ON THE ACQUISITION OF TRANSLATION COMPETENCE – THE

USE OF EXTERNAL AND INTERNAL SUPPORT IN DECISION-MAKING PROCESSES THAT TAKE PLACE WHEN TRANSLATING

Palabras clave/ Keywords Adquisición de la competencia traductora. Toma de decisiones. Investigación experimental/ Acquisition of Translation

Competence. Decision-Making. Experimental Research.

Resumen El objetivo de la comunicación es presentar resultados de la investigación empírico-experimental que el grupo PACTE está

realizando sobre la Adquisición de la competencia traductora en traducción escrita. La recopilación de datos se realizó en noviembre de 2011 con 130 estudiantes. En la comunicación se presentará: - El diseño de la investigación: tipo de estudio, universo y muestra, variables de estudio, instrumentos de recogida y análisis de datos. - Los resultados de la variable de estudio “Toma de decisiones”: Decisiones adoptadas durante el proceso traductor, que requieren el uso de recursos cognitivos automatizados y no automatizados (apoyo interno) y de diferentes recursos de documentación (apoyo externo). Esta variable aporta datos sobre el funcionamiento de la subcompetencia estratégica y la subcompetencia instrumental. Los indicadores de esta variable son: 1) Secuencias de acciones (con cuatro categorías: apoyo interno, predominio de apoyo interno, predominio de apoyo externo, apoyo externo); 2) Tipo de apoyo interno (con dos categorías: automatizado, no automatizado). Para recoger los datos se utilizó el programa informático Camtasia, que grabó en tiempo real todas las acciones realizadas por los sujetos mientras traducían dos textos (uno en traducción directa y otro en traducción inversa). Posteriormente, se realizaron visionados de estas grabaciones y los datos obtenidos se recogieron en plantillas para su ulterior análisis estadístico. Por otro lado, se han analizado las traducciones de los sujetos para determinar su grado de aceptabilidad. En la comunicación se presentarán los resultados en cuanto a la evolución del uso de apoyo interno y apoyo externo al traducir según el grado de adquisición de la competencia traductora, y su relación con la aceptabilidad de las traducciones.

Abstract This paper presents results of PACTE’s empirical-experimental research on the Acquisition of Translation Competence in

written translation. Data was collected from a total of 130 students in November 2011. The paper presents: - The research design: type of study; universe and sample; study variables; instruments for data collection and análisis. - The results obtained for the study variable “Decision-making”, i.e., decision-making during the translation process that involves the use of automatized or non-automatized cognitive resources (internal support) and different documentation resources (external resources). This variable is related to strategic and instrumental sub-competences. Indicators of the variable “Decision-making” are: 1) Sequences of Actions (four categories: Internal Support, Predominantly Internal Support; Predominantly External Support; External Support); 2) Internal Support (two categories: Automatizad Internal Suport ; Non-Automatized Internal Suppport) The software program Camtasia was used to obtain real-time recordings of all the actions carried out by subjects whilst translating two texts (one into their L1 and the other into their L2). These recordings were later viewed and the data obtained recorded in customized templates for statistical analysis. Subjects’ translations were also analyzed to determine the degree of their acceptability. The results we present focus on the evolution of the use of internal and external support during translation competence acquisition and its relationship to the acceptability of translations produced.



PALEOLOGOS, KONSTANTINOS; PRATSINIS, NIKOS Universidad de Aristóteles de Salónica


Título / Title LA TRADUCCIΌN COLECTIVA EN PRESENCIA (Y CON LA PARTICIPACIΌN) DEL ESCRITOR COMO RECURSO

FORMATIVO DE FUTUROS TRADUCTORES COLLECTIVE TRANSLATION WITH THE AUTHOR’S PRESENCE (AND PARTICIPATION) AS A LEARNING RESOURCE

FOR FUTURE TRANSLATORS

Palabras clave/ Keywords Traducción colectiva, recurso formativo, presencia del autor/ Collective translation, learning resource, author’s presence.

Resumen En los últimos años está ganando terreno la traducciόn colectiva de obras literarias con el fin de facilitar el mayor número

posible de “lecturas” de la obra. Se ha investigado también la relevancia de la cooperaciόn del traductor (o de los traductores) con el autor para evitar “lecturas incorrectas” de su obra a través de varios talleres de traducciόn que contaban con la presencia del autor – poeta en la mayoría de los casos. No obstante, no se ha estudiado bastante la relevancia del taller de traducciόn colectiva como recurso docente. En nuestra comunicación pretenedemos presentar la organización, la celebración y los resultados de un taller de traducción colectiva al griego de poemas del poeta mexicano Francisco Segovia (de su libro PARTIDAS) con la presencia y participación del autor, dos coordinadores/moderadores y veinte participantes, que tuvo lugar en Atenas, el 10 de octubre de 2013. Los poemas que se tradujeron habían sido previamente elegidos por el propio poeta en colaboración con los coordinadores. Los participantes, por su parte, habían sido elegidos por los coordinadores, a base de su CV, previa solicitud de los mismos y tenían la obligación de presentar en el taller su versión en griego de los poemas escogidos. El taller propiamente dicho tuvo una duración de tres horas y aunό las tres condiciones anteriormente señaladas, esto es, trabajo colectivo, contexto formativo y participación del autor. Además, todo el proceso fue rodado y, en un encuentro posterior, analizado junto con los participantes a fin de calcular el efecto sinérgico de las tres condiciones en cuanto a: la calidad de la traducciόn final, el rescate de la polisemia del original en la versiόn final de la traducciόn, el cambio de las posturas de los participantes a lo largo del proceso, el “peso” de la autointerpretaciόn del autor en la versiόn final.

Abstract Recently collective translation of literary texts is gaining ground in order to provide the greatest possible number of "readings"

of the text. The relevance of the cooperation between the translator (or the translators) and the author has also been studied, through various translation workshops with the presence of the author, poet in most cases, with the purpose to avoid "misreadings" of the writer’s work. However, the importance of collective translation workshops as a teaching resource has not been studied enough yet. In our presentation we shall present the organization, the celebration and the outcome of a collective translation workshop of poems written by the Mexican poet Francisco Segovia (from his book PARTIDAS), into Greek, with the presence and the participation of the author, two coordinators / moderators and twenty participants, held in Athens, on October 10, 2013. The poems translated were previously selected by the poet himself in collaboration with the coordinators. The group of participants, meanwhile, was selected by the coordinators upon their own request, taking into account their CV. All participants were asked to present at the workshop their personal version in Greek of the above mentioned poems. The workshop itself lasted three hours and fulfilled the three conditions outlined above, that is, collective work, learning context and participation of the author. Moreover, the whole process was filmed and, at a later meeting, discussed with the participants in order to estimate the synergistic effect of the three conditions in terms of: the quality of the final translation, the maintenance of the polysemy of the original in the final version of the translation, the change of vision of the participants throughout the process, the importance of the author’s self-interpretation in the final version.



PAN, JUN JANICE; WANG, HONGHUA City University of Hong Kong & Hang Seng Management College


Title A STUDENT-CENTRED APPROACH TO INTERPRETING TEACHING

Keywords Interpretation training, Pedagogical development, Tertiary education

Abstract The rapid advancement of knowledge and technology has greatly changed the roles and operating philosophies of higher

education. Tertiary level interpretation training, in particular, should take into consideration the social needs and students’ employability enhancement. This paper will discuss the issues related to the changing objectives of tertiary level interpreting training and address the approaches that can facilitate students’ learning at interpreting classrooms. Applying an action research method, this paper will discuss problem in interpreting training at the tertiary level. Based on a review of studies on interpretation and translation training as well as general education theories, the paper will present a student-centred and work experience related approach to interpretation training. The paper will first look into the theoretical framework of this approach. It will then describe two case studies with the application of the approach under discussion: one in a simultaneous interpreting (SI) training course, and the other in consecutive interpreting (CI) teaching. Participants of the study are from a translation/interpretation training programme in Hong Kong. They were scaffolded through the learning and performance of SI and CI through learner-needs oriented and carefully designed syllabuses. Students’ achievements in the classroom activities will be presented. Samples of students’ works in these learner-centered activities will be displayed. The study will further investigate the problems and solutions related to classroom assessment. The paper will conclude by a discussion of implications of this student-centered approach to the pedagogical design of other types of interpreting training. This study will provide important insights to the knowledge of interpretation competence, the acquisition of interpreting skills and effective classroom assessment.



PARRA GALIANO, SILVIA Universidad de Granada


Título / Títol / Title LA NORMA EUROPEA EN-15038:2006, LA REVISIÓN DE TRADUCCIONES Y SUS IMPLICACIONES PARA LA

ENSEÑANZA Y APRENDIZAJE DE LA TRADUCCIÓN THE EUROPEAN STANDARD EN 15038:2006, TRANSLATION REVISION AND ITS IMPLICATIONS FOR TEACHING

AND LEARNING TRANSLATION

Palabras clave/ Keywords EN-15038:2006, revisión de traducciones, didáctica de la traducción/ EN 15038:2006, translation revision, translator training.

Resumen El propósito de este trabajo es mostrar las implicaciones que se derivan de la norma europea EN-15038:2006 para la

enseñanza y aprendizaje de la traducción, así como frente al ejercicio de la profesión, en diversos sentidos. Con este objetivo, en primer lugar, se abordarán los aspectos más relevantes y controvertidos de la norma que, en nuestra opinión, deben conocer los futuros traductores. Entre los más relevantes cabe destacar: el origen de la norma, su objetivo, ámbito de aplicación y contenido. Los aspectos más controvertidos están relacionados con: los potenciales usuarios y destinatarios de la norma, los proveedores de servicios de traducción (PST); el perfil profesional, con respecto a la cualificación y funciones, de algunos de los agentes que intervienen en el proceso de traducción; y el procedimiento para la obtención de la certificación de la Norma a través del correspondiente organismo de normalización. A continuación se expondrán las dudas e interrogantes que plantea el contenido de la EN-15038:2006 con respecto a la revisión de traducciones, por ser obligatoria en el marco de aplicación de la norma. Por último, para responder a algunos de los interrogantes arriba mencionados, se indicarán diversas recomendaciones y posibles soluciones con una doble finalidad: 1) elegir el procedimiento para el aseguramiento de la calidad (AC) de la traducción más apropiado para cada caso y 2) evitar, en la medida de lo posible, los resultados de revisiones inapropiadas y procesos de revisión erróneos derivados, fundamentalmente, de las intervenciones de traductores y revisores en el texto de llegada (TL) y de otros factores relacionados con la gestión del proyecto de traducción. Para ello, se utilizarán los resultados de varios estudios empíricos (Brunette, Gagnon y Hine: 2005; Künzli: 2005, 2007; Allman: 2006; Robert: 2008, 2012; Conde: 2009; Horváth: 2009; Robert and Van Vaes: 2014) así como los de un estudio previo de la autora (¿????: 2010) sobre la revisión de traducciones a partir del análisis de la versión oficial en español (UNE-EN 15038:2006) de la Norma. A modo de conclusión, se presentará una breve reflexión de carácter teórico sobre la práctica de la revisión de traducciones tanto en la didáctica de la traducción como en cuanto a su pertinencia, obligatoriedad y eficacia para el cumplimiento de la EN-15038:2006 para servicios de traducción.

Abstract The purpose of this paper is to show the implications arising from the European Standard EN 15038:2006 for Translation

Services in various ways: for the teaching and learning of translation, as well as for professional practice. With this aim, first, we will address the most important and controversial aspects of the European Standard with which, in our opinion, future translators should be familiar. Among the most important aspects are: the origin of the European Standard, its purpose and objectives, scope and content. The most controversial aspects are related to: the potential users and recipients of the Standard, translation service providers (TSP); the professional profile, with respect to qualifications and functions, of some of the actors involved in the translation process; and the procedure to obtain the Standard certification issued by the corresponding standardization body. Secondly, we will consider the doubts and questions related to the content of EN- 15038: 2006, especially, concerning translation revision, which is specified as a compulsory activity in the framework of the Standard. Finally a number of recommendations and possible solutions will be indicated, in order to answer some of the above questions with a dual purpose: 1) choosing the best possible procedure to ensure translation quality assurance (QA) for each case and 2) avoiding, as far as possible, the results of inappropriate translations revision and defective revision processes, basically, arising from translators’ and revisors’ interventions in the target text (TT), but also from other factors related to translation project management. To this end, we will use the results of several empirical studies (Brunette, Gagnon y Hine: 2005; Künzli: 2005, 2007; Allman: 2006; Robert: 2008, 2012; Conde: 2009; Horváth: 2009; Robert and Van Vaes: 2014) as well as the results of a prior study by the author (?????: 2010) of translation revision based on the analysis of the official Spanish version Standard (UNE -EN 15038:2006). To conclude, a brief theoretical reflection on translation revision practices will be presented: firstly, regarding translation teaching and, secondly, regarding its appropriateness, compulsory nature, and effectiveness for translation services to comply with EN 15038:2006.



PAVANI, STEFANO Universitat Autònoma de Barcelona


Título / Title LA EVALUACIÓN SUMATIVA EN LA DIDÁCTICA DE LA TRADUCCIÓN ENTRE ESPAÑOL E ITALIANO. UNA

PROPUESTA MULTIDIMENSIONAL SUMMATIVE ASSESSMENT IN SPANISH-ITALIAN TRANSLATION TEACHING. A MULTIDIMENSIONAL PROPOSAL

Palabras clave/ Keywords Didáctica de la traducción, evaluación, diseño curricular/ Translation teaching, assessment, curriculum design.

Resumen La finalidad de esta comunicación es presentar una investigación sobre la evaluación sumativa en la didáctica de la traducción

entre español e italiano en curso de realización. La hipótesis general de que parte nuestra investigación es que el sistema de evaluación sumativa tradicional (la traducción de un texto) que se suele utilizar en los centros de formación de traductores es un instrumento insuficiente ya que no recoge suficientes datos de la competencia del estudiante. Dicho estudio se aborda desde una doble perspectiva: una descriptiva y otra empírico-experimental. Esta doble perspectiva se reflejará en la estructura de la comunicación: en la primera parte se presentarán los resultados de una encuesta dirigida a profesores de traducción de centros italianos y españoles sobre el tipo de pruebas que utilizan para evaluar a sus estudiantes y si se valen de baremos de corrección. En la segunda parte se expondrá una propuesta original de evaluación sumativa para estudiantes de traducción directa español-italiano que se validará empíricamente con un grupo de estudiantes del grado en Mediación Lingüística Intercultural de la Universidad de Bolonia. En la exposición se hará hincapié en la propuesta de instrumentos y tareas de evaluación, que pretenden ser multidimensionales, criteriados y basados en la formación por competencias, que encajen en el marco del Espacio Europeo de Educación Superior. Dicha propuesta pretende recoger más información sobre el grado de adquisición de la competencia traductora del estudiante y no solo del producto de la traducción sino también del proceso seguido y de las estrategias utilizadas. La propuesta planteada no sólo podrá ser utilizada en la didáctica de la traducción entre español e italiano, sino también en otras combinaciones de lenguas cercanas ya que dispondrá de un aparato teórico traductológico y pedagógico que permita su reproducibilidad.

Abstract The objective of this paper is to present an ongoing research project on summative assessment in translation teaching

between Spanish and Italian. The general hypothesis of this research is that the traditional summative assessment system (the translation of a text) that is often used in translator training centers is not a completely reliable instrument and does not gather enough data about students’ translator competence. This research is approached from two perspectives: a descriptive one and an empirical one. This dual perspective is reflected in the structure of our paper: in the first part, we will discuss the results of a survey administered to a number of Italian-Spanish translation professors about the type of tests used to assess their students, their use of correction scales (if it is the case), etc. In the second part, we will describe a proposal of summative assessment for students of translation from Spanish into Italian, which will be empirically validated with a group of students of the B.A. in Linguistic Intercultural Mediation at the University of Bologna. In our presentation we will highlight a number of proposals of summative assessment tasks (commented translations, summarised translations, etc.) which are intended to be multidimensional, criterion-referenced and based on competences, in order to fit into the framework of the European Higher Education Area. Our original proposals aims at gathering more information about the degree of acquisition of students’ translation competence. Not only do they focus on translation as a product, but also on the process followed and the strategies used by the trainees. The assessment instruments presented in this presentation can be used in teaching translation between Spanish and Italian, as well as in other combinations of close languages as they have a solid traductological and pedagogical apparatus which allows their reproducibility.



PONTRANDOLFO, GIANLUCA Universidad de Trieste


Título / Title APROXIMACIÓN GRADUAL A LA TRADUCCIÓN JURÍDICA: UN RECORRIDO DIDÁCTICO

GRADUAL APPROXIMATION TO LEGAL TRANSLATION: A TRAINING PATH

Palabras clave/ Keywords Aproximación gradual, didáctica de la traducción jurídica, enfoque textual/ Gradual approximation, legal translators’ training,

textual approach

Resumen La propuesta se enmarca dentro de la macro-área de la didáctica de la traducción especializada y, en particular, en la

enseñanza de la traducción jurídica (cf. Borja Albi 2007). Para los traductores el derecho puede representar y muy a menudo representa un importante campo de especialización. A partir de la consideración de que no existe una sola tipología de lenguaje jurídico, sino distintas, cada una de las cuales adquiere sus características a partir de sus realizaciones textuales, la presente propuesta intenta sentar los cimientos para la definición y organización de material didáctico para la enseñanza de la traducción jurídica. Se pretende dotar al estudiante de las herramientas necesarias para analizar y traducir los principales géneros textuales jurídicos, con precisión y propiedad morfosintáctica, léxica, terminológica, fraseológica, semántica y pragmática. La propuesta se basa en la aplicación del método de la aproximación gradual (Widdowson 1978: 91) a los textos jurídicos, según el enfoque de Garzone (2007: 211-216). El método consiste en la exploración de la diversificación vertical del discurso de especialidad jurídico, tomando como punto de partida los textos menos especializados y más divulgativos para llegar, paulatinamente, a los textos más especializados, típicos del discurso jurídico. La propuesta temática se articula en cuatro bloques, utilizables conjuntamente como bloques troncales de una asignatura entera o como unidades individuales: 1) entre traducción jurídica y traducción literaria: el caso de los ‘legal thriller’ (cf. Pontrandolfo 2012); 2) traducción de textos periodísticos sobre derecho; 3) traducción de textos jurídicos internacionales y europeos; 4) traducción de textos jurídicos nacionales (textos doctrinales, legislativos, administrativos, notariales y judiciales). Se hará hincapié en los recursos virtuales a disposición del estudiante y en las herramientas útiles para desarrollar su competencia traductora (bases de datos, diccionarios, corpus, plataformas, blogs, foros, etc.). Organización de la comunicación: a) contextualización de la propuesta (justificación de su relevancia, perfil del estudiante, relación con el ámbito profesional); b) esbozo de los objetivos de aprendizaje; c) metodología y estrategias de aprendizaje; d) contenidos y actividades; e) materiales de estudio y recursos de apoyo; f) evaluación de los estudiantes.

Abstract The present paper is framed within the macroarea of specialised translation training and, more specifically, in the field of

legal translators’ training (cf. Borja Albi 2007). Law can indeed represent an important specialty for professional translators. Starting from the consideration that there is not one single type of legal language, but several ones differently shaped according to texts, the paper aims at defining and organising training material for novice legal translators. The final aim of the proposal is to provide students with the necessary tools to analyse and translate a number of important legal genres, with morphosyntactic, lexical, terminological, phraseological, semantic and pragmatic accuracy. The paper is based on the methodology of the gradual approximation proposed by Widdowson (1978: 91), applied to legal texts by Garzone (2007: 211-216). The method consists in the exploration of the vertical diversification of the legal discourse, starting from less specialised texts and more popular ones to gradually get to the most specialised ones, typical of legal discourse. The thematic proposal is structured in four content blocks, which can either be used as core modules of a single course or as single and independent modules: 1) between legal and literary translation: the case of ‘legal thrillers’ (see Pontrandolfo 2012); 2) translation of press/popular texts on legal matters; 3) translation of international and European legal texts; 4) translation of national legal texts (doctrinal, legislative, administrative, notary and judicial texts). Emphasis will be placed on computer tools which students may use, as well as useful material to develop their translation competence (databases, dictionaries, corpus, platforms, blogs, forums, etc.). Organisation of the paper: a) background of the proposal (importance for the training of legal translators, students’ profile, professional aspects); b) learning objectives; c) learning methodology and strategies; d) contents and activities; e) working material and supporting tools; f) students’ evaluation.



QUINCI, CARLA University of Trieste


Título / Title AN OPERATIONAL DEFINITION OF TRANSLATION COMPETENCE FOR TEACHING PURPOSES: A PROPOSAL

Keywords Translation competence, longitudinal studies, empirical research

Abstract Translation competence (TC) is one of the most debated issues in Translation Studies and, from the mid-1980s, has been the

object of extensive research, with several (empirical) studies trying to shed light on its modelling and development (cf. Alves & Hurtado Albir, 2009). Mainstream research has adopted a process-oriented approach, which has led to a variety of competence- and skill-based definitions of TC, each listing different components. Departing from, but complementarily to, this approach, this paper proposes a norm-based approach to the definition of TC resulting from an empirical longitudinal study which is being carried out at the SSLMIT of the University of Trieste. The study involves the comparison of multiple translations of the same source texts (STs) produced over three years (2012-2014) by translators at different stages in the development of their TC, i.e. BA and MA students, observed against the translation of the same texts by a sample of professionals. Data are collected through six tests – performed at regular intervals – consisting in the translation of non-specialist articles from English into Italian followed by a questionnaire about the translation task. The analysis takes into account different textual features of the target texts (TTs) with the aim of identifying any possible trend shared by translators with approximately the same level of experience and/or expertise. The variables under scrutiny include: (a) a general quantitative description of the TTs, which considers frequency measures, variation, expansion, and omission indexes, lexical density and variation; (b) readability, as measured through the GULPEase index; (c) lexical analysis, which relates to vocabulary, nominalization, and active/passive voice shifts; and (d) syntactic analysis, which accounts for constituent reordering and syntactic variation, i.e. the number and type of split and merged sentences in the TT as compared to the ST. Translation errors (Mossop, 2007; Pym, 1992; Scarpa, 2008) and acceptability (PACTE Group, 2005) are considered as further, qualitative parameters. The identification of regular textual patterns in the translations by novices and professionals is expected to lead to an operational definition of TC based on the set of textual features which are typical of professionals and increasingly adopted by novices throughout the duration of the study. This operational definition of TC would provide a set of pragmatic indications serving as predictive developmental hypotheses for both translator training and assessment.



RECIO, ARIZA Universidad de Salamanca



Título / Title COMPETENCIAS NECESARIAS EN LA ADQUISICIÓN DE LA LENGUA EXTRANJERA PARA T&I, BAJO EL PRISMA DEL

MARCO DE REFERENCIA EN EL EEES NECESSARY COMPETENCES FOR THE SECOND LANGUAGE ACQUISITION IN TRANSLATION AND INTERPRETING

ACCORDING TO THE EUROPEAN HIGHER EDUCATION AREA

Palabras clave/ Keywords Competencias, Marco de Referencia, lengua extranjera para Traducción e Interpretación/ Competences, framework of

reference, second language for Translation and Interpreting.

Resumen Objetivos del trabajo: Las competencias usuales en L2, al menos desde 2005, tratan de adecuarse al Espacio Europeo de

Educación Superior. Una de las tareas que nos proponemos abordar en la presente comunicación es desgranar en qué consisten exactamente estas competencias generales y poder así aplicarlas posteriormente en el tema que nos ocupa, a saber, las competencias imprescindibles y necesarias para la adquisición de la lengua extranjera para Traducción e Interpretación. Descripción: Para ello nos plantearemos y comprobaremos las siguientes cuestiones: ¿Cuáles de estas competencias (¿todas, casi todas, algunas pero no todas? ¿Por qué?) se corresponderían con las competencias generales del Libro Blanco de Traducción e Interpretación? ¿Cuáles son las que deben concretarse más específicamente para las asignaturas de L2? Si bien esta será nuestra tarea principal, también tendremos en cuenta los diversos exámenes oficiales que ya se basan en la medición de las competencias en el Marco Común Europeo, como lo son por ejemplo los DELE, los BULATS o los exámenes Goethe, Cambridge, etc. Conclusiones: Consideramos que estos exámenes han ido avanzando en la materia al desarrollar unos exámenes que se adecuan al Marco Común Europeo. Sin embargo, esto sólo puede ser un punto de partida, ya que nuestro cometido es mucho más específico y, por el momento, aún no tiene perfiladas y desarrolladas las competencias que deben aparecer en la adquisición de una lengua extranjera para Traducción e Interpretación.

Abstract Purposes: From 2005 onwards, the competences for second language acquisition (L2) are called to adapt to the European

Higher Education Area (EHEA). In this presentation we aim at analyzing these general competences thoroughly so as to apply them subsequently to the topic of our study, that is, to those competences which are essential and necessary for the acquisition of the second language in Translation and Interpreting. Description: In order to do so, the following questions will be set out and checked: Which of these competences (all, almost all, some but not all of them and for what reason?) would correspond to the general competences of the White Paper on Translation and Interpreting? Which ones should be specified in detail for L2 subjects? Although this will be the main task of our study, we will also take into account the official examinations that are already based on the assessment of the competences from the CEFR, such as DELE, BULATS, Goethe or Cambridge exams. Conclusions: We consider that these exams have developed models of assessment that adjust to the European Framework of Reference appropriately. This is only a starting point, since our main purpose is much more specific; however, the competences for the acquisition of the second language for Translation and Interpreting have not been outlined yet.



REUILLARD, PATRÍCIA Universidade Federal do Rio Grande do Sul


Título / Title ENSINO DE TRADUÇÃO: COMO ENSINAR A REVISAR TEXTOS TRADUZIDOS?

TRANSLATION TEACHING: HOW TO TEACH THE REVIEW OF TRANSLATED TEXTS?

Palavras-chave / Keywords ensino da tradução; competência tradutória; revisão de tradução / translation teaching; translation competence; translation

review

Resumo Em sua atividade profissional, todo tradutor sabe que não existe apenas uma possibilidade de tradução de um texto: até a

entrega final ao cliente, ele elencará soluções variadas e distintas para uma mesma questão de tradução – por exemplo, um problema levantado por uma inequivalência (Rabadán, 2001) –, hierarquizando-as e optando por uma delas de acordo com critérios estabelecidos de antemão, tais como a função da tradução na língua de chegada (Reiss, 1995). A revisão final passará novamente pelo crivo de sua análise e acarretará, por vezes, ainda outras alterações. Essa afirmação também é válida no caso dos formadores de tradutores: no trabalho pedagógico com aprendizes de tradução, o professor recebe diversas alternativas para um mesmo texto, sobretudo em nível microestrutural – lexical, sintático, estilístico, entre outros – e deve debruçar-se sobre cada uma delas para avaliar a pertinência das escolhas dos aprendizes. O formador sabe que, embora derive de uma obra original, a tradução elaborada por cada um dos aprendizes também será única e original, com uma identidade própria, pois resulta de níveis de compreensão, de interpretação e de escolhas as mais diversas, fundadas em uma elaboração consciente de um projeto de tradução. Em suma, o tradutor também se torna um autor do texto quando nele deixa a marca de suas escolhas pessoais, o que poderíamos denominar autoria secundária. Embora o mercado, em geral, veja o tradutor apenas como um mediador, cujo texto deve ser aperfeiçoado pelo revisor, que tem a última palavra, cabe ao professor de revisão de traduções levar seus aprendizes a compreender o que de fato significa revisar o texto de outro tradutor e como fazê-lo. Em outras palavras, como ensinar aprendizes a revisar textos traduzidos? Partindo da noção de competência tradutória (Hurtado Albir, 2001) e ilustrando com exemplos práticos de sala de aula, este trabalho pretende discutir em que subcompetências se insere a competência de revisar traduções (bilíngue, extralinguística, instrumental ou outra) e refletir sobre as estratégias pedagógicas para ensinar essa competência específica.

Abstract In the professional activity, every translator knows that there is not one possibility only for the translation of a text: until the

final delivery to the client, various and distinct solutions will be listed by the translator for the same translation question – for instance, an issue raised by an inequivalence (Rabadán, 2001) -, who will rank them and choose one according to criteria that have been previously established, such as the function of the translation in the target language (Reiss, 1995). The final review will be reexamined and sometimes will entail additional changes. This claim is also valid for translators’ educators: in the pedagogic work with translation learners, the teacher receives several alternatives for the same text, mainly in a microstructural level – lexical, syntactic, and stylistic, among others – and must reflect upon each one of them to evaluate the pertinence of the learners’ choices. The educator knows that, even though it is derived from an original text, the translation done by each one of the learners will also be unique and original, as it results from various levels of comprehension, interpretation, and choices that are based on a conscious elaboration of a translation project. In short, the translator also becomes an author of the text by leaving traces of personal choices, which we could call as secondary authorship. Even though the market, in general, sees the translator only as a mediator whose text must be improved by the reviewer, who has the final say, it is the teacher of translation who should make the learners to understand what is the real meaning of reviewing the text of another translator and how to do it. In other words, how to teach learners to review translated texts? Based on the notion of translation competence (Hurtado Albir, 2001) and illustrated with practical examples from the classroom, this paper aims at discussing in which subcompetences is the competence to review (bilingual, extralinguistic, instrumental or any other) translations inserted and to reflect upon the pedagogic strategies to teach this specific competence



ROBERTO, MARIA TERESA University of Aveiro


Título / Title TRANSLATING ABSTRACTS: TEXT EXPANSION AND CONTRACTION IN A SHRINK-TO-FIT EXERCISE

Palabras clave/ Keywords Translating abstracts, text expansion and contraction, shrink-to-fit

Abstract The fact that translation invariably produces a longer target text when translating from English into Portuguese begs three

questions: where does the expansion occur, what source structures or meanings require this expansion and how will a strong limitation on text length affect translation parameters like functional equivalence, word choice and readability, amongst others. For this work, translation students on a masters programme where asked to translate an abstract. Initially, they were not given any indication as to length requirements or indeed any other constraints. After presenting their translation they were then asked to shrink their translated abstracts to fit the stylebook requirements of a particular journal. These contracted abstracts were compared with the previous ones, allowing for the appraisal of: a) particular choices in an unrestricted translation process and how these produced expanded target abstracts; b) the alterations the students brought about to shrink their target abstracts; c) the translation parameters given above. The results of this study show that students tend towards overexplicitation when no length restrictions are imposed and apply a simplistic pruning of function words that compromises readability when they are required to condense.



RODRÍGUEZ DE CÉSPEDES, BEGOÑA University of Portsmouth


design

Título / Title ENTREPRENEURIAL SKILLS AND PROFESSIONALISATION AS KEY TO A SUCCESSFUL POSTGRADUATE

PROGRAMME IN TRANSLATION

Keywords Curricular trends, employability and CPD

Abstract This paper will explore some of the much needed curricular trends taking place across translation programmes in the UK to

prepare students for the profession in terms of transferable skills. Focusing on how we prepare our MA in Translation Studies students on both our campus and distance learning programmes to enter the profession, I will discuss curricular changes made in the last few years in order to keep up with advances in the profession and the competitive job market. Using input from a wide range of practitioners through the delivery of our units but also through seminars and conferences enables students to gain an insight into different translation areas. However, how do we help them transition into the profession? This is where we feel that employability and enterprise learning are fundamental skills for market training and I will illustrate different avenues to apply these to a translation programme syllabus. In order to respond to recent requests from graduates, postgraduates and professionals willing to enhance their CPD (Continuous Professional Development) experience, we are planning to pilot a couple of courses on Professional Aspects of Translation and Specialised Translation in the academic year 2014-2015 offered to external participants. This will be the focus of the second part of my talk.



ROISS, SILVIA Universidad de Salamanca


Title VERBESSERUNGSMÖGLICHKEITEN DER TRANSLATORISCHER KOMPETENZ (HIN-ÜBERSETZUNG SPANISCH-

DEUTSCH) ANHAND EINES TEXTES AUS DEM ADMINISTRATIVEN BEREICH. ANWENDUNG DES MEHREBENENMODELLS VON CIAPUSCIO/KUGUEL (2002) AUF DIE FEHLERANALYSE

HOW TO IMPROVE TRANSLATION COMPETENCE IN THE FIELD OF ADMINISTRATIVE DOCUMENTS? THE APPLICATION OF THE MULTILEVEL MODEL OF CIAPUSCIO/KUGUEL TO ERROR ANALYSIS

Stichwörter / Keywords Mehrebenenmodell, Fehleranalyse, translatorische Subkompetenz

Zusammenfassung a) Ziel: In diesem Artikel steht die Vermittlung von drei konkreten translatorischen Subkompetenzen im Vordergrund. Die

kommunikativ-textuelle Subkompetenz, die thematische u die instrumentelle Subkompetenz. b) Beschreibung: In einem ersten Schritt wird anhand von mikro- u. makrostrukturellen Fehltritten eines bilingualen Studenten mit sukzessivem Zweitspracherwerb, der keine übersetzerischen Vorkenntnisse besaβ, ein Raster angefertigt, dessen Ziel es ist, Hin-Übersetzungsstudenten mit der Sprachrichtung Spanisch- Deutsch Strategien aufzuzeigen, die die Übersetzung von administrativen Texten erleichtern sollen. Zur Veranschaulichung dient die Textklasse “Geburtsanzeige”. Bearbeitet werden aufbauend auf dem Mehrebenenmodell von Ciapuscio/Kuguel (2002) die funktionale, situationale, semantische und formal-garmmatikalische Ebene. Fehlerquellen, die dabei analysiert werden, sind: Wörtliche Übersetzung / Nichterkennen von textsortenspezifischen formelhaften Ausdrücken / Verwechslung einzelner Glieder bei Kollokationen / Nichtbeachtung der Pragmatik / fehlerhafte Dokumentation. Übungen zu diesen Fehlerquellen werden bereit gestellt und ein hinführender systematischer Fragenkatalog dient der Vertieftung. c) Resultate: Am Ende wird aufzuzeigen sein, dass diese Ebenen wie Zahnräder ineinander greifen und die funktionale, semantische und situative Ebene einen direkten Einfluss auf den mikrostrukturellen Bereich haben.

Abstract

a) Objectives: In this article, our main purpose is to propose a model in order to improve 3 specific translation sub-competences: communicative-textual, subject and instrumental subcompetence. b) Description: Firstly, we analyze micro and macrostructural errors committed by a bilingual student who translated from Spanish into German without previous translation training. On that basis, a scheme is elaborated which aims at showing students strategies which facilitate the translation of administrative texts into German as a foreign language. As an example, the text type birth registration act is used. Based on the multilevel model of Ciapuscio/Kuguel (2002), the functional, situational, semantic and formal level will be treated and the following errors will be analyzed: literal translation, negligence of standardized expressions, false use of collocations, negligence of pragmatic aspects, ineffective use of information sources. Secondly, exercises will be provided, as well as a list of questions focusing on the errors mentioned above. c) Results: Our main objective is to show that all textual levels intercommunicate, being the microstructure heavily influenced by functional, situational and semantic factors.



ROMÁN MÍNGUEZ, VERÓNICA Universidad Autónoma de Madrid


Títol / Title ENSINO DE TRADUÇÃO: COMO ENSINAR A REVISAR TEXTOS TRADUZIDOS?

TRANSLATION TEACHING: HOW TO TEACH THE REVIEW OF TRANSLATED TEXTS?

Palavras-chave/ Keywords Ensino da tradução; competência tradutória; revisão de tradução/ Translation teaching; translation competence; translation

review

Resumo Em sua atividade profissional, todo tradutor sabe que não existe apenas uma possibilidade de tradução de um texto: até a

entrega final ao cliente, ele elencará soluções variadas e distintas para uma mesma questão de tradução – por exemplo, um problema levantado por uma inequivalência (Rabadán, 2001) –, hierarquizando-as e optando por uma delas de acordo com critérios estabelecidos de antemão, tais como a função da tradução na língua de chegada (Reiss, 1995). A revisão final passará novamente pelo crivo de sua análise e acarretará, por vezes, ainda outras alterações. Essa afirmação também é válida no caso dos formadores de tradutores: no trabalho pedagógico com aprendizes de tradução, o professor recebe diversas alternativas para um mesmo texto, sobretudo em nível microestrutural – lexical, sintático, estilístico, entre outros – e deve debruçar-se sobre cada uma delas para avaliar a pertinência das escolhas dos aprendizes. O formador sabe que, embora derive de uma obra original, a tradução elaborada por cada um dos aprendizes também será única e original, com uma identidade própria, pois resulta de níveis de compreensão, de interpretação e de escolhas as mais diversas, fundadas em uma elaboração consciente de um projeto de tradução. Em suma, o tradutor também se torna um autor do texto quando nele deixa a marca de suas escolhas pessoais, o que poderíamos denominar autoria secundária. Embora o mercado, em geral, veja o tradutor apenas como um mediador, cujo texto deve ser aperfeiçoado pelo revisor, que tem a última palavra, cabe ao professor de revisão de traduções levar seus aprendizes a compreender o que de fato significa revisar o texto de outro tradutor e como fazê-lo. Em outras palavras, como ensinar aprendizes a revisar textos traduzidos? Partindo da noção de competência tradutória (Hurtado Albir, 2001) e ilustrando com exemplos práticos de sala de aula, este trabalho pretende discutir em que subcompetências se insere a competência de revisar traduções (bilíngue, extralinguística, instrumental ou outra) e refletir sobre as estratégias pedagógicas para ensinar essa competência específica.

Abstract In the professional activity, every translator knows that there is not one possibility only for the translation of a text: until the

final delivery to the client, various and distinct solutions will be listed by the translator for the same translation question – for instance, an issue raised by an inequivalence (Rabadán, 2001) -, who will rank them and choose one according to criteria that have been previously established, such as the function of the translation in the target language (Reiss, 1995). The final review will be reexamined and sometimes will entail additional changes. This claim is also valid for translators’ educators: in the pedagogic work with translation learners, the teacher receives several alternatives for the same text, mainly in a microstructural level – lexical, syntactic, and stylistic, among others – and must reflect upon each one of them to evaluate the pertinence of the learners’ choices. The educator knows that, even though it is derived from an original text, the translation done by each one of the learners will also be unique and original, as it results from various levels of comprehension, interpretation, and choices that are based on a conscious elaboration of a translation project. In short, the translator also becomes an author of the text by leaving traces of personal choices, which we could call as secondary authorship. Even though the market, in general, sees the translator only as a mediator whose text must be improved by the reviewer, who has the final say, it is the teacher of translation who should make the learners to understand what is the real meaning of reviewing the text of another translator and how to do it. In other words, how to teach learners to review translated texts? Based on the notion of translation competence (Hurtado Albir, 2001) and illustrated with practical examples from the classroom, this paper aims at discussing in which subcompetences is the competence to review (bilingual, extralinguistic, instrumental or any other) translations inserted and to reflect upon the pedagogic strategies to teach this specific competence.



ROSA FARIAS, SANDRA Universidade do Estado da Bahia


Title AUDIODESCRIÇÃO E A POÉTICA DA LINGUAGEM CINEMATOGRÁFICA: UM ESTUDO DE CASO DO

FILME ATRÁS DAS NUVENS AUDIO DESCRIPTION AND THE CINEMATIC LANGUAGE POETIC: A CASE STUDY OF THE FILM BEHIND

THE CLOUDS

Palavras-chave/ Keywords Audiodescrição; Poética; Linguagem cinematográfica; Atrás das Nuvens; Deficiência visual/ Audio description; Poetic;

Cinematic Language; Behind the Clouds; Visual impairment

Resumo Este estudo tem como objetivo analisar o alcance de duas versões de AD realizadas para o filme português Atrás das Nuvens

(2007) de Jorge Queiroga, fixando o olhar na poética produzida pela Linguagem Cinematográfica – LC nesta obra. Também se dispõe a discutir a questão da objetividade, expressividade e poética passadas nas versões abordadas. A Audiodescrição, ou AD é um recurso que visa tornar acessível ao público deficiente visual conteúdos imagéticos produzidos no âmbito educacional e cultural. No Brasil, as ADs são realizadas ainda experimentalmente, a partir da experiência do convívio com deficientes visuais ou de um modelo fundamentado nas normas britânica (ITC, 2000), espanhola (UNE, 2005) e americana (ADC, 2008). Ao seguir tais modelos, as ADs apontam para um padrão internacional, o qual prioriza a objetividade, a clareza e a fidelidade à obra transcrita. Para fundamentar a tese, é feito um estudo de caso com base na pesquisa qualitativa, alicerçada na análise de um trecho desse filme e aportada por entrevista semiestruturada com um grupo de pessoas deficientes visuais. Teoricamente, a discussão foi mediada, principalmente, nos trabalhos de Diniz (2007); Franco (2010); Neves (2011); Gomes (2004); Deleuze (2005) e Minayo (2001). Identificou-se que a AD não pode ser realizada apenas como um serviço de tradução de forma mecânica, identificando imagens, no intuito de favorecer ao espectador deficiente visual a captação apenas de forma instantânea. Os resultados demonstraram ser possível realizar a AD a partir da força embutida na poética da LC e transmiti-la de forma expressiva, criativa e poética.

Abstract This study aims at analyzing the extent of two versions of AD performed for the Portuguese film Behind the Clouds (2007) by Jorge Queiroga, setting a glance at the poetic produced by the Cinematic Language – CL in this film. It is also opened to discuss the objectivity, expressiveness and poetic present in the addressed versions. The Audio Description or AD is a feature that aims at making accessible to the visually impaired audience imagery content, produced under the educational and cultural scope. In Brazil, the ADs are still performed experimentally, from the experience of living with visually impaired people or from a model based on the British (ITC, 2000), Spanish (UNE, 2005) and American (ADC, 2008) norms. By following such models, the ADs point to an international standard, which emphasizes objectivity, clarity and fidelity to the work transcribed. To support the thesis, a case study is made based on the qualitative research from an excerpt of this film and supported by a semi-structured interview with a group of visually impaired people. Theoretically, the discussion was mediated, mainly, on the works of Diniz (2007); Franco (2010); Neves (2011); Gomes (2004); Deleuze (2005); Minayo (2001); e Elias (2000). It was identified that the AD cannot be performed only as a translation service mechanically, identifying images, in order to encourage the visually impaired viewer uptake only instantaneously. The results proved to be possible to perform the AD from the force embedded in the poetic of the LC and transmit it in an expressive, creative and poetic way.



S. ROBERT, ISABELLE University of Antwerp


Títol / Title TRANSLATION REVISION PROCESS OF TRANSLATION REVISION TRAINEES: A PILOT STUDY

Keywords Translation revision, revision competence acquisition, process studies

Abstract In translation studies, all contributions on translation revision competence, although scarce, point in the direction of

subcompetences specific to revision, as opposed to translation. Several authors and researchers consider fairness and the ability to explain changes to be particularly relevant for a reviser (Hansen 2009; Künzli 2006b; Mossop 1992, 2007). Although revision competence seems to be different from translation competence, no specific research seems to have been dedicated yet to that aspect of the translation process in the broad sense of the word. The importance of revision has nevertheless been acknowledged on the translation market, in translation research, and in translation education. In the translation business, revision has been a compulsory step of the translation process since 2006 for those translation services providers who want to work according to the EN 15038 European standard for translation services (European Committee for Standardization 2006). In translation research, revision has been the focus of attention of a few researchers such as Brunette (1997, 2002, 2003b, 2003a, 2007b, 2007a, 2007c; Brunette, Gagnon, and Hine 2005), Hernández-Morin (2009a, 2009b), Künzli (2005, 2006a, 2006b, 2006c, 2007a, 2007b, 2009), Parra Galiano (2005, 2006, 2007b, 2007a) and Robert (2008, 2011, 2012, 2013; Robert and Van Waes Forthcoming). In translation education, the need to train revisers has been addressed by Schjoldager, Wølch Rasmussen, and Thomsen (2008), Kruger (2008) and Biel (2011). This paper reports on the results of a pilot study on the acquisition of the translation revision competence by translation trainees (Master students) taking an optional introductory revision course at the University of Antwerp (October-December 2013). The study, which followed a pre-test-treatment-post-test design, focused on the development of fairness and the ability to explain changes. It was hypothesized that, if trainees became indeed more tolerant and more able to justify their changes, they would proportionally, at the end of the course, 1) spend less time in the target text and more time in all available resources to make sure their changes were justified, and 2) make fewer changes. Data, collected through the keylogging software Inputlog (Leijten and Van Waes 2013), are being analysed and results will be presented at the conference.



SARIDAKIS, IOANNIS; SELLA, ELENI; KOSTOPOULOU, GEORGIA; BUCHELOS, THEODORE University of Athens

Ámbito / Àmbit / Topic Enseñanza de la tecnología para traductores e intérpretes/ Ensenyament de la tecnologia per a traductors i

intèrprets/ Teaching technologies for translators and interpreters

Title CORPUS-BASED TRANSLATION RESEARCH: INTERPRETING & TRANSLATION DIDACTICS

Keywords Corpus-based Translation Studies; Interpreting; Interpreting and Translation Didactics

Abstract Objectives Translation and Interpreting, i.e. two facets of a common underlying cross-linguistic and cross-cultural communicative activity (Harris 1981: 184; Ladmiral 1994: 12, see Kostopoulou 2012), are not equally developed as pertinent research sub-fields and, to date, scarcely enjoy an equal status in academic settings (cf. Pöchhacker 2010: 159). Moreover, while translation has benefited largely from the advent of the information age and the extensive empirical research of textual evidence through corpora (Baker 1996, cf. Saridakis 2010), with concomitant benefits for translation didactics, the particularities of oral discourse with regard to interpreting, remain a comparatively under-researched area of study (Straniero Sergio & Falbo 2012: 9). This is not surprising, given the difficulties in, and the particularities of, designing and exploring interpretation corpora (Straniero Sergio & Falbo 2012: 35ff), compared to the use of translation corpora, and of course the late academisation of the sub-field, compared to translation (Pöchhacker 2010: 160-161), and the resulting lower interest in researching interpreting norms. Description of paper Notwithstanding the above limitations, our paper posits that expanding the utility of a didactic translation corpus (Saridakis 2012), initially aimed to study the product and the process of trainee translators' performance, is well within the reach of the interpreting trainer/educator. More specifically, and having charted the map of the prevalent translational norms (standardisation and interference, sensu Toury 1995; see Saridakis 2012), it is shown that using a specially designed and meta-textually focused (Halliday 1978) didactic interpretation corpus, we can easily start exploring the trainee interpreters' lexicogrammatical options, in terms of field, tenor and mode, and combining such results with findings from an analogous translation training study (cf. Saridakis 2012). The integration of corpus methodologies between translation & interpreting, with regard also to the technicalities of developing and sustaining translation and interpreting corpora has been shown recently in Bernardini et al. (2013). Results and Conclusions Our paper shows that, using the above-mentioned methodology, the researcher (a) can make an informed account of the influence of the aspect of orality (cf. Sella-Mazi 2008) in the processes and mechanisms of standardisation and interference; and (b) can further systematise cognitive-pragmatic aspects of trainee interpreter competence and performance (Kohn & Kalina 1996, in Pöchhacker 2012:167; Chernov 2004), and therefore of interpreter training.



SCHÄPERS, ANDREA Universidad Pontificia Comillas


Título / Title CÓMO SENSIBILIZAR A LOS ALUMNOS DE TRADUCCIÓN ANTE LA ESPECIFICIDAD CULTURAL DE UN TEXTO

LITERARIO HOW TO SENSITIVE TRANSLATION STUDENTS TOWARDS CULTURAL SPECIFICITY OF A LITERARY TEXT

Palabras clave/ Keywords Especificidad cultural – Marcadores culturales –Didáctica aplicada a la traducción literaria/ Cultural specificity – Cultural

markers –Didactics applied to literary translation

Resumen a) Objetivos del trabajo: Despertar la sensibilidad de los traductores en formación ante la traducción de los marcadores

culturales contenidos en un texto literario. b) Descripción: En una obra literaria, el autor suele transmitir una imagen subjetiva de la época de la que le toca ser

testigo. Esta imagen es, en parte, evocada por los marcadores culturales contenidos en la obra, que configuran la trama y dan color, y contribuyen con ello a constituir una identidad cultural determinada: una sociedad en un momento histórico y una ubicación geográfica concreta, unos usos y costumbres sociales y un patrimonio cultural muy específico. Cuando, desde un punto de vista traductológico, damos cuenta de las traducciones que se han realizado de esta obra literaria, constatamos que los traductores recurren necesariamente a una serie de intervenciones para traducir los elementos que explícita o implícitamente remiten a una cultura determinada. En la traducción, no existe la complicidad entre el autor y el lector, por lo que el traductor ha de intervenir para explicitar el contenido implícito o servirse de otros recursos para asegurar la comprensión por parte de su lector, siempre sopesando las limitaciones estéticas impuestas por el género literario. Nos interesa especialmente despertar la sensibilidad de los estudiantes de traducción ante la repercusión de las alteraciones y diferencias interpretativas observadas en las traducciones realizadas que se deben, en gran medida, a los marcadores culturales portadores de una carga connotativa.

c) Resultados/Conclusiones: Con este fin, presentamos una propuesta metodológica para el estudio contrastivo de las referencias culturales contenidas en un texto original mediante el análisis de varias traducciones del mismo texto que contiene elementos culturales con valores connotativos muy marcados y tareas en el aula derivadas de esta actividad.

Abstract a) Aim of the study: Raise sensitivity of translator trainees towards translating cultural markers in a literary text.

b) Description: In a literary work, the author tends to transmit a subjective image of the time he witnesses. This image is partially evoked by the cultural markers within this text which shape the plot and give colour to the text and, in this way, help to constitute a certain cultural identity: a society in a concrete historical moment and geographical situation with its social customs and practices and a very particular cultural heritage. When, from a translation studies’ point of view, we report on the translations made of this literary work, we realize that translators necessarily resort to a series of interventions in order to translate those elements that explicitly or implicitly refer to a specific culture. In translation we do not have this sort of complicity that characterizes the relationship between author and reader of the source text. For this reason, the translator has to intervene so that he explicates the implicit contents or makes use of other means in order to make sure the reader understands, while always reflecting on the aesthetic limitations imposed by the literary genre. We are especially interested in raising sensitivity of translation students towards the impact of differences and changes that can be observed in the translation due, to a large extent, to cultural markers with a connotative charge.

c) Results/Conclusions: with this aim we present a methodological proposal for contrastive study of cultural references in class, by analysing various translations of the same source text with its highly marked cultural elements, as well as different classroom tasks arising from this activity.



SCHRIJVER, IRIS; VAN VAERENBERGH, LEONA; LEIJTEN, MARIËLLE; VAN WAES, LUUK University of Antwerp



Título / Title WRITING TRAINING FOR TRANSLATION STUDENTS: DOES IT LEAD TO BETTER TRANSLATION PERFORMANCE?

Keywords Writing training, technical translation, experimental research

Abstract Objectives

In recent years, an increasing number of translation scholars have advocated to devote greater attention to writing in translation studies programmes. This call is motivated by translation students’ insufficient mastery of text-productive skills as well as the professional reality that demands (technical) translators to increasingly take on tasks that go beyond translation proper. Although the importance of writing skills for translators seems self-evident, the effect of writing training on translation performance has not been object of extensive empirical research. This paper attempts to partially fill that void by presenting the results of a quasi-experimental study among undergraduate translation students at the University of Antwerp. Description For this study, a classical pretest-posttest experimental design was used, in which the experimental group was trained in writing instructive texts in their mother tongue (Dutch) and the control group received placebo training. Over the course of the experiment, the participants translated four Spanish user manuals into Dutch. These source texts were characterised by their low technical complexity and contained a number of ‘rich points’ that represented mainly textual translation problems. Keystroke logging, screen capturing, questionnaires, retrospective interviews, holistic and analytic translation assessment were used to obtain quantitative and qualitative data of the translation processes and products. Results Writing training led to more awareness, more detailed reflection and a better solution of macro-textual translation problems. It allowed translation students to implement a more global approach and to review the ST more critically in consideration of the needs and expectations of the TT readers. Writing training yielded a significant decrease in genre-specific translation errors, but a beneficial impact on overall translation quality could not be fully confirmed. Cognitive overload and source text interference seemed to prevent translation students to adequately attend to translation problems below sentence-level. These results will be discussed in detail and critically compared with the use of other pedagogical methods (e.g., contrastive text analysis) to review if and/or how writing training can be incorporated in translator training.



SCOCCHERA, GIOVANNA Universidad de Bolonia in Forlì


Titre / Title TEACHING LITERARY TRANSLATION REVISION: A BLEND OF TRADITION AND INNOVATION

Keywords Revision, translator training, revision tools and methods

Abstract As highlighted by recent data on the revision of editorial/literary translations in Italy, while being thought of as a key stage of

any translation process, a valuable competence to be applied on one’s own and others’ translations, and a fundamental formative tool in both translation training and original writing instruction, revision rarely figures as a core subject in translator education and training curricula and its teaching is sparse or mainly left to a “trial and error” approach. Revising translations was once a regular practice within publishing companies, where newcomers to the profession had the opportunity to be mentored by senior staff and grow into competent revisers by working within a formative environment. Today, however, this is no longer the case, as more and more publishers have dismantled their in-house editorial offices to outsource most work stages of the editorial chain to external service providers. Paradoxically, though, despite having little or no revision-specific training opportunities either in education or professional contexts, novice translators are still often asked to work as revisers without having developed skills or acquired specific competence. Understanding revision as a multifaceted activity (comparative, ameliorative, formative, corrective, constructive and collaborative) and in an attempt to integrate all its dimensions in revision didactics, the paper illustrates a proposal of teaching contents, methods and tools where tradition and innovation are blended together. The traditional elements of translation analysis and criticism, identification of its dominants and stylistic features, and application of analytical-descriptive parameters is combined with innovative computer-based tools. Starting from a basic toolkit for revision teaching, the paper will critically explore new ICT tools in the field of collaborative translation, writing, editing and commenting with a view to applying them to revision didactics, assessing at the same time their strengths and weaknesses and their impact on the teacher/student and translator/reviser relationship.



SHAMY, MARWA Heriot-Watt University


Title LANGUAGE-SPECIFICITY IN SIMULTANEOUS INTERPRETING TEACHING

Keywords Simultaneous interpreting teaching, language-specificity, retrospective protocols

Abstract Solidifying the foundations of simultaneous interpreting pedagogy entails systematizing what transpires in the interpreting

class rather than leaving it entirely to the discretion of the respective instructor. This systemization would have to take the specificities of the language-pair in question into consideration. The importance of language-pair specific approaches in SI studies stems from the characteristics of this particular form of language mediation. Simultaneous interpreters only have limited processing capacity (Gile, 1995/2009). It is essential for them to exhibit the automated strategic behaviour necessary to overcome language-specific problems and avoid processing capacity deficits. The present study seeks to gather empirical evidence on how language-pair specific problem triggers encumber students’ performances. The study relies on theoretical knowledge of cognitive processes in SI and findings from contrastive-linguistic research. It focuses on interpreting from English to Arabic, but the approach is applicable to other language pairs. Seventeen advanced interpreting students were asked to interpret two speeches in which language-pair specific problem triggers were incorporated. The output will be analyzed to examine to what extent the incorporated difficulties impede their performances. Retrospective protocols are used as a complementary method to gain at least partial insight into the mental processes at play. The findings should indicate whether there is a lack of strategic competence on the part of the students which in turn would have practical implications for interpreting didactics. The results show that there is a need to address language-pair specific issues in class and devise targeted exercises which would enable interpreters-to-be to develop this core strategic competence. Devising such exercises and incorporating them into the syllabus would be a contribution to enhancing the process-oriented approach to teaching simultaneous interpreting.



SHULMAN-MORA, CAS Monterey Institute of International Studies


Título / Title TEACHING LONG CONSECUTIVE: A ONE-WAY STREET?

Keywords Teaching Consecutive, Directionality, Feedback

Abstract A) Objectives:

This project was designed as an initial experiment to help improve student learning and outcomes by implementing bidirectional classes for the teaching of long consecutive at the Monterey Institute of International Studies (MIIS) B) Description: Spanish interpreting students at the Monterey Institute of International Studies (MIIS) have traditionally received instruction during all 4 semesters of their training in Consecutive Interpretation (CI) in two separate blocks consisting of two hours per week, per language direction. Thus, all students (with both SP/EN and EN/SP language combinations) worked in two distinct unidirectional classes, each taught by a native speaker of the target language. While this pedagogical model has been the traditional one used for at least the last two decades at the Monterey Institute, the authors have long posited that a bidirectional teaching model would provide interpreting students with significant additional benefits. The mechanics of the bidirectional class will be detailed in the presentation. C) Outcomes and Conclusions: Overall, the participating interpreting students reported they were much more engaged in the class and felt this model was far superior to the traditional unidirectional consecutive class. The specific outcomes will be detailed during the presentation, but can be broken down into the following categories: More and better feedback More joint preparation for class Better communication of the message and fewer omissions More time to interpret Opportunity to practice logistical aspects of interpreting The presentation will include more details about the design and implementation of the project, the outcomes as observed by students and by the instructors, student feedback on the sessions themselves and a video montage including highlights from the bidirectional classes.



STACHOWIAK, KATARZYNA Adam Mickiewicz University in Poznań


Title PROCESSING OF GRAPHIC MATERIALS IN SIMULTANEOUS INTERPRETERS

Keywords Simultaneous interpreting, visual processing, interpreters' training

Abstract A. OBJECTIVE: The main goal of this study was to verify how simultaneous interpreters process visual, graphic materials,

and how it influences the quality of their interpretation. Simultaneous interpreting is an activity most frequently associated with auditory perception and spoken language processing. This type of interpretation was shown to have different components, such as: listening, syntactic and semantic processing, deverbalisation, production, self-monitoring, and self-correction (Lederer 1981, Gile 1995, Sieber 2011). Meanwhile, visual processing is an important, yet, understudied aspect of simultaneous interpretation. Interpreters themselves report that visual materials, e.g. slides, facilitate their work and improves the final output. However, it remains unclear to what extent interpreters are fluent in extracting meaning from visual, especially graphic stimuli. B. DESCRIPTION: Two groups: professional interpreters and interpreting trainees interpreted a spoken text accompanied with graphic materials: pictures of scenes and graphs including data the speaker talked about. The speech in the source text recording was made unclear in several places, so that some data were not present in the auditory mode. A qualitative analysis and the use of an Eye Link eye-tracker made it possible to verify to what extent graphic materials facilitate interpreting and improve its output, as well as: what is the cognitive load related to visual processing. C. RESULTS AND CONCLUSIONS: While interpreting trainees performed poorly when the auditory stimuli were unclear, the quality of the professionals' interpretation was high irrespective of the quality of speech. Moreover, contrary to the trainees, professional interpreters excelled in efficient searching for information embedded in the visual materials. The results shed new light on the role of visual processing in simultaneous interpreting, as well provide implications for interpreters' training.



SUNG, SEUNG-EUN Hankuk University of Foreign Studies


Título / Title SONG TRANSLATION IN THE UNDERGRADUATE TRANSLATION CLASSROOM

Keywords Song translation, undergraduate translation classroom, teaching translation

Abstract The purpose of this paper is to demonstrate effectiveness of employing song translation in the undergraduate translation

classroom. While song translation has not been much researched until recently, it is an effective mode of translation that can help students understand the core concepts and theories of translation such as Skopos theory, constraints on translation, source text-oriented vs. target text-oriented translation, and matters regarding when and how theory need to be taught. The undergraduate translation program is different from that of the graduate school in that not all of the students want to become translators. In this respect, the goal of the former is aimed at raising communication experts based on foreign language skills combined with basic understanding on translation. In this regard, the undergraduate translation program should be carefully designed to give them basic understanding to raise translation skills. Song translation is suggested in this paper as a part of such efforts. To set the scene, Skopos theory can be explained to students since song translation can take different function according to the mode of presentation (Franzon 2008). This can also lead to help them learn constraints of translation. They can furthermore acquire hands-on understanding about source text-oriented versus target text-oriented translation by actually carrying out song translation. Finally the paper discusses the interface between theory and practice including when and how much theory should be taught. Details and examples from the author’s experience of conducting song translation classes at the undergraduate level are illustrated to show the effectiveness of song translation in the undergraduate translation classroom including an experiment and survey results. In the experiment, the students listened to two songs with different target lyrics and were asked to choose one they prefereed in terms of singability, which led to rich and in-depth discussions on the matters described above. In conclusion, the paper argues how song translation, albeit a relatively new mode to be covered at the undergraguate level, can be an effective way to teach them translation as well as to spark discussions on the important issues in translation.



TATOLYTĖ, INGRIDA; ZOLUBIENĖ AGNĖ Vilnius University

Ámbito / Àmbit / Topic Enseñanza de la traducción / Ensenyament de la traducciò / Teaching translation

Títol / Title TRANSLATOR AS COMMUNICATOR: HOW MUCH ORAL COMMUNICATION DOES TRANSLATION INVOLVE?

Keywords Translator, oral communication, training

Abstract Nowadays, the translator is required – in addition to their usual translating skills and competences – to be able to

communicate efficiently and effectively with their colleagues, clients, potential employers. The requirement for the translator to have good oral communication skills – and for the translator trainer to teach such skills – results from the market-driven need “to be able sell yourself and your services”. This is at least partially caused by the strife to optimise translation costs by eliminating certain services from the translation project cycle, e.g. managing, which leads to the translator having to manage their own translation projects, to market themselves, etc. On the other hand, such requirements are set out by potential employers, e.g., during translators competitions organised by EPSO candidates are invited to participate in oral discussiosn on certain rather theoretical issues. Our presentation describes the development and changes of translator training methods and means at the Department of Translation and Interpretation Studies, Vilnius University, to reflect the current needs and help the students of translation to acquire the necessary oral communication skills and includes examples of lecture plans, activities and description of study results. On the other hand, the presentation asks a number of questions, such as where the abovementioned requirements lead the translator’s profession to and whether the translator’s work, which is traditionally associated with such personal qualities as being introverted, able to work alone, should change dramatically in response to market requirements. Does the taciturn translator, who spends working hours in front of the computer surrounded by silent books, has the right to exist in the modern market-driven world?



TORRES DEL REY, JESÚS; GARCÍA PALACIOS, JOAQUÍN Universidad de Salamanca


Title DE ALUMNOS APLICADOS A PROFESIONALES REFLEXIVOS: LA GESTIÓN INTEGRAL DE UN PROYECTO DE

TRADUCCIÓN HELPING APPLIED STUDENTS GROW INTO REFLEXIVE PROFESSIONALS: A COMPREHENSIVE TRANSLATION

PROJECT MANAGEMENT EXPERIENCE

Palabras clave/ Keywords Enseñanza colaborativa de la traducción; gestión de proyectos; TAO (traducción asistida por ordenador)/ Collaborative

translator training; project management; CAT (Computer-Aided Translation).

Resumen Al enfrentarse a un proceso de traducción complejo en el que confluyen todos los elementos y fuerzas que suelen concurrir

en un proyecto real (texto original, cliente, condiciones y condicionantes de la traducción, ámbito especializado, formatos, grupo de trabajo, material disponible, herramientas, etc.), los alumnos han de ubicar su tarea en un entorno ineludible de interacción entre agentes (tanto humanos como máquinas), en el que importa no solo el producto que se quiere conseguir, sino también todo el recorrido que ha sido necesario seguir para llegar a la consecución de ese producto y otros derivados. El equilibrio entre un enfoque basado en los resultados y otro centrado en el proceso ha sido sin duda uno de los logros de la experiencia docente que constituye el núcleo sobre el que se fundamenta nuestra propuesta. Partimos de unos objetivos claros para el alumno, como no podía ser de otra manera. Pero esta enseñanza colaborativa centrada en el proceso de aprendizaje, el trabajo en grupo y la división en roles previamente asignados, el descubrimiento a partir de nociones conceptuales e instrumentales básicas, el ensayo y error, la reflexión intragrupal y el continuo seguimiento y la tutoría de los docentes ha ido generando nuevos objetivos móviles en función de las circunstancias, el diálogo y la interacción entre agentes, todo ello con el propósito de orientar al alumno hacia una mejor definición de resultados deseables. Los alumnos han conseguido aprender a dominar la incertidumbre sin perder la motivación, a discriminar lo esencial de lo instrumental, a identificar objetivos primarios y realizar un análisis de necesidades, fortalezas, debilidades y oportunidades, a buscar vías alternativas propias que les permitan ser autónomos y responsables ante la toma de decisiones. La experiencia ha demostrado su validez después de tres cursos de experimentación en los que, sin renunciar a los objetivos básicos, se han ido ajustando las propuestas de los docentes para conseguir encontrar el mayor número posible de puntos de contacto con las respuestas propiciadas por el alumnado.

Abstract In the face of a complex translation process, including all factors and forces typically involved in a real-life project (source text, client, translation conditions and constraints, specialised knowledge, formatting, teams, available material, tools, and so on), students must inexorably integrate their task in an scenario of interaction among participating agents (both human and machine). In this context, the target product should not be the only thing that matters – it is also crucial to take into account the whole path that needs to be walked in order to achieve that and other derivative products. Striking a balance between a results-oriented and a process-oriented approach has undoubtedly been one of the main achievements of our teaching experience and the core component of our proposal. We start by setting out clear objectives for our students, as can be expected. Our collaborative, learning-oriented methodology, which involves team work and a role-based division of labour, focuses on students’ own discovery of knowledge and procedures, spurred by lecturers’ presentations of basic conceptual and instrumental competences, trial and error, intra-team reflection, and continuous lecturer supervision and tutoring. All this transforms initial objectives into more fluid, richer objectives, which are contingent on circumstances, dialogue and interaction among agents, and provides students with orientation to enhance their own definition of desired outcomes. Students manage to control uncertainty without losing motivation, to tell the essential from the accessory, to identify primary objectives, to perform useful analyses of needs, weaknesses, strengths and opportunities, and to search for their own alternative ways to become autonomous, responsible and accountable for their own decisions. Our experience has proven successful since we started it three years ago. Over this period, we have experimented ceaselessly, without losing track of our core objectives, in order to adjust lecturers’ learning proposal to make it meet the bulk of students’ most constructive feedback and responses to this challenge.



TORRES DEL REY, JESÚS; MORADO VÁZQUEZ, LUCÍA; RODRÍGUEZ VÁZQUEZ, SILVIA; RODRÍGUEZ V. DE ALDANA, EMILIO (GRUPO COD.EX)

Universidad de Salamanca & Universidad de Ginebra



Title LA FORMACIÓN DE LOCALIZADORES EN LOS ESTUDIOS DE TRADUCCIÓN: UN ENFOQUE COMUNICATIVO,

OBJETUAL Y SOCIAL. LOCALISATION TRAINING IN TRANSLATION STUDIES: A COMMUNICATIVE, SOCIAL AND OBJECT-ORIENTED

APPROACH.

Palabras clave/ Keywords Localización, formación, ECOS (enfoque comunicativo, objetual y social)/ Localisation, Training, ECOS (Communicative, Social

and Object-Oriented Approach)

Resumen La localización es uno de los campos de estudio más recientes de la traducción y, a menudo, resulta difícil definir las fronteras

y los puntos de intersección entre ambas. En este sentido, la enseñanza de la localización suele abordarse tanto desde la informática como la traducción: dos disciplinas, a priori alejadas, que nosotros tratamos de entrelazar productivamente. En esta comunicación, abordaremos las principales dificultades docentes que presenta la localización desde el punto de vista metodológico y teórico, y presentaremos una propuesta de enfoque didáctico que venimos aplicando exitosamente en nuestras universidades, donde intensificamos tanto el componente técnico como el traductológico, y los interrelacionamos adoptando la perspectiva que denominamos ECOS (Enfoque Comunicativo, Objetual y Social). De acuerdo con este enfoque, cuando se enfrenta al producto digital y el proceso de producción (ambos núcleos de la localización), el aprendiz de localizador ha de adoptar tres roles principales: el de mediador del valor comunicativo que genera dicho producto digital, en tanto que objeto cultural y extensión técnica de las capacidades físicas e intelectuales humanas (y, a su vez, producto de estas); el de partícipe (distribuidor) del diseño de los conceptos funcionales e informativos que asumen los objetos que debe localizar; y el de negociador de la posición y responsabilidad social tanto suya, en tanto profesional, como del producto tecnológico que transfiere. Por ello, en nuestro modelo didáctico adquiere importancia, por un lado, la comprensión de determinados aspectos técnicos del objeto que localizar (separación lógico-textual, formatos, significado funcional de (re)presentación, vinculación, programación, patrones estructurales y dinamismo, entre otros). Por otro lado, también creemos conveniente un acercamiento profundo a las herramientas habituales del localizador, en la medida en que lo capacitan para contextualizar adecuadamente su labor, y lo ayudan en el intercambio y la transformación física de un producto, donde información textual, lógica y diseño están interrelacionados. Al mismo tiempo, se le proporcionan mecanismos analíticos para reafirmar su tarea como un proceso fundamentalmente traductor: de negociación de significados y funciones, de transferencia y comparación lingüística, y de mediación comunicativa e intercultural. En esta propuesta mostraremos cómo hemos venido articulando nuestro enfoque a lo largo de un lustro, y cómo hemos desarrollado evolutivamente una serie de metodologías capacitadoras que permiten al alumno construir el conocimiento, las competencias y las diferentes posiciones socioprofesionales posibles, que le ayudarán a situarse en este ámbito de trabajo y a identificar su responsabilidad ante la sociedad.

Abstract Localisation is one of the most recent areas in the translation studies field and it is sometimes difficult to establish borders and find common ground between them. In this regard, localisation training is normally approached from the point of view of either translation or computer science. These two fields might be seen as remote from each other; however, in our proposal we bring them together in a productive and constructive manner. In this paper, we aim at presenting the main difficulties that localisation training entails -both at the methodological and the theoretical level- within the translation curriculum. We will also discuss our own teaching model, which has successfully been implemented at our universities. In our proposal we stress the importance of both technical and translational components, and we combine them by adopting a communicative, social and object-oriented approach (ECOS in Spanish). In our approach, localisation students must learn to play a three-fold role, vis-a-vis the digital product and the production process, as: mediators of the communicative value generated by the digital product as a cultural object and as a technical extension of human physical and intellectual abilities; stakeholders in the distribution of the localisable object’s functional and informative values; and negotiators of their own (as professionals) and of their localisable technological product’s social position and responsibility. To this end, in our teaching model we highlight the importance of acquiring certain technical aspects of the localisable object –such as extraction of text from logic, formats, meaning (re)presentation, hyperlinks, programming, structural patterns or dynamic text. On the other hand, we also believe that students should be highly competent in the use of the main localisation



tool types that help them to contextualise their task, exchange and transform their product. At the same time, we provide our students with the analytical strategies needed to assert their role as a fundamentally translational one –negotiating meanings and functions, bridging texts and products across languages, communicating and mediating between cultures. To sum up, in this proposal we will show how we have articulated our approach over the last few years, and how we have developed a series of empowering methodologies that allow our students to construct the knowledge, the competences and the different existing socio-professional profiles which would help them to find their own place in the localisation industry and to identify their social responsibility.



VALENTINE, EGAN Université du Québec à Trois-Rivières


Title COLLABORATIVE ONLINE TRANSLATION LEARNING

Keywords Collaborative translation teaching, online interaction, online translation teaching

Abstract Growing awareness of the role of collaboration in the translation classroom has resulted in approaches that promote student interaction and active group work in carrying out translation tasks. Kiraly (2000) observes that true collaborative learning goes beyond a simple division of labour which splits tasks into sub-tasks but rather constitutes joint accomplishment of a task with the dual learning goals of meaning-making for individual group members. In other words, “subjects build synchronously and interactively a joint solution to a problem” (Dillenbourg and Schneider, 1995). Such learning situations can foster optimal individual and group learning, stimulate motivation by eliciting joint effort to attain joint outcomes, and generate social interaction. Fifty-one students enrolled in a second-year online university course, working in self-selected groups of three, were given an assignment that involved translating a 150-word text from French to English. Each group was required to provide individual translations, then “meet” in a chat rooms set up for individual groups to compare and contrast individual renditions, and produce a final collaborative text. Discussions were recorded and both individual and group texts were submitted. Overall results show that the collaborative effort resulted in improved versions of the individual texts. This paper discuses the design of the activity and the interaction between participants as they put heads together to produce a common text.



VAŠÍČKOVÁ, ALENA Masaryk University


Title FINDINGS FROM TEACHING LEGAL TRANSLATION TO GRADUATE STUDENTS

Keywords Translation, didactics, specialized language

Abstract The paper presents reflections on teaching legal translation in a specialized course for Master's degree students at Masaryk University in Brno, Czech Republic. Following the country's accession to the EU and the opening of the Czech market, the volumes of legal translations have been growing and so has been the demand for translators of legal texts. The main concern of the paper is to identify the most effective methods of teaching legal translation to ensure that students who have finished the course are able to deal with the main legal genres. The paper describes the shift from the initial plans as to the structure and content of the course to the actual format, required by the students' insufficient knowledge of law and their overall attitude to fact checking and research into the underlying legal concepts. In translation training, emphasis is usually placed on linguistic aspects but legal translation proved to be different as it requires solid factual and conceptual knowledge. In translating law, one transfers not only words but also the underlying concepts with their legal implications. The question that follows from this fact is to what extent the basics of law should be taught in translation classes and how to balance the amount of legal theory, translation practice and linguistic instruction. The paper also attempts to identify the core legal concepts that a translator must master in order to be able to convey the intended meaning and legal implications in the target text. Finally, the paper comments on the students' feedback on the course format and the balance of the individual above-mentioned components.



VILLANUEVA JORDÁN, IVÁN ALEJANDRO Universidad Peruana de Ciencias Aplicadas


design

Title ELABORACIÓN Y APLICACIÓN DE LA COMPETENCIA TRADUCTORA PARA EL DISEÑO CURRICULAR: UN ESTUDIO

DE CASO DEVELOPING AND IMPLEMENTING THE TRANSLATION COMPETENCY IN CURRICULUM DESIGN: A CASE STUDY

Palabras clave/ Keywords Competencia traductora, diseño curricular, formación docente/ Translation competency, curriculum design, teacher training

Resumen Esta comunicación tiene como objetivo presentar e interpretar las circunstancias y estrategias que tuvieron lugar durante la

implementación de la competencia traductora como eje de una línea curricular en un programa universitario de reciente creación. El presente estudio resulta de un contexto específico, en el que lo real y lo fenomenológico cuentan con límites difuminados. Por ello, la forma de dar cuenta de lo sucedido durante la elaboración de la competencia traductora inicia con la función que cumplieron los grupos de interés del mercado de la traducción (traductores independientes, propietarios de empresas de traducción) y los agentes relacionados con el ámbito universitario de la traducción (docentes de traducción y estudiantes de traducción por egresar) al brindar su valoración sobre los aciertos y desaciertos de la formación de traductores. Luego se abordarán las circunstancias materiales que condicionaron la propia aplicación de la competencia traductora, encontrándose en principio implicados los recursos humanos: sus expectativas, su conocimiento, sus experiencias. A partir de este preámbulo, se presentarán las principales estrategias que se diseñaron para continuar con la aplicación de la competencia traductora en los cursos y talleres de la línea curricular. En este sentido, se recurrirán a los enfoques traductológicos funcionalistas y textuales que enmarcaron la elaboración de distintos recursos didácticos, como la propia estructura de la sesión de clases, los logros generales y específicos por unidad y por sesión, la elaboración de evaluaciones, para comprender la manera en que estas estrategias se relacionaron con la competencia traductora en cuestión. Finalmente se presentará un balance de los resultados de la aplicación de la competencia traductora tras los dos primeros años de su implementación y se pondrán de relieve tres de los principales hallazgos de estas experiencias:

- La relación apropiada entre teoría y práctica para el desarrollo de los talleres de traducción - La importancia de la colegiación de la competencia traductora y la metodología de enseñanza por parte de los

docentes y los grupos de interés - La necesidad de una mirada prospectiva en el diseño de competencias de aprendizaje

Abstract This study is the result of real and phenomenological aspects framed in a specific context whose boundaries are not clear cut. For this reason and in order to give account of the development of this competency, the role and feedback given by translation stakeholders (such as company owners, freelance translators, translation professors, and students about to major) in focus group environments will be reported. Also, the role of human resources will be analyzed since their previous knowledge, work expectations and experiences proved to be some of the main constraints for the application of the translation competency. From this preamble on, the main strategies to actually apply the translation competency ―lesson planning, designing of general and specific learning outcomes, development of assessment tools, team teaching, among others― will be presented and addressed with functional and textual arguments to reveal their appropriateness. Finally, a balance will be drawn concerning the fruit and other consequences after the first two years of implementation. Three of the main findings will then be highlighted:

- The appropriate relation between theory and practice for the development of translation courses - The importance for the faculty to comprehend and know how to apply the translation competency and teaching

methodology - The prospective component in the design of learning competencies



WAY, CATHERINE Universidad de Granada


Título / Title TRANSLATOR COMPETENCE AND BEYOND: NEW CHALLENGES FOR TRANSLATOR TRAINING

Keywords Translator Competence, Expertise, Training Trainers

Abstract Undoubtedly the principal translator competence (TC) models that have emerged over the last thirty to forty years, ranging

from Wilss (1976, 1982) to the more recent models by PACTE (1998, 2000-2005), Kelly (1999, 2002a, 2005a, 2007), González and Scott-Tennent (2005), Katan (2008), EMT (2009) and Risku et al. (2010), have been the catalyst for a multitude of studies on different aspects of TC, including studies on Psychophysiological Competence - Way (2002, 2006, 2008), Haro Soler (2013); Thematic Competence - Valderrey (2004); Textual Competence etc - PACTE (2000, 2001, 2007, 2008, 2009 and 2011); Professional Competence - Arrés López (2011); or Interpersonal Competence - Huertas Barros (2013) to name just a few. These studies have also led to innovation in teaching practices in many cases. Nevertheless, many translator trainers find, particularly in later stages of training, that when guiding translator trainees from understanding the different competences to combining them, in the leap to becoming novice translators, a difficult task. In opposition to what Kiraly (2013) calls “the dominant reductionist positivist paradigm in translation process research”, several researchers have been moving towards thinking outside the box in translator training by combining decision-making, Complexity Theory, Emotional Intelligence and the concept of emergence. Becoming a translator is evidently a complex process where developing expertise as a translator is, perhaps, the hardest step. The EMT Translator Trainer Profile mentions some of the areas, often situated in CT models under the umbrella of Psychopsyiological Competence, within Instructional Competence: Ability to motivate students; Ability to encourage students to develop: precision, a focus on quality, curiosity, learning strategies, and their ability to analyse and to summarize; Ability to encourage students to develop a critical approach during the execution of tasks; Ability to stimulate reflective thinking (i.e. self-reflexivity). Nevertheless, these areas remain underresearched and translator trainers are often at a loss about how to include them in their classes. By looking at recent research not only in Translation Studies, but also in other fields (Educational Sciences, Educational Psychology), we will outline steps towards further research in these areas and practical applications for translator training.



WEINBERG ALARCÓN, JIMENA Universidad Católica de Temuco


Título / Title PLANIFICACIÓN EN LA PRODUCCIÓN DEL DISCURSO ESCRITO Y COHERENCIA DE UN TEXTO EXPOSITIVO

TRADUCIDO PLANNING OF WRITTEN DISCOURSE PRODUCTION AND COHERENCE OF A TRANSLATED EXPOSITORY TEXT

Palabras clave / Keywords Escritura, proceso traductor, planificación/ Writing, translation process, planning

Resumen El trabajo que se presenta surge como producto de un proceso de investigación que se inscribe en los campos de la didáctica

de la traducción y los modelos cognitivos de escritura. Esta reflexión se centra en el proceso que lleva a cabo el traductor cuando elabora la traducción de un texto, el que resulta ser similar al que lleva a cabo el escritor cuando produce un escrito, y se propone determinar la relación que existe entre la planificación como subproceso cognitivo en la producción del discurso escrito y la coherencia macro y súper estructural de un texto expositivo traducido. Con el objetivo de dar cuenta de cómo interviene la planificación en la traducción, se trabajará en escritura con el modelo propuesto por Flower & Hayes (1981) y en traducción, con el modelo interpretativo o teoría del sentido, ambos modelos teóricos pertenecientes a una perspectiva teórica cognitiva. Los datos que sirven de base a esta investigación que se define como descriptiva, exploratoria y mixta, corresponden a textos traducidos por estudiantes de tercer año de Traducción Inglés-Español y a las respuestas que estos mismos estudiantes entregaron a un cuestionario acerca de la planificación. Los resultados de la investigación nos permitirán algunas reflexiones en el orden teórico, didáctico y social. En lo que respecta a la teoría, vincular la planificación a los modelos de traducción; en el orden didáctico, definir el enfoque de enseñanza de la traducción; y, por último, en términos sociales, se plantea el cómo abordar la traducción a partir de la percepción social del estudiante que ingresa a traducción.

Abstract This study is the result of a research developed within the field of translation didactics and the cognitive writing models. The

focus is on the process carried out by the translator while translating a text, which is similar to that of a writer when writing. The aim of this research is to determine the relationship between planning, as a cognitive sub-process in the production of written discourse, and the macro and super structural coherence of a translated expository text. In order to explain how planning intervenes in translation, we use the model proposed by Flower & Hayes (1981) for writing and the interpretative model or Theory of Sense for translation; both theoretical models derive from a cognitive approach. This descriptive, explanatory and mixed research presents data from translated texts of third-year students of an English-Spanish Translation program and their answers given in a questionnaire about translation planning. The results will provide theoretical, didactic and social insights; in theoretical terms, we will be able to link planning with the translation models; regarding didactics, we will be able to define the translation teaching approach; and finally, from the social perspective, we will try to address translation from the point of view of the perception of students joining the Translation program.



YAU, WAI-PING Hong Kong Baptist University


Title PEER INSTRUCTION IN THE CONTEXT OF TRANSLATOR TRAINING

Keywords Peer instruction, concept test, conceptual understanding

Abstract This presentation discusses the challenges, issues and opportunities involved in applying a pedagogical approach known as

‘peer instruction’ to the context of translator training. Peer instruction has been pioneered by Mazur (1997) in the context of teaching physics and later applied to subjects such as classics, politics, history and geography (Butchart, Handfield and Bigelow 2007). A key element of this pedagogy is the ‘concept test’ (‘conceptest’ as spelled by Mazur), i.e. a short question that is structured around a set of options (some of which should preferably reflect common misconceptions) and designed to gauge conceptual understanding and give immediate feedback. Peer instruction shares similar goals and visions with two important trends in translator training, i.e. the process-oriented approach (e.g. Gile 1995) and the social-constructionist approach (e.g. Kiraly 2000), to the extent that emphasis is put on engaging students in interactive activities that promotes active learning. In particular, peer instruction promises to enhance conceptual understanding, which is crucial to translator training. As Chesterman (2000) has argued, a translation student will not be able to become an expert without getting a firm grasp of concepts concerning role metaphors, strategies and norms. Focusing on an ongoing project to apply peer instruction to the teaching of translation at a Hong Kong university, this presentation discusses the key principles, techniques and technologies necessary for the design, development, implementation and management of a pedagogy of peer instruction. .



ZEHRER, CHRISTIANE University of Hildesheim



Title SPECIFICS OF TRANSLATION MEMORY USE IN INTRA-LINGUAL TRANSLATION – NOTES ON A PROJECT-COURSE

FOR STUDENTS LEARNING EASY GERMAN

Keywords Translation memory, intra-lingual translation, project-course

Abstract “Easy German” (de. “Leichte Sprache”) is a variety of German targeted at audiences with different types of reading difficulties.

It is characterised by a simpler choice of words and simpler syntax compared to standard German. The demand for texts in Easy German has been growing recently as a result of legislation concerning the rights of people with disabilities, which makes accessibility mandatory for every text published by a public body. Given this general scenario, most texts in Easy German are based on originals in standard German. The process through which they are realised is best described as intra-lingual translation. In my presentation, I will report on an authentic project involving a mixed group of graduates and advanced students working on translations into Easy German. My focus will be on how this new domain’s unique characteristics tally with translation memory (TM) use. Firstly, TM is generally used to unify target text wording. This plays a primordial role for translations into Easy German, as an all-encompassing set of rules does not yet exist. Thus, solutions to translation problems can be perpetuated and rules specified through a bottom-up approach using a translation memory. Secondly, Easy German translation rules extend beyond – or rather: beneath – the level of syntagms to include terms. This is due to the fact that Easy German vocabulary is not a strictly limited set of words. More often than not, “hard” words are kept and a paraphrase is added. This is done in order for readers of easy texts to eventually make the (partial) transition to the mainstream language community. In short: the TM is a primordial (if not the only) source of translation solutions, it is used as a way of implementing an incomplete and imperfect set of rules, and its application stretches into the domain of a term base in standard, inter-lingual translation. For the translator, applying a translation memory in a standard German - Easy German scenario demands outside-the-box thinking. Specific strategies of translation memory use are developed, answering such questions as: How can we handle term translations that are actually contextualised, example-based paraphrases? In my presentation, I will explain the specifics of translating into an “easy” but not functionally restricted variety of a language and outline how they collide with standard functions of translation memories. I will then present new strategies of TM use and explain how these contribute to solving language pair specific translation problems.

Autocomunicaciones

Autocomunicac ions

Electronic Presentations

A u t o c o m u n i c a c i o n e s Autocomunicacions Electronic presentations 1

Por orden alfabético · Per ordre alfabètic · In alphabetical order 2

AL NAFRA, NERMEEN University of Birmingham


Título / Title DEVELOPING TRANSLATORS' SKILLS

Keywords Translation training, Trainee translators, Translation Theories

Abstract One of the main concerns in current approaches to translation training is to provide translators with the necessary skills in

order to take responsibility for their decisions. Taking into consideration the calls for different translation training approaches in order to equip translators with the theoretical knowledge of translation to embower them in their role as cultural mediators, this study will investigate how and to what extent following a translator training programme at postgraduate level affects trainee translators’ perception of translation problems and their ability to defend and justify their decisions. This study is based on the hypothesis that translation training, in particular knowledge of translation theories, develops the trainee translators’ ability to systemise their options while translating and justify their choices. This study will attempt to demonstrate to what extent trainee translators integrate the theoretical knowledge acquired throughout the course into translation practice. It focuses on the translation strategies used by trainee translators to identify the translation problems and the justification of the decisions made. The language used by trainee translators to describe the translation problems identified while translating, the translation strategies used to solve these problems and the justification of the decisions made will be examined. The one year masters degree programme in Translation Studies at the University of Birmingham is used to undertake this qualitative research. Data is collected at three stages throughout the academic year. The research methods used in this case study consist primarily of a translation task completed by trainee translators. This task is preceded by a short questionnaire and followed by retrospective interviews. This is followed by a linguistic analysis using the Systemic Functional Grammar theory (Halliday and Matthiessen, 2004). This study suggests that that translation training based on theory and practice equip trainee translators with a level of competence which enables them to systemise their choices while solving translation problems and applying translation strategies.



ALQINAI, JAMAL Kuwait University


Title TRAINING TOOL FOR TRANSLATORS AND INTERPRETERS

Keywords TSP, Tap, minimalist

Abstract The present paper reviews the traditional methodologies of translator training and proposes an eclectic multi-componential approach that involves a set of interdisciplinary skills with the ultimate objective of meeting market demand. Courses on translation for specific purposes (TSP) and think-aloud protocols (TAP) along with self-monitoring and self-evaluation mechanisms go in parallel with group projects to provide trainee translators with a fair knowledge of the tactics of target text production, teamwork cooperation and labour division. Simulated conference interpreting prepares trainees to research terminology and background information and refers to documentation from previous conferences with an emphasis on memory, attention, and automaticity. Peer review and revision enable not only the teacher to give positive feedback in the classroom but also the students to find out why the interpreting went wrong by evaluating their colleagues or themselves. Finally, it is important to enhance TT delivery skills as the key to successful interpreting in the market. The ability to render the target text verbally or in writing is as important as the ability to understand the source message.



ANGELIKI, BANOU Ionian University



Title RESEARCH STUDY ON THE DEVELOPMENT OF LINGUISTIC SKILLS OF THE FIRST –YEAR STUDENTS OF THE

DEPARTMENT OF FOREIGN LANGUAGES, TRANSLATION AND INTERPRETING OF IONIAN UNIVERSITY, CORFU, GREECE

Keywords Language learning, skills, evaluation

Abstract Learning a foreign language plays a vital role in the 21st century society as it is the basic skill in order to communicate competently and build a successful career in the field of Translation Studies. The knowledge of at least two foreign languages is a basic requirement for those students who wish to attend the Department of Foreign Language, Translation and Interpreting of the Ionian University, Corfu Greece and become professional translators. However, a crucial dimension of this aspect has to do with the language competence the students obtain before they enter the Department and how their linguistic skills develop through the years of studying at the Department. The specific research study focuses on the development of the linguistic skills of the first- year students of the Department of Foreign Language, Translation and Interpreting of the Ionian University. A representative sample of 40 first- year students who enter the Department in 20111 was taken and was asked to complete a diagnostic test both in English and French. This diagnostic test was created in order to examine the language competence of the students in two basic linguistic skills: the reading comprehension and the writing production. The aim of this test was to estimate the level of competence the students had achieved in both languages before they enter the Department and then to categorize them in 4 levels: B1, B2, C1, C22. Based on the results of this first survey, valuable conclusions have been taken, which have to do a) with the strengths and weaks of each individual student, b) the future linguistic development of the students, c) how their linguistic competence in two different foreign languages can help and - on a second level – can be improved and developed in order to become qualified and competent professional translators after they have graduated from the Department (which means in a four – year time at least). The second part of the research took place in October 2012, when the same group of students was asked to complete a second language test in English and French. The results of this second test showed whether the students have shown progress or not at the same linguistic skills which have been examined in the diagnostic test a year before and what difficulties they faced concerning their language competence and their practice as future translators. Finally, a third evaluation test is going to be given to the same students in June 2014, as they are expected to complete the third year of their studies. The results of the above research study are expected to offer valuable conclusions and suggestions on how the level of language acquisition affects the translation process and vice versa. Moreover, it is expected to show how the students who have just graduated from high school and enter the Department of Foreign Language, Translation and Interpreting combine their knowledge and experience in both translation and a foreign language in order to achieve their goals.

1 The students who enter the Department of Foreign Language, Translation and Studies have succeeded in the Pan-Hellenic Examinations organized by the Greek Government. They have also been examined in both English and French. 2 The categorization is based on the levels of competence in foreign languages as they are given by the Common European Framework of Reference for Languages: Learning, Teaching, Assessment – (CERF) Council of Europe (2011).





BERENDOVÁ, ALEXANDRA Universidad Carolina de Praga Ámbito / Àmbit / Topic

Enseñanza de lenguas para traductores e intérpretes/ Ensenyament de llengües per a traductors i intèrprets/ Teaching language for translators and interpreters

Title NUEVA LEGISLACIÓN COMO UN PROBLEMA TRADUCTOLÓGICO

NEW LEGISLATION AS A TRANSLATOLOGICAL PROBLEM

Palabras clave/ Keywords Enseñanza lenguaje jurídico/ Legal language teaching

Resumen Los cambios legislativos que se han producido en la República Checa en los últimos años no ponen a prueba solamente a los

órganos de la Administración del Estado y a los miembros de la carrera judicial, sino también a los traductores e intérpretes que, no siendo profesionales en derecho, tienen que orientarse en una nueva situación jurídica y reaccionar de manera flexible a la demanda de sus clientes. El Departamento de Idiomas de la Facultad de Derecho (Universidad Carolina de Praga) ofrece a sus estudiantes una amplia gama de cursos de idiomas especializados en el lenguaje jurídico. El plan de estudios de Licenciatura en Dechecho cunenta con un curso obligatorio del idioma extranjero especializado en duración de cuatro semestres en el que los cursantes pueden escoger entre inglés, alemán, francés, ruso, español e italiano. Además de los cursos impartidos a los estudiantes de licenciatura, el Departamento de Idiomas colabora asimismo en el programa de formación contínua “Juridikum”. Dentro del marco de las actividades de “Juridikum” dirigidos al público profesional, organiza el departamento cursos para traductores e intérpretes jurados que les pueden facilitar tanto la obtención da la licencia de traductor/intérprete jurado como la práctica posterior de su oficio. Los cursos (en sus modalidades inglesa, alemana, francesa, rusa, italiana y española) están enfocados en los problemas terminológicos que implican las diferencias entre los sistemas jurídicos de los mencionados territorios lingüísticos y el checo. El año 2014 ha sido un año crucial para el público jurídico de la República Checa dado que con el día 1 de enero entró en vigor un nuevo Código Civil que ha aportado unos profundos cambios en la práctica del derecho en todos los ámbitos (Juzgados y Tribunales, abogacía, notariado, teoría del derecho). En la situación de falta de judicatura y de lieratura doctrinal referente al recién vigente Código Civil, los colaboradores de “Juridikum” del Departamento de Idiomas decidieron hacer frente a la necesidad de dar a los traductores e intérpretes una básica orientación terminológica para poder trabajar de manera efectiva no sólo con la nueva norma misma, sino también con sus interpretaciones y explicaciones. Dicha tarea no exige sólo una amplia experiencia e intuición lingüística y traductológica, sino también un profundo estudio de la nueva norma y comparación de sus conceptos principales con los de la legislación en la respectiva lengua destino.

Abstract The legislative changes that have taken place in the Czech Republic over the recent years represent a challenge not only for the public authorities and the judicial sector of the country but also for translators and interpreters who, whilst not being professionals in law, have to orientate themselves in the new legal situation and react flexibly to the demand of their customers. The Department of Foreign Languages of the Faculty of Law (Charles University in Prague) offers its students a broad range of language courses specialised in legal terminology. The curriculum for a MA degree in law includes an obligatory specialised four-semester course of a foreign language. Participants may choose among English, French, German, Russian, Spanish and Italian. In addition to these undergraduate courses the Department of Foreign Languages also cooperates in the programme “Juridikum” which is a continuing vocational training programme. Within the framework of the activities of the programme, the Department organises courses for translators and sworn interpreters (i.e. the stakeholders and specialised public of the programme) to whom the courses can facilitate both the obtaining of the licence of sworn translator/interpreter and their subsequent work practice. The courses (in their English, German, French, Russian, Italian or Spanish modalities) are focused on those terminology problems that imply differences between the legal systems of the respective linguistic territories and the Czech legal system. The year 2014 has been a crucial year for the expert legal public in the Czech Republic: on 1 January, a new Civil Code came into force bringing a number of major changes to all fields of legal practice (courts of law, advocacy, notaries, legal theory, etc.). In a situation of lacking judicature (and also of insufficient supporting literature) related to the newly valid Civil Code, the staff members of the Department who are involved in the “Juridikum” programme have decided to cope with the necessity to provide the translators and interpreters with a basic terminology orientation so that they could efficiently work with the new legal standards as well as with their interpretations and explanations. This requires the course instructor to



have not only a broad linguistic and translatological experience and intuition, but also to undertake deep studies of the new legal standard and carry out comparisons of its fundamental concepts to the legislation in the target language.



BEVILACQUA, CLECI REGINA Universidade Federal do Rio Grande do Sul Ámbito / Àmbit / Topic

Ámbitos transversales de diseño curricular/ Àmbits transversals de disseny curricular/ Cross-cutting aspects of curriculum design

Title A TRANSVERSALIDADE NA FORMAÇÃO DE TRADUTORES DE ESPANHOL NA UNIVERSIDADE FEDERAL DO RIO

GRANDE DO SUL TRANSVERSALITY IN THE FORMATION OF TRANSLATORS OF SPANISH

Palavras-chave / Keywords formação em tradução, âmbitos transversais, língua espanhola

Resumo O objetivo deste trabalho é apresentar alguns aspectos da formação em tradução oferecida no Curso de Bacharelado em

Letras – Tradutor do Instituto de Letras da Universidade Federal do Rio Grande do Sul (UFRGS, Porto Alegre, Brasil). Ao ingressar no curso, o aluno pode optar por uma entre as seis línguas oferecidas: alemão, espanhol, francês, inglês, italiano e japonês. Neste trabalho, focamos apenas a formação em espanhol. O curso foi fundado em 1973 e, desde então, seu currículo sofreu várias reformulações. A mais recente foi concluída em 2011 e entrou vigor no primeiro semestre de 2012, estabelecendo quatro anos de formação. Baseado na noção de competência tradutória e dando ênfase à produção escrita, um dos destaques do novo currículo é a proposição de disciplinas que permitem uma formação mais ampla do tradutor. Levando em conta as especificidades do curso, apresentaremos, em primeiro lugar, um panorama geral do currículo, destacando as competências e habilidades a serem desenvolvidas ao longo da formação dos futuros tradutores. Em seguida, mostraremos como se organizam sequencialmente as disciplinas de prática de tradução do espanhol para o português e vice-versa a partir da complexidade dos diferentes gêneros textuais. Destacamos as atividades desenvolvidas nessas disciplinas, fazendo referência ao uso de recursos da Linguística Textual, da Linguística de Corpus e da Terminologia. Mencionamos ainda os objetivos da disciplina de revisão de textos traduzidos do espanhol, do estágio supervisionado de tradução do espanhol e do trabalho de conclusão de curso (TCC). Referiremos também as atividades extracurriculares organizadas pelo Núcleo de Estudos de Tradução Olga Fedossejeva (NET) do mesmo Instituto. Buscamos, assim, mostrar como se constituem e se inter-relacionam as diferentes disciplinas de prática de tradução do espanhol, ao mesmo tempo em que estabelecemos a sua relação com diferentes âmbitos transversais implicados na formação do profissional de Tradução.

Abstract The aim of this work is to present some aspects of the formation in translation offered by the Bachelor’s Course in Letters - Translator of the Letters Institute of the Federal University of Rio Grande do Sul, (UFRGS, Porto Alegre, Brazil). When entering the course the student can choose one among the six languages offered, German, Spanish, French, English, Italian and Japanese. In this work, we only focus the formation in Spanish. The course was founded in 1973 and since then it suffered various reformulations. The latest one, accomplished in 2011, entered into force in the first semester of 2012 and established four years of formation. Based on the notion of translation competence and emphasizing written production, one of the highlights of the new curriculum is the proposition of disciplines that allow the translator to achieve a wider formation. Taking into account the course specificities, first we present a wide panorama of the curriculum highlighting the competences and abilities to be developed throughout the formation of the future translators. Then, we show how the disciplines of translation practice from Spanish to Portuguese and vice-versa are sequentially organized according to the complexity of the different textual genres. We focus on the activities developed in those disciplines concerning the use of resources of Textual Linguistics, Corpus Linguistics and Terminology. We also mention the purposes of the disciplines revision of texts translated from Spanish, of supervised translation training and of final course assignment. We refer to the extracurricular activities organized by the Nucleus of Translation Studies Olga Fedossejeva of the same Institute. Thus we aim to show how the different disciplines of practice of translation of Spanish are constituted and interrelated, at the same time as we establish their connection with different transversal domains implied in the formation of the professional translator.



BROS, KAROLINA Universidad de Varsovia



Title STUDENTS ON THE COMPUTER-BASED TRANSLATION MARKET: HOW TO RESHAPE TRANSLATION STUDIES

Keywords Translation studies, CATs, curricula

Abstract Nowadays it is hard to imagine a translator without a computer and Internet resources. The market is increasingly specialised, requiring not only proficient language and translation skills, but also advanced IT and localisation tools knowledge. At the same time, it is expected that university graduates enter the market with proper training, practical skills and technological background. Unfortunately, the current university structure often inhibits such a result. Due to the recent transformation of the translation business, universities providing translation training at the BA, MA and post-graduate levels are faced with an enormous challenge. To satisfy customers' needs, translators need competitive advantage, technical and linguistic skills, perfect command of their native language and knowledge of specialised vocabulary and specific scientific fields. Meanwhile, universities are struggling with limited timetables, ECTS points and brimful curricula, trying to keep abreast with the times while not abandoning their mission. The Bologna process has made the task of reconciling the two needs even harder. Specialised education often remains a mere aspiration rather than a harmonic process as students of all backgrounds study translation at the MA level. With uneven theoretical insight, it is difficult to offer a consistent learning path encompassing translation theory and practice, vocabulary building and ICT courses in a two-year programme. Although Polish universities have been trying to make a step forward in this domain, there is still a considerable mismatch between the university offer and the prerequisites graduates have to fulfill in order to find a job. This problem has been raised by several researchers from Europe and beyond. Jaatinen & Jääskeläinen's project concludes that basic IT and CAT tools training should be integrated in translation programmes. Similar studies are provided by other researchers (e.g. Fulford & Granell-Zafra 2005, Archer 2002). Some of them resulted in important changes in university curricula. Interesting initiatives have been proposed in the field of distance / cloud-based learning (e.g. translation agency simulations). Yet some of the problems remain unanswered. The aim of this paper is to look at the European university offer, point to the lessons learned and provoke a general debate on the need for a comprehensive, transnational methodological approach that would fully correspond to the changing market reality and the possibilities of modern European universities. The research is supported by the author's own survey of student needs and expectations vis à vis Polish university curricula, with a possible extension to other CEE countries.



BURDEUS DOMINGO, NOELIA Universitat Autònoma de Barcelona


Title LA COMUNICACIÓN A TRES EN LOS SERVICIOS PÚBLICOS DEL ÁMBITO SANITARIO: ¿CÓMO TRABAJAR CON UN

INTÉRPRETE? THREE-WAY COMMUNICATION IN PUBLIC HEALTHCARE SETTINGS: HOW TO WORK WITH AN INTERPRETER?

Palabras clave/ Keywords Interpretación en los servicios públicos, profesionales de la salud, formación/ Public Service Interpreting (PSI), healthcare

providers, training

Resumen Los servicios de interpretación se están abriendo paso entre los servicios públicos de nuestro país. Dadas las características

de las sociedades actuales, cada vez más multiculturales, las situaciones de incomunicación en el ámbito de la salud pública se han generalizado. Esto hace que los servicios de interpretación sean cada vez más necesarios para una correcta atención al usuario inmigrante que no domina las lenguas autóctonas. No obstante, para un uso óptimo de dichos servicios, que garantice una correcta personalización de los servicios sanitarios, es necesario que los profesionales de la salud ll se familiaricen con esta práctica emergente. En esta comunicación, presentaré una serie de reflexiones extraídas de un estudio en curso que compara los servicios de interpretación en los servicios públicos ofertados en contexto sanitario barcelonés y montrealés. Dicho estudio toma en consideración las experiencias vividas por todos los eslabones de la comunicación mediada. Se basa en las vivencias de intérpretes o mediadores, usuarios, profesionales y gestores de estos servicios para dar una descripción de ambas realidades. En él se observa que el desconocimiento de los profesionales de la salud acerca de la interpretación en los servicios públicos impide que se les saque el máximo beneficio. Dicho problema se podría solucionar formando a los profesionales de la salud en multiculturalidad y en cómo actuar en una visita médica a tres. De este modo, optimizarían las intervenciones con usuarios inmigrantes que no dominan las lenguas del país o la región de acogida. Concluiré mi comunicación proponiendo el contenido que debería incluir un curso de formación para profesionales de la salud que ayude a perfeccionar la calidad de sus intervenciones con un intérprete.

Abstract Interpreting services are making their way into public services in our country. Given the features of current societies, which are increasingly multicultural, lack of communication situations have been generalized in public healthcare settings. This makes interpreting services increasingly necessary to assist immigrant users who do not master local languages. However, for an optimal use of these services, which guarantees a correct healthcare service customization, healthcare providers need to get familiarized with this emergent practice. In my communication, I will present some thoughts extracted from an in progress study that compares the realities of public service interpreting in healthcare centers of the cities of Barcelona and Montreal. This study takes into account the experiences lived by all the participants of the mediated communication. Based on the experiences of interpreters or mediators, users, professionals and managers of interpreting services, this study describes the services provided in both cities. It is observed that professionals’ lack of knowledge regarding public service interpreting makes it difficult to get the most from the existing services. This problem could be solved by training healthcare providers in the field of multiculturality and in how to work through an interpreter. That would optimize the interventions with immigrant users who do not master the languages of their host country or region. To conclude my communication, I will propose the content that any training course for healthcare providers should include to help them optimize the quality of their interventions through an interpreter.



CASTELLANA, MARCELO Université de Lorraine



Title DIDACTIQUE DE LA TRADUCTION ET TAO

TEACHING TRANSLATION AND CAT TOOLS

Mots-clés/ Keywords Didactique, Traduction, outils de TAO/ Translation, Teaching, CAT tools

Résumé Peut-on utiliser les programmes de Traduction Assistée par Ordinateur (TAO) pour l'apprentissage de la traduction ? La

question se pose du moment où, de manière assez artificielle, on sépare généralement l'apprentissage de la traduction, fait linguistique, donc humain, de l’apprentissage de la TAO, fait informatique, donc mécanique. L'apprentissage des langues étrangères pour la didactique de la traduction s'oppose ainsi à l'apprentissage de la TAO pour les traducteurs : un fossé épistémologique que nous considérons désuet sépare la didactique de la traduction et la didactique de la TAO, un peu comme si les programmes informatiques destinés à assister le traducteur n'avaient pas été crées pour répondre aux exigences des traducteurs professionnels eux-mêmes. Mais il ne s'agit pas pour nous de participer à une polémique théorique opposant les hommes aux machines, la traduction comme exercice de l’esprit et de la connaissance, domaine réservée de la littérature, et les technologies et les sciences expérimentales, utiles uniquement pour l'exercice d'une traduction de second plan, bonne juste pour boucler les fins de mois. À partir de quelques exemples concrets constitués en études de cas, nous voudrions au contraire montrer jusqu'à quel point l'utilisation d'un programme de TAO peut contribuer à l'apprentissage de la traduction spécialisée, technique, juridique, médicale, etc. Nos exemples tentent d'exploiter les corpus électroniques par les programmes de TAO dans le cadre de la didactique de la traduction. L'objectif est de démontrer que, d'un point de vue didactique, il peut être intéressant de combiner l’apprentissage des programmes de TAO avec l'apprentissage de la traduction, puisque les deux de cette manière progressent plus rapidement.

Abstract Can Computer Assisted Translation programs be used for teaching and learning translation? The question can be asked when, quite artificially, translation studies generally separate teaching translation, which is a linguistic fact, therefore human concern, from teaching CAT tools, which is a computing fact, therefore machine's concern. Apprenticeship of foreign languages for teaching translation, is thereby opposed to apprenticeship of CAT tools for translators, as though the computer programs written to assist the translator had not been created to meet the requirements of professional translators themselves. Nevertheless, our aim is not to participate in a theoretical controversy opposing humans versus machines, and the translation as an exercise of the mind and knowledge, domain reserved for literature, versus technology and experimental sciences, useful only for the exercise of a second class translation, just good to complete the purposes of months. On the contrary, from few concrete examples, which will be presented as case studies, we would like to show to what extent the use of CAT tools can contribute to the apprenticeship of specialized translation, technical, legal, medical, etc. So, our examples will try to show how make the most from electronic corpora by CAT tools within the context of the didactics of translation. Our purpose is to demonstrate that, from a didactic point of view, it may be interesting to mix the CAT tools apprenticeship with the apprenticeship of translation, since this way both can progress more rapidly.



DAEYOUNG, KIM Korea University


Title ANALYSE DE DEUX OUTILS PÉDAGOGIQUES UTILES AU COURS DE TRADUCTION EN CORÉE

ANALYSIS OF TWO USEFUL EDUCATIONAL TOOLS IN TRANSLATION COURSE IN KOREA

Keywords Outils pédagogiques, CRIPD (Compte rendu intégré des problèmes et décisions), évaluation croisée/ Useful educational tools,

IPDR (Integrated Problem and Decision Reporting), Cross-checking

Résumé L’objectif de cette étude d’analyser des outils pédagogiques utiles au cours de traduction dans les universités et les écoles professionnelles en Corée. Pour cela, d’abord, nous avons fait une enquête(à partir d’entretiens, de QCM et de l’observation de cours de traduction) en 2009 sur les pratiques actuelles de l’enseignement de la traduction dans les universités et les écoles professionnelles en Corée, en s’appuient sur la majorité des réponses des enseignants et des étudiants, nous nous sommes reundu compte que les outils(procédés) pédagogiques comme le recours aux CRIPD(Compte rendu intégré des problèmes et décisions), toutes formes d’évaluation par les pairs, comme par exemple l’évaluation croisée (cross-checking3) en binome d’étudiants ont une forme de pertinence, les stratégies grâce auxquelles les étudiants arrivent à dépasser les blocages face aux difficultés et accroîssent la motivation des étudiants et les rendre plus actifs. D’après la majorité des étudiants intérogées, le CRIPD est un moyen de prendre à la fois connaissance du processus et du résultat de la traduction effectuée par chacun des étudiants, de connaître par quel cheminement les problèmes rencontrés ont été résolus, de repérer les erreurs potentielles et les difficultés des étudiants, d’entrainer la recherche documentaire. Le cas échéant, les étudiants peuvent ainsi acquérir certaines connaissances qui leur manquent, ce qui leur évitera éventuellement de partir de prémisses erronées ou de raisonner de façon biaisée. Surtout, tous les étudiants intérrogés sont demandeurs d’une thérapie continue, fondée sur l’évaluation du processus de traduction au moyen du CRIPD dans la situation réelle de la manque d’évaluation orientée processus et d’évaluation diagnostique de la traduction. Par ailleurs, les étudiants se sont majoritairement prononcés en faveur de l’évaluation croisée en binôme d’étudiants, qui non seulement leur permet d’avoir plus de retours sur leur propre traduction, mais leur facilite le partage des bonnes traductions des autres. En se basant sur ce résultat, nous avons appliqué ces deux outils(le CRIPD et l’évaluation croisée en binôme) dans un cours de traducion pendant deux semestres à l’université Korea en 2013. Et après, nous avons vérifié que ces deux outils sont très utils par le biais du résultat d’un questionnaire de satisfaction destinée aux étudiants. Dans cette étude, nous discuterons sur les atouts et les dévantages de ces deux précédés pédagogiques d’une manière concrète.

Abstract The aim of this study is to analyze two useful educational tools in translation course for both undergraduate and graduate level students in Korea. Initially, three main methods including interviews, MCQ (Multiple-Choice Questions), and class observation were used for evaluating overall practices in translation courses in 2009. Based on the responses from the majority of teachers and students, we have concluded that IPDR (Integrated Problem and Decision Reporting) and Peer review, including cross-checking program, were the most efficient strategies to motivate students to overcome their difficulties by leading them to actively participate to the class. According to the surveyed students, IPDR plays a pivotal role in gaining precise knowledge both in the process and at the end of this practice. By frequently checking the problem-solving process and frankly indicating their difficulties, students could easily notice their potential errors and avoid being leaded to incorrect conclusions based on the false premises. Furthermore, they could be more accustomed to document researching process by evaluating the validity of information gained from this process. Therefore, these students demand for the continuous therapy using IPDR, the feedback system which evaluates the process of the translation as well as the result of it, especially in this current situation which lacks process-oriented assessment and diagnostic assessment of translation. Moreover, students were mostly in favor of cross-checking which is done in pairs. This method not only allows students to get more feedbacks by checking errors made from others, but also deepens their insights by letting them share the well-done translations. Based on these results, these tools (IPDR and Cross-checking) were applied in the course of translation for two semesters at the University of Korea in 2013. At the end of this course, the usefulness of these two methods is verified through the satisfaction indicated in the student questionnaire. In this respect, this study will focus on the strengths and weaknesses of these two methods.

3 C’est-à-dire de se critiquer l’un l’autre en ce qui concerne leurs traductions.



FALCO, GAETANO Università degli Studi di Bari 'A. Moro' Ámbito / Àmbit / Topic

Enseñanza de la traducción/ Ensenyament de la traducció/ Teaching translation

Title TOWARDS A “REMEDIATION” OF THE LEARNING APPROACH IN SPECIALIZED TRANSLATION

Keywords Remediation, Translation, Prosumption

Abstract This paper illustrates the fundamental steps of a research project focussing on innovative teaching methods and tools that can be used in a classroom of students in economic and financial translation. The goal is to provide university students in specialized translation with the competences designed by the DG Translation: language, intercultural, information mining, thematic and technological competences. To achieve this goal, we assume that long-established teaching approaches need to be remediated, i.e. they must be re-designed and re-purposed [Bolter and Grusin 1996] in compliance with the requirements of immediacy and hypermediacy [ibid] that New Information Technologies (NIT) imply. To illustrate this process of redidactisation, that is “the process through which traditional ways of teaching and learning are integrated into new media and embrace the potentials of these media.” [Sørensen, Hubert, Risgaard, and Kirkeby 2004 : 59, translation by Bo-Kristensen and Meyer 2008: 28], a case study is presented in which a group of students, who had previously learnt to analyze and translate texts using traditional approaches (e.g. Systemic Functional Grammar, Genre Analysis, Functionalist Approach), are trained to work in a Massive Online Collaboration (MOC) environment [Austermühl 2011]. Relying on web-assisted tools, e.g. wikis, mind map software, they build their language, intercultural, thematic and info mining competences in a collaborative way. In this perspective students users are no longer consumers but turn into prosumers or proactive consumers integrated into the learning process (Toffler 1980: 282).



FERREIRA CENTENO, ANA; PERASSI, MARÍA LAURA Universidad Nacional de Córdoba


Title HACIA UNA FORMACIÓN EN TRADUCCIÓN ESPECIALIZADA: REALIDADES Y DESAFÍOS

TOWARDS A TRAINING IN SPECIALIZED TRANSLATION: PRESENT SITUATION AND CHALLENGES

Palabras clave/ Keywords Formación de traductores, Traducción especializada, Didáctica de la traducción/ Translators´ training, Specialized translation,

Translation didactics

Resumen En el contexto en el cual vivimos y desarrollamos actualmente nuestras actividades, disponer de mediadores lingüísticos e

interculturales formados y capacitados en la práctica de la traducción especializada se ha convertido en una necesidad imperiosa. Como formadores de futuros profesionales de la traducción, no ignoramos esta realidad; pero al mismo tiempo, acercarnos a este abanico de manifestaciones en constante evolución que necesitan —o deben— ser dichas de otro modo, en otro idioma, nos sitúa frente a un reto permanente. A pesar de los avances en materia de formación de traductores y de las nuevas líneas teóricas que abordan el tema de la práctica profesional, diseñar un programa académico presenta siempre nuevos desafíos. En nuestra calidad de docentes de Traducción Comercial y de Traducción Técnica, materias que inician el recorrido por la traducción especializada en el Traductorado de Francés de la Facultad de Lenguas, Universidad Nacional de Córdoba, Argentina, nuestra función consiste en mostrarles a los alumnos los primeros peldaños de este mundo tan particular. En este artículo, nos proponemos reflexionar sobre ciertos puntos clave de y para la formación de traductores en nuestro entorno: ¿en qué contextos, tanto geográfico como laboral, están inmersos los futuros traductores?, ¿qué nivel presentan los alumnos en esta fase de iniciación a la traducción especializada?, ¿cómo garantizamos una formación integral a los estudiantes? A partir de estos interrogantes, haremos un recorrido por nuestra realidad educativa y los desafíos que esta nos impone, los cuales nos llevan a repensar las metodologías y los enfoques relacionados con la enseñanza de la traducción especializada y, al mismo tiempo, a desarrollar una pedagogía propia basada en un eclecticismo teórico adaptado a este entorno.

Abstract Within the context in which we presently live and develop our activities, the need for linguistic and intercultural mediators trained and qualified in specialized translation practice, has been strongly emphasized. As trainers of future translation professionals, we are aware of this reality, although reaching out to this constantly evolving manifestations that need to – or should - be differently expressed in another language poses a permanent challenge before us. Despite the advances in the field of translation training and the new theoretical approaches dealing with the subject of professional practice, to design an academic syllabus always involves new challenges. As teachers of Commercial and Technical Translation which are taught at the beginning of the specialized translation program in French at the School of Languages, National University of Córdoba, Argentina, we have to introduce our students to this particularly characteristic world. In this article, we intend to reflect upon certain key points regarding translators´ training in our environment: in which geographical as well as working contexts are future translators placed? What knowledge do they have or show in this introductory level to specialized translation? How do we guarantee that our students are comprehensively trained? As from these questions, we will have a look at our educational reality and its challenges which will lead us to rethink about our methodologies and the approaches related to specialized translation teaching, as well as to develop a theoretically eclectic pedagogy of our own adapted to this environment needs.



FISHER, GARRETT University of North Carolina at Charlotte


Title MODERNIZED LEARNING FOR TRANSLATORS, INTERPRETERS, AND LANGUAGE LEARNERS

Keywords Translation studies, Language learning, TPRS

Abstract A) Objectives: This paper presents a modern pedagogical method for second language acquisition that can potentially

be used for translator and interpreter education programs around the globe. This method is known as Total Physical Response through Storytelling (TPRS) and it has previously been successfully implemented in language learning institutions around in the United States since it was developed in the 1990s by Blaine Ray, a high school Spanish teacher in California. Analysis of anecdotal information is also provided in this paper to supplement and verify the practicality of this innovative method. Through critical analysis and explanation of the TPRS method, its significance in translator and interpreter training programs is undeniable.

B) Description: Translation theory is currently an essential part of translator education at the university level in many parts of the US. The relation between translation theory and second language acquisition theory and methodology is clarified through the ideas of translation theorists such as Dryden, Vermeer, Nida, Cicero, and Benjamin. This present educational research is extremely significant, as interests in translation studies and second language acquisition have risen over the years, causing the creation of translator and interpreter education programs not only at the certification or bachelor’s degree levels, but also at the graduate level for master’s and doctoral degrees. The TPRS method is not, and should not be, deemed as the sole pedagogical solution for translation and interpreter education programs, however it is a method that is worth considering because of the strong relationship that is discussed in this paper between language acquisition and translation.

C) Conclusions: Blaine Ray’s Total Physical Response with Storytelling method is worth considering for translators and interpreters because it has already been proven successful for second language acquisition. By connecting second language acquisition to translation and interpretation education and theory as previously discussed via the TPRS method, institutions can improve their programs. This is not to say that this method is the only way to approach language learning and translator and interpreter education, but instead an option for implementation as an additional resource.



FOX, OLIVIA Universitat Autònoma de Barcelona Ámbito / Àmbit / Topic

Enseñanza de la traducción / Ensenyament de la traducció / Teaching translation

Title EVERY GOOD BOY DESERVES FUDGE

Keywords Mneumonics, inverse translation, memory

Abstract What do Pamela Anderson, spaghetti bolognaise, catspaws and muscles have to do with translation? The title to this presentation may provide a clue. Together with FACE, for example, the mneumonic Every Good Boy Deserves Funge (EGBDF) provides novice musicians with the means to memorizing the notes in a scale of music.

Mneumonics have been used in many fields to help learners at all levels of education to memorise information. How can they help Students and Professors Enjoy Good Translations? This presentation describes the use of neumonics in inverse translation class and how students put them to good use.



GARCIA, IGNACIO University of Western Sydney


design

Título / Title MEANINGFUL DRILLING: TRANSLATING WIKIPEDIA

Keywords Translation training, Translation placement, Computer assisted translation

Abstract Most academic translation programs, particularly if leading to professional accreditation or certification, require some sort

of placement. Since translation is mostly a freelance occupation, there are often not enough opportunities available for students in translation bureaus. In such cases, further practice is usually provided under simulated conditions. Wikipedia offers an option for this simulated practice which has been favoured both by students and their trainers. Also, the wiki is by definition a format which welcomes the involvement of anyone, including students. Translating a Wikipedia page is not particularly complicated, and many training institutions have tried it. Having the translation actually published, however, is achieved only by the most motivated students. For many, the task becomes just another chore once the initial excitement subsided and minor technical glitches kicked in. A special effort is required to devise a strategy so that with some peer help all students can manage to actually publish it. This project will test, for the first semester of 2014 and in a systematic way, two different strategies to achieve so, strategies we have already tried in the past. Students will work on it (a) through direct translation (doing all the work in the Wikipedia Sandbox page) and (b) assisted with the Google Translator Toolkit (which has a direct link to publish on Wikipedia). The aim is to develop a streamlined way of presenting these tasks that, if considered of merit, can be developed into creating (and then having published) a set of Wikipedia: Training pages aimed specifically at translators. While there are already help pages within Wikipedia to assist newcomers (see https://en.wikipedia.org/wiki/Wikipedia:Training/For_educators/Resources as an entry point to them), these pages are aimed at the generic student, not specifically at the translation trainee, and are not particularly easy to navigate.

https://en.wikipedia.org/wiki/Wikipedia:Training/For_educators/Resources



GOUI, DJAMEL University of Kasdi Merbah Ouargla Ámbito / Àmbit / Topic

Enseñanza de la traducción/ Ensenyament de la traducció/ Teaching translation

Title INVESTIGATING QUALITY IN TEACHING TRANSLATION VIA DESCRIPTIVE LITERALITY MISTAKE AWERENESS

RAISING

Keywords Mistake awareness, literality, quality of translation

Abstract In teaching translation, I tend generally to raise the descriptive literality mistake awareness for a better quality and it tremendously gave satisfactory results with my students in Arabic-English translation course field of my experience. Students of translation, notably when translation is made between two completely different languages as Arabic and English for instance, may have recourse generally to the descriptive literality i-e, students during exercises or exams tend to fill a gap with a thought rendition that might be frequently too literal and consequently meaningless. In my experience teaching my students, I generally lead them to mistakes commitment to revolt right after against them, to show how gigantic is the made mistake as it leads to senselessness since the meaning is not met at all via that or such use which is purely descriptive not technical as it were. Raising the awareness of students to this kind of mistakes shall certainly improve the quality of rendition because students would likely acquire the sensitiveness against descriptive literality and would seek whenever possible a genuine technical rendition. This paper will try to shed light on my five-year experience in teaching translation at the University of Ouargla, following this method of descriptive literality mistakes raising awareness and shall explain how I lead students to be deceived to commit it then to revolt themselves on their choice being a fake translation. This paper shall aims at investigating notably the way I tease students to think positively towards the source text to get a better quality in the target one.



HAJIBABAEI, ELHAM Islamic Azad University

Ámbito / Àmbit / Topic Enseñanza de la traducción/ Ensenyament de la traducció / Teaching translation

Title TEACHING TRANSLATION IN IRANIAN UNIVERSITIES

Keywords "Pedagogic" translation, Dossiers, Annotated Translations

Abstract The article analyzes the relationship between translating and teaching English language and translation to foreign students

in the Iranian Universities. We could define translation in our course as "pedagogic" translation, considering that its purpose is to teach a language. Teaching English is closely tied to teaching translation methods. Translation is a useful tool to learn grammar, syntax, and lexis in both SL and TL.



LATARINI GINEZI, LUCIANA University of Sao Paulo Ámbito / Àmbit / Topic

Enseñanza de la interpretación / Ensenyament de la interpretació / Teaching interpreting

Title THE ANALYSIS OF INTERPRETING TRAINING CURRICULUM USING LEARNERS’ CORPORA

Keywords Interpreting Training, Simultaneous Interpreting, Consecutive Interpreting, Corpus Linguistics

Abstract The aim of this research is to investigate interpreting training at Interpreting Undergraduate schools in the city of São Paulo (SP), Brazil, using Corpus Linguists to collect data and analyze the results. Interpreting Studies investigated through Corpus Linguistics are still not explored as compared to Translation Studies, both in Brazil and in the world. The main reason could be the stages involved when compiling oral corpora, as transcription, for example (Straniero & Falbo, 2012). In SP there is a growing demand for interpreters and, as a consequence, a growing offer of Undergraduate Schools of Interpreting. However, due to the short number of researches across the country, interpreting teachers build their methodology relying only on international publication, undergoing to a profile of international students that are not applicable to the Brazilian reality in many aspects, specially related to course length and students’ background knowledge, school’s infrastructure, public or private system and last, but not least, regional socioeconomic situation. The main discussion in this work is related to the moment simultaneous interpreting (SI) should be taught in Brazilian schools, using Sao Paulo as the source data, where the research has been conducted since 2011. As Undergraduate Interpreting training usually takes only 3 years in Brazil, and SI is the most used mode, we analyze if it could be taught before consecutive interpreting (CI), although international literature recommends consecutive at first place. The research is conducted considering several variables, such as the same students’ proficiency level, no prior experience as interpreters, in different stages of their learning process, which we tagged as Groups A and B. Group A is composed of second-semester students, who did not practice CI, but have already learned the modes in theory. Group B is formed by fourth-semester students, who practiced CI but not SI. Both groups perform the same task in SI, retrieved from Ted Talks website. The rendition of each group is recorded and transcribed, aligned with their original speeches, using specific software. The result is compiled in CEIS (Simultaneous Interpreting Learners Corpora) and each group is compared. The analysis shows some interpreting strategies used by each group, besides their lexical choices. We could also observe, as preliminary results, CI training can help in some aspects, but the dual task involved in SI calls for specific training.



LÓPEZ GARCÍA, VERÓNICA Universitat Autònoma de Barcelona Ámbito / Àmbit / Topic

Enseñanza de la tecnología para traductores e intérpretes/ Ensenyament de la tecnologia per a traductors i intèrprets/ Teaching technologies for translators and interpreters

Title PRE-TRANSLATION OF TV SERIES: DIDACTIC UNIT WITH CORPUS ANALYSERS

Keywords TV series, corpus analysers, pre-translation training

Abstract One of the key questions when translating TV series is the identification of the different characters' idiolect. The idiolect is crucial when creating a character in the original version and should be as important when translating it. However, urgent deadlines and heavy workloads make most translators start translating as soon as they receive a series, or their episodes of a series, without spending any time analysing the product beforehand. As manager of an audiovisual department at a translation agency, I had to work out a method for identifying those idiolects and choosing an appropriate translation in a semi-automatic way that could ensure fast deliveries and consistent translations to the client and, at the same time, help translators accelerate their task. After using this method successfully for some time, my experience training translators made me think that teaching this method to translation students could help them develop several very useful competences and strategies:

Understanding through a very hands-on activity the importance of analysing the source text before starting the translation.

Learning uses of the word processor that go far beyond those of a typewriter. Team work on a professional project. Using corpus analysers not only to analyse parallel texts for the target text (in the documentation stage), but also

to analyse the source text (in pre-translation stages). The didactic unit would include the following tasks: Task 1: Creation of a macro in the word processor that permits each character’s dialogue to be extracted automatically. Task 2: Uploading in the corpus analyser all the dialogues of one of the characters throughout the whole of the season (or series). Task 3: Uploading a stop-word list with very frequent words we're not interested in analysing (articles, conjunctions, etc.). Task 4: Obtaining the linguistic profile of the character: most frequent words (in context), special expressions, collocations, etc. Task 5: Drawing conclusions about the character’s idiolect: very formal, very informal, with dialecticisms, with slang, with terminology of a specialised field, etc. Task 6: Suggesting translations for different features of the idiolect. This method can have other applications in other audiovisual genres, such as scientific documentaries, where we can very easily get a list of the specialised terminology to create a glossary for all of the translators involved in the series and also for the client's approval, if necessary. Literary translation could also benefit from this method, as each of the characters’ idiolect is as important in literature as it is in audiovisual (or even more, as, in literature, unlike films and TV series, language is the only way to create a character's personality).



PINHEIRO-CORREA, PAULO Universidade Federal Fluminense



Title FUNCIONES INFORMATIVAS EN LA FORMACIÓN DE PROFESORES Y TRADUCTORES DE ESPAÑOL EN BRASIL

INFORMATIVE FUNCTIONS IN THE FORMATION OF SPANISH TEACHERS AND TRANSLATORS IN BRAZIL

Palabras clave/ Keywords Funciones informativas; traducción audiovisual; subtitulación/ Informative functions; Audiovisual translation; subtitling

Resumen En este trabajo se discuten las funciones informativas (Lambrecht 1994, Gutiérrez Ordóñez 1997, entre otros) en la formación

de profesores de lengua española y traductores de esa lengua en Brasil. Presentaremos una actividad que hemos desarrollado en la clase del curso de grado en Letras Portugués-Espanhol de una universidad brasileña, en la que: (a) hemos trabajado el reconocimiento de las funciones informativas tema y foco y sus implicaciones en el orden de palabras en español con base en los diálogos de la película “el secreto de sus ojos”, de Juan José Campanella (Argentina 2009) y (b) hemos propuesto un análisis de la forma como se han tratado dichas funciones en los subtítulos en portugués brasileño, siguiendo el modelo presentado por Lerma Sanchís (2012). Anteriormente ya habíamos presentado las nociones de tema, rema, foco y tópico y habíamos propuesto una reflexión sobre como dichas funciones informativas podrían realizarse sintáctica y prosódicamente en cada una de las lenguas en juego. Luego, los alumnos reconocían momentos en los que aparecían órdenes de palabras distintos a verbo-sujeto en oraciones transitivas en los diálogos – lo que representa toda una novedad para el hablante de portugués brasileño – y se les instaba a aclarar las razones de su aparecimiento. Aunque no toda construcción de orden distinta de SVO o SV sea marcada en español, este ha sido un camino seguro para iniciar la sensibilización de los alumnos sobre el tema. En un segundo momento, los alumnos trataban de identificar si las funciones informativas que encontraban en las sentencias de orden de palabras distintas de SVO y de estatus marcado seguían marcadas en los subtítulos en portugués brasileño. En caso afirmativo, verificaban si las construcciones correspondientes vehiculaban los mismos contenidos pragmáticos/informativos, sin perder de vista las especificidades de la traducción audiovisual, y, especialmente, de la subtitulación (Zaro Vera 2001). Como resultado, además de desarrollar sensibilidad para la articulación entre orden de palabras y funciones informativas, los futuros profesionales de la lengua pudieron observar que varios de los focos contrastivos que aparecían en construcciones marcadas en los diálogos originales se habían perdido en los subtítulos en portugués. Por otro lado, se había mantenido el carácter marcado de algunas tematizaciones de complemento en los subtítulos, aunque a veces con otros recursos sintácticos.

Abstract In this work we discuss Informative Functions (Lambrecht 1994, Gutiérrez Ordóñez 1997, among others) in the formation of Spanish teachers and translators in Brazil. We introduce an activity we have developed in an Portuguese-Spanish undergraduate program classroom at a Brazilian university. In the activity the students worked on the recognition of topic and focus and their implications in word order in Spanish, through the analysis of “El secreto de sus ojos/The secret in their eyes” movie dialogs (Argentina 2009) and (b) we proposed a discussion on the way these functions were handled in Brazilian Portuguese subtitles of the movie, following the model proposed in Lerma Sanchís (2012). We had introduced the notions of theme, rheme, focus and topic previously and we had proposed the class how these functions could be both syntactically and prosodically encoded in each language. Then the class was asked to recognize moments in the dialogues when word orders different from SVO appeared in transitive sentences – which is very uncommon for a Brazilian Portuguese speaker – and they were asked to explain the reason of its appearance. Although not all constructions which differ from SVO or SV order are marked in Spanish, this happened to be a safe path to approach them to the subject. Next, the class tried to identify if the informative functions they found in marked sentences showing a different from SVO word order kept their marked status in the subtitles in Brazilian Portuguese. If it was so, they verified if the informative/pragmatic contents were the same, considering technical specificities of audiovisual translation (Zaro Vera 2001). The results were that besides being sensible to the word order–informative functions connection, students could verify that several contrastive focuses from the dialogues were lost in Brazilian subtitles and that the translation maintained the marked status of some object topicalizations, sometimes by using syntactic resources different from the original dialogues.



POPINEAU, JOELLE Université de Lorraine


Título / Title TEACHING LEGAL ENGLISH: USING AUTHENTIC MARKETING AGREEMENTS TO DESIGN A NEW DIDACTICS

Keywords Didactics in translation, Legal English, Marketing agreements

Abstract Using authentic materials when teaching legal English is an innovative methodology, and a challenging one as well; indeed,

authentic materials convey features and didactic functions to which a teacher should pay attention when designing his/her new didactics and using new tools. All the materials used for Legal English translation classes are authentic marketing agreements; they differ from made-up examples often used in grammar-oriented classes. Moreover, due to the Internet and new technologies, authentic marketing agreements are now easily accessible and free; they can also be downloaded and compared; and, as a result, there may be plural types of marketing agreements. The above mentioned features should be taken into account in a new four-level didactics especially designed for Legal translation. Syntax is of course the first and basic level of any English-language teaching class, but it should only remain a peripheral goal in Legal translation; the second level is strongly linked to Legal English itself: legal terminology is rich and unambiguous; giving lexical explanations and definitions is an important part of a lexicon and glossary-based didactics for legal English. The third level deals with legal knowledge which is essential to understand how to translate a legal document; a brief comparison between Common Law and Droit civil Français (French Civil Law) should be given as an introduction to a Legal English translating methodology. The fourth level is linked to the foremost and universal goal of translation, i.e. communicating, we call pragmatics. As a result, a four-level didactics dedicated to Legal English translation covers all domains and specificities and can be easily implemented; examples of marketing agreements are used as didactic tools to support our choices.



SABENA, CARLOS; BRUNO, LAURA Universidad Nacional de Córdoba Ámbito / Àmbit / Topic

Enseñanza de la traducción / Ensenyament de la traducció / Teaching translation

Title ENSEÑANZA DE LA TRADUCCIÓN INVERSA EN TRADUCCIÓN CIENTÍFICA: UN CASO DE ESTUDIO EN UNA UNIDAD

DE LA U.N.C., ARGENTINA TEACHING REVERSE TRANSLATION FOR SCIENTIFIC TRANSLATION: A CASE STUDY IN AN ACADEMIC UNIT AT THE

U.N.C.- ARGENTINA

Palabras clave/ Keywords Traducción científica, traducción inversa, texto especializado/ Scientific translation, reverse translation, special subject text

Resumen Traducción Científica es una materia curricular del último año de la carrera del Traductorado Público Nacional de Inglés de la Facultad de Lenguas, Universidad Nacional de Córdoba, República Argentina. La enseñanza en esta materia tradicionalmente se ha impartido haciendo énfasis (casi absoluto) en la traducción de textos del inglés al español. Desde hace dos años, cada vez más, buscamos desarrollar subcompetencias en nuestros alumnos para que reciban una formación que les permita realizar traducción inversa de textos especializados. Este quiebre con la tradición de la enseñanza de esta materia está respaldado básicamente por diversos motivos: a) la convicción de que sí es posible la traducción inversa de textos especializados y b) la creciente demanda del mercado profesional de traducciones inversas de textos especializados. En la cátedra ya se han realizado prácticas de traducciones inversas con resultados satisfactorios, con problemas de traducción detectados que, a su vez, permiten ajustar la metodología de enseñanza para los futuros estudiantes de la materia. Proponemos con este trabajo comunicar los resultados obtenidos en esta experiencia, haciendo hincapié en las subcompetencias que se necesitan trabajar en el aula a raíz de los productos obtenidos en pos de una mejora continua. Asimismo, pretendemos contribuir a que la enseñanza (y la práctica) de la traducción inversa se propague a otras materias de traducción especializada que se dictan en la sección inglés así como en otras secciones de la mencionada Facultad.

Abstract Scientific Translation is a curricular subject within the last year of the Translation itinerary at the Facultad de Lenguas, Universidad Nacional de Córdoba, Argentine Republic. The teaching in this area has traditionally been carried out with (almost absolute) emphasis on the translation of texts from English into Spanish. Starting two years ago, we have increasingly sought to develop sub-competences in our students that enable them to undertake the reverse translation of specialist texts. This breach from the traditional teaching of this subject is backed by (a) the conviction that the reverse translation of specialist texts is possible and (b) the increasing demand in the market for professional translations of specialist texts into English. In this course, there have been reverse translation practices with successful results. In addition, translation problems have been detected which, in turn, will allow for a readjustment of the teaching to future students of the course. We hereby aim to communicate the results of this experience, by emphasizing sub-competencies needed in the classroom considering the translation products rendered for continuous improvement. Furthermore, we advocate for the teaching (and practice) of reverse translation in other subjects that teach specialized translation in the English section and other sections in this Faculty.

Pósters Pòsters

POSTERS

P ó s t e r s Pòsters Posters 1


ARRIZABALAGA, MARÍA INÉS Universidad Nacional de Córdoba

Ámbito / Àmbit / Topic Enseñanza de lenguas para traductores e intérpretes/ Ensenyament de llengües per a traductors/ Teaching language for

translators and interpreters

Título / Title “LENGUA INGLESA APLICADA A LA TRADUCCIÓN”. EL CASO PIONERO EN ARGENTINA

“ENGLISH LANGUAGE APPLIED TO TRANSLATION”. THE PIONEERING CASE IN ARGENTINA

Palabras clave/ Keywords Modelos, Metalenguaje, Traductología/ Models, Metalanguage, Translation Studies

Resumen Este trabajo tiene como objetivos i) sistematizar propuestas de empleo de la traducción como estrategia de aprendizaje de

inglés como lengua extranjera, ii) mostrar la recolección de términos de especialidad acuñados como metalenguaje para el tratamiento del inglés con fines específicos para traductores en un programa de formación de traductores que incluye la asignatura “Lengua Inglesa Aplicada a la Traducción”, un hecho pionero en la Argentina. En la Facultad de Lenguas de la Universidad Nacional del Comahue se aprobó en el 2011 el plan 499/2011 de la carrera de Traductor Público Nacional para la formación de grado de traductores de castellano > inglés. En el contexto de la didáctica de la traducción, este plan inaugura en el país el novedoso espacio de “Lengua Inglesa Aplicada a la Traducción”. A efectos de formar recursos humanos que deberán atravesar una selección por oposición de antecedentes y, luego, un concurso público que los legitime en los cargos docentes, las autoridades de la Facultad dispusieron el dictado del “Curso preparatorio Lengua Inglesa Aplicada a la Traducción”. En este curso se programó i) la implementación de un modelo diferencial de la enseñanza de lengua que responda al “modelo del conocimiento”, ii) el planteamiento de contenidos, ejercitaciones y modalidades de evaluación coherentes con ese modelo, iii) la revisión bibliográfica con el fin de documentar a los asistentes para que éstos seleccionen categorías para la nominación de temas, objetos y problemáticas en un ámbito novel en la Argentina. Este curso preparatorio se dictó entre mayo y noviembre de 2013 con modalidad virtual, a través de la plataforma Moodle. Los hallazgos provienen de la producción de los asistentes al curso. Su análisis permite concluir, en primer lugar, i) que los asistentes con formación de grado de profesores de inglés como lengua extranjera proponen ejercicios de sensibilización y reconocimiento de versiones traducidas, ii) que entre los asistentes con formación de grado como traductores predominan propuestas, por un lado, de reconocimiento de técnicas de la traducción en las versiones traducidas y, por otro, de producción de textos en lengua extranjera, lo que apuntala la práctica de traducción inversa y aglutina los esfuerzos por ejercitar la escritura como parte de la competencia traductora en las asignaturas de traducción de textos de especialidad. En segundo lugar, el metalenguaje acuñado colaborativamente revela un cuerpo de términos que contemplan tanto “el perfil humano” del futuro traductor, como el entrenamiento de un traductólogo en potencia.

Abstract This presentation has two aims, namely i) to describe the use of translation as a strategy for learning English as a foreign

language, ii) to show a set of terms coined as a metalanguage for dealing with English with specific purposes for translator trainees in a translator program including the subject “English Language Applied to Translation,” which is brand-new in Argentina. Back in 2011 in the School of Languages at National University of Comahue the 499/2011 plan was created for the graduate degree of Certified Translator of Spanish > English. In the field of didactics of translation, this plan introduces the subject “English Language Applied to Translation” as a countywide novelty. With a view to training future teachers who will have to undergo a selection process in order to secure a permanent position, the School authorities launched the “Preparatory Course English Language Applied to Translation.” Several tasks were programed for this course, i) the implementation of a differential model for language teaching in accordance with the “knowledge model,” ii) the planning of contents, exercises and assessment types, which prove coherent with that model, iii) a literature review to help candidates enrolled in the preparatory course select categories to refer to topics, objects and research problems within a novel field in Argentina. This course was taught from May to November 2013 as a distance education course using Moodle. The findings are part of the production of the candidates enrolled in this preparatory course. After analyzing the findings, we can conclude, in the first place i) that those holding a degree as teachers of English as a foreign language propose awareness and recognition exercises using translations, ii) that those holding a degree as translators propose, on the one hand, recognition exercises of translation techniques and, on the other, the production of texts in the foreign language. This not only contributes to the practice of indirect translation, but it also cooperates with training students to develop writing skills as part of the translation competence tested in the different translation subjects. Secondly, the analysis of the metalanguage coined in a collaborative way shows concern both for “the human side” of the translator trainee, and the training of a potential translation scholar.



BERNAD-EUSTAQUIO, MARÍA; GERSCHUNI, PABLO; OBRADORS NOGUERA, LAURA; OLALLA-SOLER, CHRISTIAN Universitat Autònoma de Barcelona

Ámbito / Àmbit / Topic Enseñanza de lenguas para traductores e intérpretes/ Ensenyament de llengües per a traductors/ Teaching language for


Título / Title LA EXPRESIÓN DEL MOVIMIENTO EN RUSO Y LA DIFICULTAD DE TRADUCIRLO

EXPRESSING MOTION IN RUSSIAN AND ITS TRANSLATION DIFFICULTIES

Palabras clave/ Keywords Ruso, verbos de movimiento, traducción/ Russian, motion verbs, translation

Resumen Nuestro póster tiene por objeto dar una explicación gráfica de algunos de los prefijos de los verbos de movimiento de la

lengua rusa, un campo de especial complejidad para los estudiantes de ruso como lengua extranjera, y ofrecer una perspectiva de la dificultad que plantea la traducción de estos verbos para el estudiante de Traducción. La complejidad gramatical que suponen es tal que se estudian por separado del resto de verbos. La diversidad de prefijos y las diferencias entre los dos aspectos verbales de la lengua rusa son la causa de una especial dificultad en la traducción de estos verbos a lenguas con un sistema distinto de representación del movimiento, como en el caso del español o el catalán. Los verbos de movimiento se dividen en dos grupos: el primero de ellos indica unidireccionalidad y el segundo multidireccionalidad. Esta diferencia se marca mediante el aspecto verbal. A su vez, los verbos de ambos grupos pueden matizar la dirección de un movimiento a través de prefijos que se unen a los verbos, que aportan la naturaleza del movimiento. Nuestro póster se centra en transmitir la naturaleza de los verbos de movimiento con prefijos a través de una visión gráfica que permite que el asistente interaccione con el póster. Mediante la interacción con los movimientos que indican los prefijos y los verbos, el asistente puede reconocer el sentido de cada prefijo y aspecto verbal y también la dificultad de traducción de la riqueza de matices de los verbos de movimiento de la lengua rusa. Otra finalidad de este póster es servir como material pedagógico en una clase de ruso como lengua extranjera o en la de traducción ruso – español y ruso - catalán.

Abstract This poster aims at explaining some of the prefixes of the Russian motion verbs graphically (one of the most complex concepts

for learners of Russian as a foreign language) and at offering an overview of the difficulty that Translation students experience when translating them. The grammatical complexity of these verbs is so big that they are normally taught separately from the rest of verbs. The rich diversity of prefixes and the differences between the two verbal aspects in the Russian language cause a high difficulty degree when trying to find an equivalent for these verbs in languages that use a different system to represent motion such as in Spanish or Catalan. Motion verbs in Russian language are divided in two main groups: the first one expresses unidirectionality and the second one multidirectionality. This distinction is made by using the corresponding verbal aspect. In addition to this, verbs in both groups can qualify the direction and nature of the movement by adding prefixes to the verbs. This poster focuses on transmitting the nature of the motion verbs of the Russian language by using a graphic approach that allows participants to interact with the poster. By interacting with the motions of the prefixes and verbs, the participant will be able to understand the meaning of each prefix and verbal aspect and the challenge of translating the wealth of nuances of Russian motion verbs. A further objective of this poster is to serve as an educational resource for learners of Russian as a foreign language and for Russian-Spanish or Russian-Catalan Translation students.



DI NUNZIO, ANASTASIA University of Genoa


Título / Title QUANDO LA TERMINOLOGIA INCONTRA LA DIDATTICA DELLA TRADUZIONE SPECIALIZZATA: UN CORSO DI

TRADUZIONE TECNICO-SCIENTIFICA DAL TEDESCO ALL’ITALIANO WHEN TERMINOLOGY MEETS THE TEACHING OF SPECIALISED TRANSLATION: A COURSE OF SCIENTIFIC

TRANSLATION FROM GERMAN INTO ITALIAN

Parole chiave/ Keywords Traduzione, terminologia, glossario/ Translation, terminology, glossary

Riassunto Scopo del presente lavoro è dimostrare l’importanza di affiancare lo studio della terminologia alla didattica della traduzione,

ponendo in modo particolare l’accento sul ruolo-chiave dell’interazione tra terminologia e traduzione tecnico-scientifica. Si dimostrerà, quindi, l’inscindibilità e il rilievo di questo binomio all’interno del processo traduttivo e, soprattutto, nell’ambito del percorso formativo universitario dei futuri traduttori. Troppo spesso e troppo a lungo è stata sottovalutata l’importanza delle risorse terminologiche ai fini del processo traduttivo: se, tuttavia, negli ultimi anni l’approccio da parte di studiosi ed esperti nei confronti delle stesse è notevolmente cambiato, lo stesso non si può dire nel caso degli studenti dei corsi universitari in Traduzione che spesso non hanno alcuna dimestichezza con la creazione, la gestione e la consultazione delle risorse terminologiche. Nella prima parte del contributo verrà presentato brevemente un panorama sulla teoria e la prassi terminologica e, nello specifico, sulla terminologia orientata alla traduzione. Inoltre, verrà presentato la stretta relazione tra la terminologia e la traduzione specializzata. Nella seconda parte ci si concentrerà sull’introduzione della terminologia all’interno della didattica della traduzione. Nello specifico si farà riferimento alla metodologia e alle tecniche utilizzate in un corso di traduzione tecnico-scientifica dal tedesco all’italiano rivolto agli studenti della Laurea magistrale in Traduzione e interpretariato dell’Università di Genova. All’interno del corso gli studenti hanno affrontato la traduzione di testi tecnico-scientifici, in particolar modo di testi medici. Nella terza parte, infine, verranno presentati i vantaggi che le risorse terminologiche hanno offerto agli studenti nel processo traduttivo e che si riflettono di conseguenza nella prassi lavorativa di un traduttore che affronta un testo di carattere tecnico-scientifico. Infine, a partire dall’esperienza nella classe di traduzione dal tedesco all’italiano, si dimostrerà, pertanto, come coloro che hanno a disposizione dati terminologici in forma di glossari abbiano potuto snellire considerevolmente il lavoro di traduzione ottenendo spesso un prodotto finale di qualità elevata.

Abstract This paper aims to demonstrate the importance of combining the study of terminology and the teaching of translation,

stressing the key-role of the interaction between terminology and scientific translation. The paper will demonstrate the indivisibility and the significance of this binomial within the translating process, mainly in the education of young translators. For too often and too long the importance of terminological resources in the translating process has been underestimated: in recent years, however, the approach of researchers and experts towards these resources has changed significantly; on the contrary, the students enrolled in Translation courses often have no familiarity of terminological resources. The first part of this paper offers a brief overview of terminological theory and practice, specifically it will focus on the translation-oriented terminology. Moreover, it will be discussed the strong connection between terminology and scientific translation. The second part of the article is focused on the introduction to terminology within the teaching of translation, mainly it will be analysed the method and the techniques used in a scientific translation course (from German into Italian) addressed to the students of the Master’s Degree in Translation and Interpreting of the University of Genoa. These students had to deal with the translation of scientific texts, mainly medical texts. The third part presents the advantages offered by the terminological resources to the students in the translation process, the same advantages that a translator can gain while translating a scientific text in his everyday working life. Finally, starting from the experience in the German-Italian translation class, the paper will demonstrate how translators using terminological resources, e.g. glossaries, can considerably simplify the translation process obtaining a final result of high quality.



GARDY, PHILIPPE Université Laval


Title MÉTHODE PRATIQUE DE SÉLECTION DES TEXTES EN ENSEIGNEMENT DE LA TRADUCTION SPÉCIALISÉE

TEXT SELECTION IN SPECIALIZED TRANSLATION TRAINING: A PRACTICAL METHOD

Mots-clés/ Keywords Pédagogie de la traduction, technopédagogie, sélection des textes/ Translator training, technopedagogy, text selection

Résumé a) Objectif :

L’objectif de cet article est de présenter le processus complet – et concret – utilisé pour la sélection des textes dans le cadre d’un cours de traduction économique et financière. b) Problématique : L’importance du choix des matériels à partir desquels les apprenants développeront leurs connaissances et leurs compétences apparaît d’emblée comme une évidence. Cependant, House (1980) décrit ainsi le déroulement d’un cours de traduction : The teacher of the course, a native speaker of the target language, passes out a text (the reason for selection of this text is usually not explained, because it is often a literary essay that the teacher has just “found” by accident) [...]. The text is then prepared, either orally or in written form, for the following sessions and then the whole group goes through the text sentence by sentence, which each sentence being read by a different student. Selon Kelly (2005), cette méthode traditionnelle (dont celle de sélection aléatoire des textes), qu’elle juge déprimante, est toujours en vigueur dans certains cours. Elle est cependant d’avis que cette sélection, tant pour les évaluations formatives (cours) que sommatives (examens), devrait être basée sur des critères liés aux caractéristiques des apprenants et aux objectifs visés. Nord (2005) rappelle par ailleurs que les textes ne doivent pas être choisis intuitivement ou en fonction de critères rigides et que l’enseignant devrait privilégier l’emploi de matériels « réels » et non de textes élaborés spécifiquement dans un objectif didactique. Cependant, si l’on ne peut qu’adhérer à ces principes théoriques, nous n’avons trouvé nulle part de méthode pratique de sélection des textes. Pourtant, le développement constant de la numérisation des sources d’information rend possible l’utilisation d’outils de recherche en vue d’une sélection objective et approfondie des textes soumis aux étudiants. c) Résultats : Le recours à des outils technopédagogiques (télévoteurs) et technologiques (fonctions de recherche avancée des navigateurs Internet, par exemple) permet d’estimer le niveau de connaissances des étudiants dans le domaine économique et financier et partant, de leur proposer des textes adaptés tant sur le fond (niveau de difficulté, intérêt et pertinence des sujets abordés) que sur la forme (phraséologie propre à ce type de traduction).

Abstract a) Objective: The objective of this paper is to present practical guidelines for the selection process of texts used during a financial and economic translation course. b) Issues: The importance of text selection should in our opinion meet a general agreement among translation trainers, since those texts form a basis on which students will build their knowledge and skills. However, House’s (1980) description of this process reflects a quite different reality: The teacher of the course, a native speaker of the target language, passes out a text (the reason for selection of this text is usually not explained, because it is often a literary essay that the teacher has just “found” by accident) [...]. The text is then prepared, either orally or in written form, for the following sessions and then the whole group goes through the text sentence by sentence, which each sentence being read by a different student. According to Kelly (2005), this depressing traditional method, including the randomized text selection, is still being used, while she considers that this process should be based on criteria linked to the student profiles and the expected outcomes. Nord (2005) also states that text selection should not rely on intuition or rigid principles, and that “real life” practice-relevant texts should be used instead of didactical materials.



Even if these theoretical principles should in our opinion meet a general agreement among translation trainers, very little work, if any, appears to have been done on the practical process of text selection. However, the fast-growing availability of digital sources of information now enables an unbiased and detailed selection procedure. c) Results : The use of techno-pedagogical tools (wireless student response system) and computer technology (web browsers’ advanced search features for instance) offer a fair estimate of the students’ level of knowledge and skills in a specialized domain and allow the trainer to propose texts that will be suitable both in content (difficulty level, interest and relevance of tackled topics) and form (distinctive phraseology).



GAWEŁ, KATARZYNA University of Silesia

Ámbito / Àmbit / Topic Enseñanza de la interpretación / Ensenyament de la interpretació / Teaching interpreting

Título / Title TEACHING AND PRACTISING SKILLS IN SIGHT TRANSLATION: A SELECTION OF DRILLS AND EXERCISES

Keywords Sight translation, prima vista, skills training

Abstract The paper deals with the issue of the place of sight translation (here understood as prima vista translation) in the didactics

of translation and interpreting. Though it plays a vital role in conference and community interpreting (being fairly often used in such environments as the court, hospitals and other medical facilities, business meetings, welfare institutions, etc.), sight translation (STR) is often considered “a poor cousin of other interpreting modes” (Čeňková 2010: 322). Interpreter training programmes often reflect such attitude. STR is usually treated as an introductory step in simultaneous interpreting (SI) and is included in SI curriculum. It seems justified, as STR certainly does share certain features and necessary skills with SI. Such approach, however, completely ignores visual part of STR – an area which deserves special attention, proper, specially designed training and a didactic base. As Agrifoglio (2004: 48) notices: “readers and listeners do not concentrate on the same elements. While listeners are bound to pay attention to the gist of the message, readers tend to recall the actual words of a text,” thus the printed words often tend to be an obstacle in the process of STR rather than a useful material which could reduce the need for short term memory processing (Shreve et al. 2010). It suggests that in STR didactics particular emphasis should be placed on a) dealing with visual input and the disruption it triggers and b) reformulation which allows to preserve meaning of the source text rather than exact words and structures. The paper advocates the call for a separate place for STR in translation and interpreting programmes due to its specificity and distinctiveness from other modes of interpreting. The idea has been explored for example by Viaggio (1995), Chmiel and Mazur (2013) and Błaszkowska (2012). A set of exercises and drills based on techniques useful in teaching and practicing STR is suggested. The paper presents well established and well known techniques (such as chunking, parsing, reading comprehension, paraphrasing, condensing, expanding, completing phrases, analyzing, skimming, scanning, extensive reading), as well as proposes less popular ones (leap reading, perceptiveness and concentration exercises, vision span expansion, screening). The techniques are divided according to the type of effort (cf. Gile 1997) they involve and train. The full set of techniques is designed to address the majority of isolated skills necessary in STR and to comprehensively train a sight translator-to-be.



HOLLAND, JELENA University of Ottawa

Ámbito / Àmbit / Topic Enseñanza de la interpretación / Ensenyament de la interpretació / Teaching interpreting

Título / Title FROM THEORY TO PRACTICE: THE SOCIO-CONSTRUCTIVIST PARADIGM IN INTERPRETING PEDAGOGY

Keywords Interpreting, pedagogy, socio-constructivism

Abstract Over the last few decades, there has been a growing interest in teaching and assessment methods pertaining to interpreter

training, which has in turn led to the emergence of ‘train the trainer’ programs worldwide. Their importance cannot be overstated considering, especially, the notoriously low success rates among interpreting students. My research looks at how some innovative approaches developed in the field of higher education pedagogy (for instance, in Perrenoud 2001, Joannert 2002, Raîche 2004, Bégin 2008) can be applied to the teaching of interpreting. According to the socio-constructivist paradigm, which was used as a reference framework and deemed a success in a few major educational reforms, knowledge is not directly transferable; it is constructed, transformed and adapted through actions in situations as well as through reflecting upon such actions and their results. This paradigm is underlying some teaching practices in interpreter training programs (Sawyer 2004, Moser-Mercer 2008), but they are still rather sporadic and intuitive. We will suggest that integrating curriculum, learning activities, teaching and assessment practices within a holistic socio-constructivist structure – what Marais (2013) refers to as ‘(socio)-constructivist alignment’ – may contribute to creating a more favourable learning environment and improving learning outcomes. My study is symptomatic of prevalent interdisciplinary trends, as it aims at applying a general pedagogical approach to the specialized field of interpreter training. Drawing on applications in the related fields of translation (Kiraly, 2000) and language learning (Batstone, 2010), as well as my expertise in both pedagogy and interpreting, my paper aims at proposing a socio-constructivist approach to interpreter training that involves the active participation of all stakeholders in the students’ path to success.



LEIPNITZ, LUCIANE; LIPARINI, TÂNIA; BRAGA, CAMILA; MARTINO, CAIO; MEDEIROS, ROBERTA; MAIA, MYRNA; BRITO, LIARA

Universidade Federal da Paraíba


Título / Title COMPETÊNCIA TRADUTÓRIA E FORMAÇÃO DE TRADUTORES: UMA INVESTIGAÇÃO EMPÍRICO-EXPERIMENTAL

COM ALUNOS DO CURSO DE TRADUÇÃO DA UNIVERSIDADE FEDERAL DA PARAÍBA/BRASIL TRANSLATION COMPETENCE AND TRANSLATOR TRAINING: AN EMPIRICAL-EXPERIMENTAL INVESTIGATION OF

TRANLSTION STUDENTS AT THE FEDERAL UNIVERSITY OF PARAIBA, BRAZIL

Palavras-chave/ Keywords Competência tradutória, formação de tradutores, ensino-aprendizagem de tradução/ Translation competence, translator

training, translation teaching and learning

Resumo Este trabalho apresenta os resultados iniciais do projeto Competência Tradutória e Formação de Tradutores: o

desenvolvimento das subcompetências específicas do tradutor (LIPARINI, 2013)1. Trata-se de uma proposta de investigação empírico-experimental tendo como sujeitos de pesquisa os alunos ingressantes no Curso de Tradução da UFPB no primeiro semestre letivo de 2014. O projeto pretende averiguar o desenvolvimento das subcompetências específicas do tradutor ao longo do Curso. Trata-se de estudo longitudinal com coletas de dados em três etapas, entre 2014 e 2016, que deverão caracterizar três estágios da competência tradutória dos alunos em diferentes momentos do Curso. Pretende-se verificar se e em que medida as disciplinas do Curso contribuem para o desenvolvimento da competência tradutória dos alunos. A pesquisa pretende contribuir para o aprimoramento do currículo do Curso de Tradução da Universidade Federal da Paraíba, adequando-o à realidade da instituição e dos alunos ingressos e aprimorando o processo de ensino-aprendizagem tanto no Curso como na formação profissional de tradutores em geral. A metodologia baseia-se na proposta do grupo PACTE (2005a, 2005b) para investigação da competência tradutória. Os seguintes instrumentos/técnicas serão utilizados para a coleta de dados: programas Translog e Camtasia, relatos retrospectivos, aplicação de questionários e planilhas de observação direta. Relatam-se aqui os primeiros resultados obtidos a partir da aplicação dos questionários sobre conhecimentos em tradução e sobre o perfil do sujeito. Serão também apresentadas algumas observações sobre a primeira etapa da coleta de dados e as perspectivas para o desenvolvimento da pesquisa.

Abstract This paper presents the preliminary results of the project Translation Competence and Translator Training: the development

of the specific sub-competencies of the translator (LIPARINI, 2013)2. The project proposes an empirical-experimental investigation which takes as subjects new entrant students of the Translation Program at UFPB in the first academic semester of 2014. The project aims at investigating the development of the specific sub-competencies of the translators throughout the course. It is a longitudinal study with a three-step data collection, to be carried out between 2014 and 2016, that is intended to characterize three stages of the student’s translation competence in different moments of the undergraduate course. We intend to verify whether and to what extent the courses offered in the Translation Program contribute to the development of the students’ translation competence. The research aims at contributing to the curriculum improvement of the Translation Program of the Federal University of Paraiba, adapting it to the institution’s and the students’ reality and improving the teaching-learning process both in the Translation Program and in the professional translator training in general. The methodology is based on the model of the PACTE group (2005a, 2005b) for the investigation of translation competence. The following tools/techniques will be used in data collection: softwares Translog and Camtasia, retrospective protocols, questionnaires, and direct observation charts. This paper reports the first results obtained from the application of the subjects’ profile and knowledge about translation questionnaires. It will also present some observations on the first step of the data collection and the perspectives for the research development.

1 Projeto financiado pelo CNPq processo n. 485158/2013-2 2 Project funded by CNPq Process n. 485158/2013-2



MARTINEZ-GOMEZ, AIDA John Jay College of Criminal Justice

Ámbito / Àmbit / Topic Enseñanza de lenguas para traductores e intérpretes/ Ensenyament de llengües per a traductors/ Teaching language for translators

and interpreters

Títol / Title LOS RETOS DE ENSEÑAR ESPAÑOL A HERITAGE SPEAKERS EN EL MARCO DE UN PROGRAMA DE TRADUCCIÓN E

INTERPRETACIÓN THE CHALLENGE OF TEACHING SPANISH FOR HERITAGE SPEAKERS IN THE FRAMEWORK OF A TRANSLATION AND

INTERPRETING PROGRAM

Palabras clave/ Keywords Enseñanza de lengua para traductores, heritage speakers, competencia comunicativa en español/ Language teaching for translators,

heritage speakers, communicative competence in Spanish

Resum Tradicionalmente, la enseñanza de la traducción y la interpretación y, por consiguiente, la enseñanza de lenguas para traductores se ha

basado en una clara diferenciación entre lengua materna (A) y lengua extranjera (B). Sin embargo, cada vez son más frecuentes los casos en los que las competencias lingüísticas de los alumnos no encajan en esta taxonomía. De hecho, en una buena parte de los programas en Traducción e Interpretación en Estados Unidos, el grueso del alumnado lo conforman los llamados heritage speakers o heritage learners, a los que en términos muy generales se podría definir como “alumnos que se crían en hogares donde se habla una lengua distinta del inglés, que hablan o al menos entienden dicha lengua y que tienen ciertas competencias bilingües en esta y en inglés” (Valdés 2000: 375, mi traducción). Salvando las diferencias evidentes en un grupo tan heterogéneo de individuos, se hace patente que las necesidades en cuanto al perfeccionamiento lingüístico de estos alumnos distan de las abordadas tanto en la literatura especializada como en el aula, teniendo en mente a alumnos con una lengua A claramente definida. Esta presentación aspira a arrojar cierta luz sobre las lagunas que con mayor frecuencia presentan estos alumnos en su dominio del español, con vistas a plantear nuevos enfoques en la enseñanza de lenguas para traductores e intérpretes con este perfil particular. Con este fin, se realiza un análisis de la producción textual y discursiva de los alumnos que han cursado las asignaturas introductorias de traducción e interpretación durante los cursos académicos 2012-13 y 2013-14 en la universidad John Jay College of Criminal Justice (City University of New York). Dicho análisis se propone realizar un diagnóstico cualitativo y cuantitativo de las principales necesidades de estos alumnos a partir de una identificación y categorización de errores de lengua observados en sus actividades iniciales de traducción general, traducción a la vista e interpretación bilateral. A partir de los resultados de dicho análisis, se plantean una serie de objetivos de aprendizaje y una programación docente específicos para el desarrollo de la competencia comunicativa en español de heritage speakers en programas de traducción e interpretación, puesto que se observa que los puntos débiles de estos alumnos no coinciden con los identificados en grupos más “tradicionales” y, por tanto, más desarrollados en materiales docentes y proyectos de investigación hasta la fecha.

Abstract Translation and interpreting teaching and, therefore, language teaching for translators have traditionally been built upon a clear distinction

between native language (A language) and foreign language (B language). However, it is often the case that students’ language competences do not fit that taxonomy. In fact, in a relevant number of Translation and Interpreting programs in the United States, most of the student body is made up of heritage speakers or heritage learners, who can be described, in very general terms, as “a student who is raised in a home where a non-English language is spoken, who speaks or merely understands the heritage language and who is to some degree bilingual in English and the heritage language” (Valdés 2000: 375). Despite the obvious differences within such a heterogeneous group of individuals, it is clear that the needs these students have in terms of their language proficiency are far from those commonly dealt with both in the specialized literature and in the classroom, having in mind students who have a clearly defined A language. This presentation aims to shed some light on the gaps in Spanish proficiency which these students display, so that new approaches to teaching languages for translators and interpreters matching this profile can be developed. To this end, I will analyze texts and speeches by students who have attended introductory translation and interpreting courses in academic years 2012-13 and 2013-14 at John Jay College of Criminal Justice (City University of New York). This analysis intends to offer a qualitative and quantitative diagnosis of the most relevant needs of these students by identifying and categorizing language errors observed in their initial activities in general translation, sight translation and liaison interpreting. From the results of this analysis, I will develop specific learning outcomes and a teaching plan to develop communicative competence in Spanish for heritage speakers registered in translation and interpreting programs, because it is noted that these students’ weaknesses are different from those observed among more “traditional” groups and, thus, more commonly dealt with in teaching materials and research projects so far.



PARADOWSKA, URSZULA State Higher Vocational School


Título / Title THE DEVELOPMENT OF WEB SEARCHING SKILLS OF UNDERGRADUATE ENGLISH TO POLISH TRANSLATION

STUDENTS

Keywords Web searching skills, information competence, translator training Abstract

Objectives With the rapid development of the Internet and a strong reliance on computer and electronic tools in the translation process, it is generally acknowledged by translation trainers that information competence needs to be incorporated in translator education (Enriquez Raido 2014; Gambier 2009; Gouadec 2007: 91). In addition to the four key elements of translation competence – the knowledge of the languages and cultures, domain-specific knowledge and transfer competence (Gerding-Salas 2000) – the multicomponent models of translation competence developed by PACTE and EMT, among others, highlight the need for developing information competence in translator education (Enríquez Raído 2011). Their theoretical considerations are followed by empirical studies such as the InfoliTrans model (Pinto Molina and Sales Salvador 2008). Description This paper explores the development of web searching skills of a total of 10 undergraduate English to Polish translation students who enrolled in a three-semester translation course at a higher education institution in western Poland. The students represent a fairly homogeneous sample with an even representation of males and females, similar age, web expertise, domain knowledge, and language proficiency. The author analyses the students’ translation-related information behaviour before and after a 4-month intervention carried out in the third and last semester of their undergraduate translation course. During the intervention, the students received a theoretical background and practice in online information seeking, which focused on translation stages, expert search behaviour, increasing domain knowledge, web-based resources, Google search operators, MS keyboard shortcuts, and ways of storing search results. The research question the author addresses is whether and how the increased web searching skills developed by the students affect the search process, their search success, and search satisfaction. Results and conclusions The author expects the results to show improvement in web searching performance and to provide a clearer insight into the importance of expert search behaviour components for search success. The main method of the study is a multiple-case study research. Qualitative and quantitative sub-methods include four questionnaires designed in and administered via Google Forms and direct observation using screen-capture video tool Camtasia Studio.



RANGCHI, MAHIN; JABBARI, ALI AKBAR Azad University Science and Research Branch Yazd


Título / Title ANALYZING MESSAGE MARKERS IN TWO PERSIAN TRANSLATIONS OF “CHARLIE AND THE CHOCOLATE

FACTORY”

Keywords Discourse markers, topic markers, message markers

Abstract Discourse markers are lexical expressions drawn from conjunctions, adverbs and prepositional phrases. Discourse markers

are the fourth type of pragmatic markers which have procedural meaning not conceptual. Fraser (1996, 1999) presented two main subtypes for discourse markers: topic markers and message markers. Topic markers are the markers which show the utterance following the present constitutes a departure from the current topic in the speaker’s opinion. Message markers have three subtypes: contrastive markers, elaborative markers and inferential markers. Contrastive markers are the ones in which the utterance following is a denial of some preposition associated with the preceding discourse. Elaborative markers are the ones in which the utterance following constitutes a refinement of some sort on the preceding discourse. Inferential markers are the ones in which the utterance is a conclusion that follows from the preceding discourse. The aim of this paper is to analyze message markers in “Charlie and the Chocolate Factory” and its two Persian translations. “Charlie and the Chocolate Factory” is a story written by a British author Roald Dahl in 1964. The story was about the adventures of young Charlie Bucket inside the chocolate factory of Willy Wonka. In order to do the analysis two Persian translations of this story were chosen both of which were published in 1390 and translated by two famous female translators Shahla Tahmasebi and Mahnaz Davoodi. Between these two, Shahla Tahmasebi is famous in children translations and has been awarded for her works in this field. The analysis of the markers in this paper was done according to Fraser’s (1996, 1999) theory. The three kinds of message markers were highlighted in English and the two Persian translations and compared by the use of chi- square test. The results specified which translation is near to the source text. It means that whether the markers in the source text were translated in the Persian texts or they led to changes or deletion.



ROCCO, GORANKA Università di Trieste


Title APPLICATION POSSIBILITIES OF THE HOLISTIC MODEL OF CONTRASTIVE TEXTOLOGY IN SENSIBILIZING

STUDENTS AND PROSPECTIVE TRANSLATORS FOR CONTRASTIVE ANALYSIS OF TEXT FEATURES

Keywords Contrastive textology, corporate communication, text characteristics

Abstract The study presented in the pUl examines how a new methodological approach, called the Holistic Model of Contrastive

Textology, can be applied to courses in professional translation. The Holistic Model of Contrastive Textology (which has been previously developed, presented and applied to various texts of corporate communication in the monograph G. Rocco 2013: „Textsorten der Unternehmenspräsentation aus kontrastiv-textologischer Perspektive. Eine Untersuchung der Aktionärsbriefe und Einstiegseiten der deutschen und italienischen Banken“/Peter Lang) aims to amplify the methodological instruments of the contrastive textology adapting them to the new, changed conditions of production and reception of texts. The Model allows multidimensional analysis of texts: It takes into consideration pragmatic-communicative, thematic, structural, morpho-syntactic, lexical, phraseological, as well as semiotic aspects of texts. Furthermore, it investigates the levels of standardization and of diffusion of the analyzed text types in different languages and the question of the impact of cultural standards on verbal and visual text characteristics. The central question is how the Holistic Model can be used to sensibilise students for contrastive analysis of text features and in how it can improve their capacity to understand and produce texts in both languages. Two main learning activities are explored: a comparison of authentic texts in two or more languages and a comparison between source and target texts. The focus is on the texts of corporate communication and on journalistic texts.



SANTAFÉ ASO, ISABEL University of Exeter


Title STUDENT TRANSLATION AGENCY: BRIDGING PROFESSIONAL PRACTICE, COLLABORATIVE WORK AND

EMPLOYABILITY SKILLS AT AN UNDERGRADUATE LEVEL. A CASE STUDY.

Keywords Collaborative, training, skills

Abstract In some Modern Languages programmes at an undergraduate level it is sometimes difficult to go beyond the most traditional

definition of translation as the transference of words into the target language, only using and developing the students' linguistic skills. In this case, the purpose is to teach language through translation. Thus, the extra-linguistic components and skills related to the translator's competence that are needed in a professional context are overlooked; for example, the use of translation software, dealing with tight deadlines, the importance of the translation brief, producing an invoice and most of all, working as part of a team, guided by a project manager. At the University of Exeter we have successfully run a student translation agency project for two consecutive academic years, under the direction of Dr Richard Mansell -Director of MA in Translation- to help students not only to gain insight into professional practices, gain awareness of all the different professional profiles in the translation industry but also to develop employability skills, including the use of CAT tools, through training sessions and mentoring guidance. The project is targeted at modern languages undergraduates in their final year at the College of Humanities in Exeter who have an interest in translation and would like to benefit from group problem solving and decision making as a learning procedure, a valuable experience that they can use in their future job interviews. My poster proposal seeks to introduce and explain this project and provide a critical reflection on points of good practice and benefits as well as areas of improvement based of the students' feedback and our own experience organising and coordinating the project.



SERÓN ORDÓÑEZ, INMACULADA Universidad Pablo de Olavide


Título / Title EL APRENDIZAJE BASADO EN PROYECTOS REALES EN LA CLASE DE TRADUCCIÓN: UNA EXPERIENCIA PIONERA

CON TED LEARNING BASED ON REAL PROJECTS IN THE TRANSLATION CLASSROOM: A PIONEERING INITIATIVE WITH TED

Palabras clave/ Keywords Aprendizaje basado en proyectos, enseñanza de la traducción, TED/ Project-based learning, translation teaching, TED

Resumen Esta comunicación pretende dar a conocer una experiencia docente que consistió en la aplicación de técnicas de aprendizaje

basado en proyectos a la enseñanza de la traducción. Dicha experiencia se desarrolló en el año académico 2012-2013 en la Universidad Pablo de Olavide (Sevilla), con la participación activa de TED Conferences, LLC. Su objetivo era formar a alumnos de los últimos cursos del Grado en Traducción e Interpretación en competencias clave del traductor profesional como son la capacidad de aprender de forma autónoma, de trabajar en equipo, de tomar decisiones y resolver problemas, y de adaptarse a situaciones nuevas. Con este fin, los alumnos participaron en un proyecto piloto de localización del sitio web www.ted.com. Al inicio de la asignatura Traducción de Software y Páginas Web, se les dotó de conocimientos esenciales sobre la traducción en el ámbito de la localización. Seguidamente, se les presentaron el proyecto y la herramienta TAO con la que trabajarían (Smartling), así como las principales fuentes de referencia. A continuación, se formaron los grupos de trabajo y comenzó la participación de los alumnos en el proyecto, que fue tutelada por la profesora (y ponente). Cada grupo debía traducir una parte del sitio web y contribuir a la creación de un glosario común específico de TED, todo ello en cooperación con los demás grupos, a fin de que el resultado conjunto fuera coherente y de calidad. Como en cualquier proyecto real, las dudas que correspondiera resolver al cliente debían enviársele a este. En la presente comunicación, además de describir la iniciativa, se mencionarán: los principales problemas con los que se enfrentó y formas de evitarlos o solucionarlos; los procedimientos de evaluación del alumnado y su rendimiento académico, comparado con el obtenido en cursos anteriores (en los que se aplicaron, bien una metodología docente más tradicional, o bien una basada en un proyecto real de localización de un programa informático); y, por último, ventajas y desventajas de esta novedosa metodología.

Abstract In this presentation, I aim to share a teaching experience which consisted in applying project-based learning techniques to

translator training. This experience took place in the 2012-13 academic year at the Universidad Pablo de Olavide (Seville), with active involvement of TED Conferences, LLC. Its goal was to train students in the final years of their Degree in Translation and Interpreting in key professional translator competences such as the ability to learn autonomously, to work as a team, to make decisions and solve problems, and to adapt to new situations. With this goal in mind, students took part in a pilot localisation project consisting in localising the website www.ted.com. At the beginning of the subject Traducción de Software y Páginas Web, they were provided with fundamental knowledge on translation in the field of localisation. Then, they were introduced both to the project and to the CAT tool they would work in (Smartling), as well as to the main reference sources. Next, work groups were formed and the students started work, which they completed under the teacher's (and speaker’s) supervision. Each group had to translate a part of the website and also help create a common TED-specific term list. All of this had to be carried out in cooperation with the other groups, so that the joint result would be consistent and of quality. As in any real project, the queries to be solved by the client had to be submitted to the client. In this presentation, in addition to describing the initiative, I will mention: the main problems faced and ways to avoid or solve them; the student assessment procedures and the results obtained in comparison with those of previous years (in which either a more traditional teaching methodology, or one based on a real localisation project consisting in localising a computer program, was applied); and, lastly, advantages and disadvantages of this novel methodology.



SHENAO Shanghai International Studies University

Ámbito / Àmbit / Topic Enseñanza de lenguas para traductores e intérpretes / Ensenyament de llengües per a traductors / Teaching language for


Titre / Title DIDACTIQUE DE LA TRADUCTION ET TAO

TEACHING TRANSLATION AND CAT TOOLS

Mots-clés / Keywords Didactique, Traduction, outils de TAO/

Résumé Peut-on utiliser les programmes de Traduction Assistée par Ordinateur (TAO) pour l'apprentissage de la traduction ? La

question se pose du moment où, de manière assez artificielle, on sépare généralement l'apprentissage de la traduction, fait linguistique, donc humain, de l’apprentissage de la TAO, fait informatique, donc mécanique. L'apprentissage des langues étrangères pour la didactique de la traduction s'oppose ainsi à l'apprentissage de la TAO pour les traducteurs : un fossé épistémologique que nous considérons désuet sépare la didactique de la traduction et la didactique de la TAO, un peu comme si les programmes informatiques destinés à assister le traducteur n'avaient pas été crées pour répondre aux exigences des traducteurs professionnels eux-mêmes. Mais il ne s'agit pas pour nous de participer à une polémique théorique opposant les hommes aux machines, la traduction comme exercice de l’esprit et de la connaissance, domaine réservée de la littérature, et les technologies et les sciences expérimentales, utiles uniquement pour l'exercice d'une traduction de second plan, bonne juste pour boucler les fins de mois. À partir de quelques exemples concrets constitués en études de cas, nous voudrions au contraire montrer jusqu'à quel point l'utilisation d'un programme de TAO peut contribuer à l'apprentissage de la traduction spécialisée, technique, juridique, médicale, etc. Nos exemples tentent d'exploiter les corpus électroniques par les programmes de TAO dans le cadre de la didactique de la traduction. L'objectif est de démontrer que, d'un point de vue didactique, il peut être intéressant de combiner l’apprentissage des programmes de TAO avec l'apprentissage de la traduction, puisque les deux de cette manière progressent plus rapidement.

Abstract Can Computer Assisted Translation programs be used for teaching and learning translation? The question can be asked when,

quite artificially, translation studies generally separate teaching translation, which is a linguistic fact, therefore human concern, from teaching CAT tools, which is a computing fact, therefore machine's concern. Apprenticeship of foreign languages for teaching translation, is thereby opposed to apprenticeship of CAT tools for translators, as though the computer programs written to assist the translator had not been created to meet the requirements of professional translators themselves. Nevertheless, our aim is not to participate in a theoretical controversy opposing humans versus machines, and the translation as an exercise of the mind and knowledge, domain reserved for literature, versus technology and experimental sciences, useful only for the exercise of a second class translation, just good to complete the purposes of months. On the contrary, from few concrete examples, which will be presented as case studies, we would like to show to what extent the use of CAT tools can contribute to the apprenticeship of specialized translation, technical, legal, medical, etc. So, our examples will try to show how make the most from electronic corpora by CAT tools within the context of the didactics of translation. Our purpose is to demonstrate that, from a didactic point of view, it may be interesting to mix the CAT tools apprenticeship with the apprenticeship of translation, since this way both can progress more rapidly.



SIĞIRCI, İLHAMI Université Kırıkklae


Título / Title ENSEIGNEMENT DE LA TRADUCTION EN TURQUIE

TEACHING OF TRANSLATION IN TURKEY

Mots-clés/ Keywords Traduction, enseignement de la traduction, Turquie, formation des traducteurs/ Translation, teaching of translation, Turkey,

translator training

Résumé Issue notamment de l’ouverture de la Turquie au monde à la fin des années 80, la formation de traducteurs professionnels

est devenue une nécessité. Dans le secteur public et privé, le besoin pour les traducteurs commence à augmenter de plus en plus. Par ailleurs, avec la mondialisation, l’introduction progressive de nouvelles entreprises étrangères en Turquie et les investissements turcs à l’étranger a donné à ce secteur de l’enseignement universitaire un dynamisme et un allant garants de son avenir et plusieurs départements de traductions ont vu le jour en Turquie et le marché de la traduction es en train de s’accroître. Le but de cette communication est par conséquent de réfléchir sur les réalités professionnelles du monde de la traduction au prise avec des échanges de plus en plus denses à l’échelle mondiale et d’étudier l’aspect général et les difficultés auxquelles on s’est confronté aussi bien dans la formation des traducteurs que dans l’enseignement de la traduction en général dans un pays en voie d’adhésion à l’union Européenne.

Abstract Stemming in particular of the opening of Turkey to the world at the end of 80s, the formation of professional translators became a necessity. In the public and private sector, the need for translators begins to increase more and more. Besides, with the globalization, the progressive introduction of new foreign companies in Turkey and the Turkish investments abroad gave to this sector of the university education a dynamism and an energy guarantors of its future and several departments of translation were born in Turkey and the market of translation has been increasing steadily. The purpose of this paper is consequently to reflect about the professional realities of the world of translation with more and more dense exchanges at world level and to study the general aspect and the difficulties with which we are confronted as well in the training of translators as in the teaching of translation generally in a country which is in the process of European Union accession.



ZAVAGLIA, CLAUDIA Universidade Estadual Paulista


Título / Title I LEGAMI TRA LINGUA, IDEOLOGIA E CULTURA NELL’INSEGNAMENTO DELLA TRADUZIONE ITALIANO-

BRASILIANO THE LINKS AMONG LANGUAGE, IDEOLOGY AND CULURE IN THE TEACHING OF ITALIAN-BRAZILIAN PORTUGUESE

TRANSLATION

Parole chiave/ Keywords

Riassunto La consapevolezza del rapido trasformarsi dell’assetto economico e sociale mondiale, a partire dalla globalizzazione, dovuto

alla crescente offerta e conseguente domanda di lavoro soprattutto tra i giovani e la costante richiesta di un nuovo tipo di professionista hanno posto la conoscenza e lo studio di lingue straniere, incluso l’italiano, in posizione di distacco rispetto ad altre pur fondamentali esigenze di mercato. Nell’ambito delle attività didattiche promosse dal corso di Lettere presso l’Università Statale Paulista – l’UNESP di São José do Rio Preto, in Brasile, per l’insegnamento della lingua italiana rientra la disciplina Pratica della Traduzione in Lingua Italiana, suddivisa in I, II e III per gli ultimi tre anni della facoltà. Alcune domande si sono messe in evidenza: (i) esistono veramente dei legami tra lingua e traduzione, incluse ideologia e cultura?, (ii) gli studenti, quando traducono, usano l’italiano da dentro o da fuori?, (iii) importa la conoscenza del brasiliano o dell’italiano nel processo traduttivo? Infatti, si cerca di fornire agli studenti strumenti teorici e metodologici essenziali per la conoscenza e l'approfondimento della lingua italiana insieme alla lingua portoghese nelle loro dimensioni sincroniche e diacroniche, nelle loro strutture fonetiche, morfologiche, sintattiche e lessicali, nonché nei diversi livelli e registri di comunicazione orale e scritta. Mirasi di un modo o dell’altro di analizzare in particolare, anche da un punto di vista storico-culturale, le varie connotazioni assunte dell’italiano e del portoghese in area sudamericana e pure, perché no, europea, con particolare riguardo alle problematiche relative alla traduzione e interpretazione finalizzate ad un apprendimento linguistico in prospettiva multiculturale, interdisciplinare e multimediale. La scelta metodologica deriva i suoi principi di base dai fondamenti teorici dell’attività di glottodidattica assunta dal professore; dagli obiettivi da raggiungere in quel determinato periodo di insegnamento; dalla verifica dell’apprendimento e dalla definizione stessa dell’atto traduttivo. Lo scopo di questo lavoro è mettere in evidenza l’importanza dello studio della lingua italiana così come la sua ideologia e cultura tramite la traduzione, quest’ultima vista come essenziale su una scala mondiale.

Abstract The awareness of the rapid transformation of the world economic and social axis - starting from globalization - due, mainly,

to the increase in labor supply and its consequent demand especially among young people, and the constant demand for a new kind of professional have caused foreign languages learning (including Italian) to reach a central position in relation to other key market requirements. Regarding the educational activities for the teaching of Italian language offered by the BA in Letters at Universidade Estadual Paulista – UNESP, in São José do Rio Preto, Brazil, there is the discipline Translation Practice in Italian, divided into I, II and III during the last three years of college. Some questions were raised: (i) are there, in fact, links between language and translation, where ideology and culture are included? (ii) when students translate, do they use the inner or the outer Italian language? (iii) is the knowledge of Brazilian Portuguese or Italian language important in the translation process? It is aimed to provide students with theoretical and methodological basis, essential to the knowledge of Italian language and Brazilian Portuguese and to the need of studying these languages more deeply, considering their synchronic and diachronic dimensions and their phonetic, morphological, syntactic and lexical structures, as well as the various levels and records of oral and written communication. The objective of the present study is also to analyze, even from a historical and cultural point of view, the various connotations that Italian and Portuguese have reached in South American territory and why not, the European one, with particular attention to issues relating to translation and interpretation for the purpose of learning a language in a multicultural, multimedia and interdisciplinary perspective.



The methodology is from the theoretical foundations of the teacher's teaching activity, as well as from goals needed to be achieved in a given period of teaching, from learning assessment and the definition of the translation process. The purpose of this study is to highlight the importance of studying the Italian language, as well as its ideology and culture through translation, the latter seen as essential in a global scale.

PECHA KUCHA

COMUNICACIONES RÁPIDAS | COMUNICACIONS RÀPIDES | SHORT PRESENTATIONS

C o m u n i c a c i o n e s r á p i d a s Comunicacions ràpides Short presentations 1


PECHA KUCHA

BESEGHI, MICOL University of Parma


Título / Title THE ROLE OF SUBTITLING IN TRANSLATION TEACHING

Keywords Translation teaching, subtitling, pedagogic experiment

Abstract The aim of this paper is to describe a pedagogic experiment carried out in a language and translation course (Lingua e

Traduzione Inglese) at the University of Parma to test the effect of producing subtitles on students’ learning, hence on the validity of audiovisual translation both as a translation learning tool and as a language learning tool. Subtitling as a task that involves the actual addition of subtitles to a clip by students can have a remarkable impact on the improvement of a number of skills, ranging from translation to the acquisition of linguistic and socio-cultural knowledge (Díaz Cintas 2008). The didactic project was carried out with a class of university language students, who were asked to engage in multimodal activities concerning the production of interlingual subtitles for a variety of TV series. Using the software Subtitle Workshop, students translated the episodes trying to deal with issues such as the rendering of idiomatic expressions, slang, taboo language, language variation (idioms, dialects, sociolects), multilingualism, and the translation of humour and cultural references, thus making the most of their linguistic and cultural knowledge. The findings of this project suggest that subtitling activities can lead to significant benefits: first of all, motivation and engagement are promoted, because students are given the possibility to translate episodes of their favourite TV programmes. Secondly, the wide range of the audiovisual materials has important pedagogical implications, because students, by translating medical dramas, crime, legal and science fiction series, are presented with a variety of fields and deal with many different specialized languages. Finally, the production of subtitles is a realistic task that can be performed both inside and outside the classroom context, as a type of activity that helps develop learners’ autonomy and reflects their interests.



PECHA KUCHA

CIFUENTES-GOODBODY, NICHOLAS Hamad bin Khalifa University


Título / Title DEL CONCRETO AL ABSTRACTO: LA EFICACIA DE LA ESCALERA DE ABTRACCIÓN EN LA ENSEÑANZA DEL

COMENTARIO CRÍTICO FROM CONCRETE TO ABSTRACT: THE EFFECTIVENESS OF THE ABSTRACTION LADDER IN TEACHING STUDENTS

HOW TO WRITE A CRITICAL COMMENTARY

Palabras clave/ Keywords Escritura académica, comentario crítico, abstracción/ Critical writing, academic writing, critical commentary, abstraction

ladder

Resumen Más allá de enseñar el lado práctico y pragmático de traducir, una maestría en estudios de traducción tiene como meta

cultivar en el/la estudiante las habilidades cognitivas que necesitará para tener éxito tanto en el mundo académico como el profesional. Una gran parte de esta meta es darle la capacidad de conectar su práctica como traductor(a) a las cuestiones teóricas que maneja en sus cursos —o sea, vincular sus decisiones concretas a un racionamiento abstracto. Generalmente, la evaluación que se usa para medir esta habilidad es el comentario crítico, y varios investigadores (García Álvarez, 2007; Shei, 2005) han notado las dificultades tienen estudiantes a la hora de redactarlo, justamente porque no saben conectar en prosa lo concreto y lo abstracto. Por lo tanto, el objetivo de este trabajo es averiguar si una técnica que se ha propuesto para superar esta dificultad en otras situaciones curriculares, la abstraction ladder [escalera de abstracción] (Seabury, 1991), es igualmente eficaz en el contexto de un curso de traducción. Este estudio compara los comentarios escritos por un grupo de estudiantes antes y después de haber manejado la idea de la escalera de abstracción. Primero, describe el perfil y contexto del estudiantado y la manera en que se le presenta el concepto. Después, hace un análisis discursivo de los textos producidos. Finalmente, considera los resultados (prometedores aunque no estadísticamente significativos) y cómo se pueden usar para desarrollar un programa de enseñanza que ayude a el/la estudiante a mejorar no sólo su escritura sino también su pensamiento crítico.

Abstract Beyond teaching the practical side of translation, an MA in Translation Studies is meant to give students the high-level

cognitive and reasoning abilities they will need in order to find success, either in the academic or professional worlds. A large component of this goal is giving them the mental tools they need to connect their practice as a translation to the theoretical issues that they discuss in their classes —that is, to connect their concrete decisions to abstract reasoning. Generally, the tool used to assess this ability in students has been the critical commentary, although several researchers have noted (García Álvarez, 2007; Shei, 2005) that it is precisely in the critical commentary that students have the greatest difficulties connecting concrete and abstract. For that reason, the objective of this talk (or Pecha Kucha) is to see if a solution that to issue that has been proposed in other disciplines (Seabury, 1991) is equally effective in a translation course. This study compares the critical commentary written in English by a group of students, all native Arabic speakers, before and after being exposed to the idea of the abstraction ladder. First, it describes the profile and cultural context of the students, as well as the way in which the concept was presented to them. Next, it performs a discourse analysis of their texts. Finally, it considers the result (promising but not statistically significant) y how they might be used to develop a writing curriculum that would help students not only in their writing be in their critical thinking as well.



PECHA KUCHA

EISENREICH, KERSTIN Universidad de Ciencias Aplicadas de Magdeburgo


Título / Title VERBESSERUNG DER QUALITÄT DER ZIELTEXTPRODUKTION DURCH PARAPHRASIERUNGSÜBUNGEN IM

ÜBERSETZUNGSUNTERRICHT BETTERING THE QUALITY OF TARGET TEXT PRODUCTION BY PRACTICE IN PARAPHRASING IN TRANSLATION

LESSONS

Stichwörter / Keywords Didaktik, Fachübersetzen, Paraphrasierung/ Didactics, specialized translation, paraphrasing

Zusammenfassung Bei der Ausbildung künftiger Fachübersetzer nehmen praktische Übersetzungsübungen zur Vermittlung der

Übersetzungsfertigkeiten breiten Raum ein. Die Qualität der Übersetzungsergebnisse selbst in höheren Semestern ist jedoch oft nicht zufriedenstellend. Insbesondere die adressatengerechte Herstellung des Zieltextes unter funktionalem Gesichtspunkt erweist sich als größte Herausforderung. Eine der vielfältigen Ursachen hierfür ist das unzureichende Textverständnis, sowohl sprachlich, und hier insbesondere beim Übersetzen aus der Fremdsprache in die Muttersprache, als auch sachlich, d. h. Wissensdefizite im Fachgebiet. Dieser Vortrag soll zeigen, wie mit Hilfe der Paraphrasierung als einer Form der Übersetzungsübungen die Studierenden befähigt werden können, den Ausgangstext besser zu verstehen und dadurch bessere Zieltexte zu produzieren. Beim Einsatz dieser Methode wurden verschiedene Textsorten mit unterschiedlichem Schwierigkeitsgrad verwendet. Übersetzt wurde aus der Fremdsprache in die Muttersprache. Die eigentlichen Paraphrasierungsübungen erfolgten sowohl intralingual als auch interlingual und umfassten eine konkrete Aufgabenstellung mit geplantem Übungsablauf. Die interlingualen Varianten basierten zum einen auf dem Hören und zum anderen auf dem Lesen des Ausgangstextes. Intralingual lag der Ausgangstext ebenfalls schriftlich vor. Der Fokus der Paraphrasierung bei interlingualen Varianten lag dabei auf der stichwortartigen Wiedergabe der wesentlichen Informationen in der Ausgangssprache und der Reverbalisierung dieser in einem vollständigen Text in der Zielsprache. Bei der intralingualen Variante sollte der Textinhalt mit eigenen Worten in der Ausgangssprache formuliert und anschließend der Zieltext ohne Verwendung des Ausgangstextoriginals produziert werden. Die Paraphrasierung war damit nicht das Ziel sondern vielmehr der Weg für die Anfertigung einer Übersetzung auf der Grundlage eines konkreten Übersetzungsauftrages. Die Ergebnisse der Untersuchungen fielen sehr unterschiedlich aus und lassen den Schluss zu, dass Studierende, die die Fremdsprache sehr gut beherrschen, in der Regel besser abschnitten, da sie den Ausgangstext besser verstanden hatten. Aber auch innerhalb der Studierenden mit sehr guten Verstehensfertigkeiten waren die Ergebnisse unterschiedlich, je nachdem, welche Fertigkeit (Hören oder Lesen) besser beherrscht wird. Hinzu kommt allerdings die Ausprägung der Fertigkeit „Übersetzen“, ein deutlicher Hinweis darauf, dass die Beherrschung von zwei Sprachen, und sei diese noch so gut, nicht automatisch zum Übersetzen befähigt. Außerdem gaben einige Studierende zu, dass es ihnen äußerst schwer fällt, einen Ausgangstext mit eigenen Worten wiederzugeben bzw. die wichtigsten Informationen und deren Zusammenhänge in Stichworte zu fassen. Diese Defizite bringen die Studierenden aus der schulischen Vorbildung mit und müssen ausgeglichen werden. Die Methodenvielfalt des Übersetzungsunterrichts, zu der Paraphrasierungsübungen gehören, ist damit zugleich eine lohnenswerte Herausforderung, die übersetzerische Kompetenz der Studierenden zu stärken und die Qualität der Übersetzungen zu verbessern.

Abstract Although practical exercises in translation for acquiring translation skills have a wide scope in the training of specialized

translators, the quality of the translation results is often unsatisfactory, even in higher semesters. The production of suitable target texts for the addressee from the functional point of view proves to be the greatest challenge. Some of the reasons for this inadequate text understanding can be linguistical, when translating from a foreign language into the native one, but also technical, i.e. when lacking specialist’s knowledge. This lecture will show how to improve the students’ understanding of a source text using paraphrasing as a translation exercise. The method has been employed on a range of texts with various degrees of difficulty from the foreign into the native language. The actual paraphrase exercises were done not only intralingually but also interlingually. They consisted of a concretely specified task with a planned translation procedure. The interlingual variants were based on both, listening and reading the source text. The interlingual variants likewise involved reading. In both cases, inter- and intralingual translation, the first step of the paraphrasing exercise was the reproduction of the source text in key words. While subsequent reverbalization in form of a complete text in the target language was carried out for the interlingual texts, for the intralingual cases the second step comprised the reproduction of the target text without the use of the original source text. Paraphrasing was thus no end in itself but a way to translate a text on the basis of a concrete translation request.



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The results of the investigations imply that students with a very good knowledge of the foreign language generally tend to capture the source text better. But even within this cohort of talented students the results differed, depending on which skill – listening or reading – was mastered better. Here, it should also be mentioned that the skill 'translation' does not arise automatically from a mastery of two languages. Some of the students who found it extremely hard to put a source text into their own words or to grasp the most essential items of information and their interrelations in terms of key words. This deficit is often caused by the school education and has to be evened out. Making use of the wide range of methods available in teaching translation, including paraphrasing, is a worthwhile challenge for strengthening the translation capabilities of the students.



PECHA KUCHA

GADD, ANNA The University of Western Australia


Títol / Title ‘PARLA COME MANGI’: ORALITY AND INFORMALITY IN APPLIED TRANSLATION TUTORIALS FROM ENGLISH INTO

ITALIAN

Keywords Orality and Informality; Compensation Strategy; Dynamic Equivalence

Abstract Elizabeth Jolley’s Mr Scobie’s Riddle contains marks of orality and informality, and can be used in tutorials of applied

translation from English into Italian. Orality and informality are present in the sociolects of some of the characters of Mr Scobie’s Riddle, mostly in the form of misspellings and non-standard pronunciations. In a series of tutorials of applied translation from English into Italian, I focused on misspellings and non-standard pronunciations as they emphasize differences in the structure and in the social and regional variation of the two languages, and therefore generate discussion on the impact of reproducing these two orality- and informality-conveying instruments in Italian. Due to the one-on-one correspondence between Italian graphemes and phonemes, misspellings are not as common in Italian as they are in English. They are also less widespread across social categories, and thus pinpoint a stricter social rank in Italian then they do in English. Students of translation need to understand the different impact of misspellings in the two languages in order not to generate a different reaction in the reader of the translated text, compared to the reaction aimed for in the original. Non-standard pronunciations of Italian often represent regional variation, more so than social variation. Students of translation into Italian need to pay attention not to use terms which belong to a specific regional area, in order not to regionalize characters. The planned outcomes of my tutorials were for my students to comprehend the different structures and impacts of misspellings and non-standard pronunciations in the two languages involved; discover alternatives to convey orality and informality in Italian, and thus obtain the same reaction for a hypothetical reader of the translated text. This would prove their understanding of Nida’s principle of dynamic equivalence, the need for a compensation strategy, and, by and large, the importance of maintaining pivotal aspects such as orality and informality in literary translation.



PECHA KUCHA

HASSANI MOGHADDAM, NARJES; SEID MOTAHHARI, MASOUD Islamic Azad University


Title THE RELATIONSHIP BETWEEN COGNITIVE AND METACOGNITIVE STRATEGIES AND DISTRIBUTION OF LEXICAL

ERRORS IN TRANSLATION OF LITERARY TEXTS

Keywords Cognitive strategies, metacognitive strategies, lexical errors

Abstract This research was conducted to examine whether there was a significant relationship between the level of cognitive and

metacognitive learning strategies and the quality of literary translations produced by translation students in terms of lexical errors. To conduct this research, 72 M.A. English translation students from the second semester of the English Department within the Faculty of Foreign Languages of Azad University, the Central Branch in Tehran, Iran participated in this study. The participants were sampled randomly and made up of 18 males (25%) and 54 females (75%), and were asked to answer the 23 items related to cognitive and metacognitive learning strategies, extracted from Oxford’s (1990) SILL questionnaire and then translate a piece of literary text written by Helen Keller. The numbers of lexical errors in translation of the participants were calculated by three raters and according to Newmark’s (1993) theory of lexical errors. To respond the research question posed in this study, the results of two tests were compared through correlational analysis, using SPSS software. The conclusion was that there was a negative correlation between two variables. Results of the analyses indicated that the correlation between two variables was -0. 823 and it was significant at the 0.01 level. In this way, it can be concluded that there is a significant relationship between cognitive and metacognitive learning strategies and distribution of lexical errors in translating literary texts. Hence, students with higher level of using cognitive and metacognitive learning strategies could be better translators in translation of literary texts.



PECHA KUCHA

KOUDDED, MOHAMED University of Kasdi Merbah


Título / Title DÉVELOPPER LE REFLEXE TRADUCTIONNEL CHEZ L’APPRENANT TRADUCTEUR ENTRE INCITATION À

S’AUTONOMISER OU INCITATION À S’AUTOMATISER : L’ENSEIGNEMENT DE LA TRADUCTION EN ALGÉRIE À L’EPREUVE

Mots-clés Didactique de traduction, automatiser, autonomiser, apprentissage de traduction, traduction en Algérie

Résumé Le processus de l’enseignement académique en traduction n’est pas axé uniquement sur l’apprentissage d’un savoir

pertinent, mais également sur le développement d’un réflexe d’assimilation, de compréhension l’interprétation et de réaction. L’apprenant en traduction ou l’étudiant a besoin d’outils ,de guide et d’orientation pour acquérir de vrais habitudes et réflexes qui lui serviront de moyen qui lui permettent une qualité de formation conforme aux normes. Cela permet d’agir en fonction des résultats de formation escomptés pour préparer l’étudiant à faire face au marché de travail. L’enseignement de la traduction oral qu’écrite en Algérie reste lié à des exigences pratiques qui tendent à répondre à un besoin pressant pour s’adapter aux exigences de transformation et de réformes qu’ont connu la communauté notamment sur les plans économiques et social (système juridique). Une simple constatation attire l’attention. Un littéralisme aveugle, une incitation à adopter la solution facile qui est le transcodage. Une réalité encouragée par le manque d’enseignants spécialistes qui a mené à une vision superficielle de l’opération de traduction, ce qui incité l’apprenant (dans divers cas de figure)à S’AUTOMATISER au lieu de S’AUTONOMISER en adoptant un transcodage aveugle. Ce constat est lié au choix des textes support d’apprentissage, d’approches traductologiques antérieures aux nouvelles tendances et développement qu’ont connues la spécialité. Dans ma modeste contribution, je m’attèlerai à analyser la situation, à relever le manque à combler et de proposer des solutions, que je vois pouvoir adapter l’enseignement de la spécialité à une réalité devenue exigeante à travers des exemples tirés de la pratique en l’enseignement académique. Ce n’est qu’un angle parmi d’autres à développer en espérant pouvoir poser des questionnements pertinents qui ouvriront d’autres pistes de recherche.



PECHA KUCHA

KÓZEL, NATALIA Universidad Federal del Sur


design

Título / Title DEPORTE COMO MEDIO PARA DESARROLLAR LAS COMPETENCIAS PROFESIONALES DE FUTURO

TRADUCTOR/INTÉRPRETE SPORT AS MEANS TO PROFESSIONAL SKILLS DEVELOPMENT OF THE FUTURE TRANSLATOR/INTERPRETER

Palabras clave/ Keywords Especialidad deportiva, equipamento deportivo, traducción especializada/ Kind of sport, sports equipment, specialized

translations

Resumen a) Los objetivos de nuestro trabajo son:

- Desarrollar la capacidad de comprender, aprender y traducir la gran cantidad de la información nueva en el área de deportes. - Desarrollar la capacidad de reaccionar rápidamente a los acontecimientos alrededor. - Desarrollar destreza de trabajar en equipo/grupo. - Desarrollar destreza de traducir oralmente y por escrito los textos que muestran relación entre deporte y negocios, economía y comunicación, tecnología y medicina deportiva, etc. - Ampliar el horizonte del futuro traductor/intérprete. - Motivar a los desmotivados a ejercer un mínimo de ejercicios físicos.

b) Descripción: El Plan de Estudios de la Tradución e Interpretación vigente en el sistema de la educación superior ruso incluye tradicionalmente cuatro especializaciones obligatorias: Traducción jurídico-administrativa, Traducción económico-financiera, Traducción técnico-científica y Traducción socio-política. Acontece, cada vez con mayor frecuencia, que durante la preparación para los grandes eventos deportivos internacionales, el grupo organizador de la ciudad/la reggión enfrenta con dificultades de contratar a un traductor/intérprete que domine a la perfección las lenguas de trabajo y sea especialista en la correspondiente modalidad o especialidad deportiva. Tienen pocas posibilidades para obtener lo deseado, porque hay pocas personas que lo satisfagan. Hay también una práctica de reclutar a título provisional a los ex- atletas que han residido durante algún tiempo en el extranjero, pero la mayoría de ellos no tienen habilidad de expresarse con efusión. Hemos decidido introducir la asignatura "Traducción Deportiva" para un simestre con una clase semanal de dos horas de manera experimental. Además de las clases tradicionales y trabajo autónomo de los estudiantes están previstos los contactos con los más famosos atletas y entrenadores de la region, acceso a los "centros", como estadios de los equipos locales, escuelas de deportes para niños, entrevistas con los funcionarios deportivos, visitas a las tiendas de artículos deportivos, etc. El contenido de material educativo se divide en tres módulos grandes: 1. Personalidades. 2. Documentos. 3. Equipos y materiales. c) Conclusión: Esperamos que estudio de esta disciplina permita a cada estudiante desarrollar todo tipo de competencias necesarias para su futuro trabajo de traductor o intérprete a saber, la lingüística, la operacional (dominio de la tecnología de la traducción) y la sociocultural, etc.

Abstract a) Objectives of our work are the following:

- To develop the ability to understand, learn, and translate the large amount of new information in the sport area. - To develop the ability to react quickly to events around. - To develop team/group working skills. - To develop translation and interpretation skills for the texts connecting sports and business, economics and communication, technology and sports medicine, etc. - To expand future translator/interpreter horizons. - To motivate the unmotivated students to participate in minimal physical training activities.

b) Description: The Translation and Interpretation degree course scheme of Russian higher educational system traditionally includes four compulsory specializations: Legal and Administrative Translation, Financial and Economic Translation, Technical and Scientific Translation and Social and Political translation. Nowadays in increasing frequency the organizing groups of the city / region preparing major international sporting events run into difficulties with seasonal employment contract translators and interpreters who can speak languages fluently and be specialist in particular kind of sport. They have little chance to get what they want, because only few people will be capable of doing it. There is also a provisional recruiting practice of former athletes



PECHA KUCHA

lived for some time abroad, but most of them don’t possess luminous eloquence. We decided to introduce the course of "Sports Translating and Interpreting" optionally for a half-year, with a double class once-per-week. Traditional classes and students' autonomous work are accompanied by the most famous athletes and coaches of the region assistance in access to the potential "working area", we mean visits to the local teams stadiums, children's physical culture schools, interviews with sports officials at their offices, visits to sporting goods shops, etc. The training material is divided into three conditional modules: 1. People. 2. Documents. 3. Equipment and materials. c) Results or/and conclusions: We suppose that results obtained after new practice help the students develop all kinds of competencies necessary for future translator/interpreter: the language one, the operational one (translation technology knowledge) and the social and cultural one.



PECHA KUCHA

LIU, SHIYANG Universitat Autònoma de Barcelona


Título / Title AN ANALYSIS OF THE TRANSLATION SECTION OF THE TEST FOR SPANISH MAJORS (EEE) IN CHINA AND THE

TRANSLATION TEACHING

Keywords Translation errors, translation competence, teaching methods

Abstract The Test for Spanish Majors (Examen para Estudiantes de Especialidad de Español) is the most important examination for the

university students of Spanish Major and of Spanish-Chinese translation Major in China. The objective of the work is to get a panoramic view of the translation mistakes of the examination participants, evaluate the translation competence of the students of Spanish Major, and also intend to reflect on the current Spanish translation teaching strategies in China and the space of improvement. In this work, first of all, we analyze the students´ translation work in the Spanish-Chinese Translation Section of the Test based on the corpus of the answer sheet of the EEE, making a statistical analysis of their translation mistakes. According to the results and statistics that have been got, the second part evaluates the students´ translation competence. Finally, we´ll give a reflection and discussion about the translation teaching strategies, the current problems of the translation teaching and some suggestions to solve the problems. According to the analysis, the translation mistakes, arranged by the order from more to less, include misunderstanding of cultural references, under-translation, sentence dislocation, over-translation, spelling mistakes, etc. Moreover, the kinds of mistakes found in different answer sheet are also different. After analyzing and comparing the data, we can draw the conclusion that the most relevant problem that the translation work reveals is the lack of knowledge about the source context and culture. In addition, the students don’t have sufficient ability to transfer from an original syntactical structure to that of the target language. At last, some students, especially the students with low scores, don’t have sufficient linguistic competence to understand the original text and express it in the target language. Considering the shortage of the cultural competence, transfer competence and linguistic competence, we think that the current Spanish-Chinese translation teaching in China should not only focus on the teaching of translation strategies and the foreign language, but also should pay attention to the knowledge of the source culture and the dominance of the first language of the translator. Moreover, more linguistic contrastive analysis should be made between Spanish and Chinese, in order to help the students reflect on the differences between the two languages and the transfer strategies they should use to achieve the dynamic equivalence between the two texts.



PECHA KUCHA

ORREGO CARMONA, DAVID Universitat Rovira i Virgilia


Título / Títol / Title CAN TRANSLATOR TRAINING BENEFIT FROM NON-PROFESSIONAL SUBTITLING COMMUNITIES?

Keywords Non-professional subtitling communities, translation training, collaborative environments

Abstract Some non-professional subtitling communities have succeeded in tailoring structures where newcomers learn from their

peers in collaborative environments, essentially by exploiting the advantages of team effort and constant interaction. This exploratory study intends to shed light on how non-professional collaborative environments and mechanisms could be used in translator training. A study was carried out in 2013 using Amara and aRGENTeaM, two non-professional subtitling communities, as training experiences for undergraduate students of translation at the Universitat Rovira i Virgili in Tarragona, Spain. Each student was asked to translate for both Amara and aRGENTeaM, and to adapt to their translation guidelines and time constraints. The activity with Amara took place during a class session: students were asked to either translate or transcribe a video using Amara’s online platform. In the case of aRGENTeaM, they were asked to translate a segment for a TV series in 48 hours, using Subtitle Workshop. Six aRGENTeaM members agreed to participate as revisers and provided instructions and feedback to the students, allowing for an analysis of the translator-reviser interaction in non-professional environments. Seventeen students (15 women and 2 men) from the class completed all the activities. Data was collected using questionnaires about the participants’ attitude towards non-professional subtitling, their willingness to participate in these endeavors during their free-time, the advantages or disadvantages they saw in these environments, how they perceived the quality of the subtitles and how they felt about having their work exposed to revision and criticism by people exterior to the classroom. The benefits for the learning process are evaluated in terms of the students’ degree of participation and feedback. The results show students considered the two non-professional communities an adequate environment that could offer them the possibility to produce translations. By the end of the two activities there was an increase in the number of students who considered these environments could help them improve their translation competence. Students pointed out the importance of creating an authentic product that will benefit someone else. The peer-review process was generally perceived in positive terms, but it was felt that a longer interaction period would allow them to reflect on their mistakes and to improve. In general, there was a positive evolution in the perception of the translation activity as a purposeful activity, a growing interest in translation practice, and signs of greater acceptance of peer-revision.



PECHA KUCHA

PYM, ANTHONY; TORRES SIMÓN, ESTHER Universitat Rovira i Virgili


Título / Title WHAT HAPPENS WHEN YOU TEACH WESTERN TRANSLATION MODELS TO CHINESE STUDENTS AND CHINESE

TRANSLATION MODELS TO WESTERN STUDENTS

Keywords Translation teaching, translation solution types, English-Chinese

Abstract In the first four of those years, the students were introduced to the seven main Vinay and Darbelnet categories, illustrated

with examples from textbooks. The students were asked to apply the categories to the solutions they had found in one of their previous 200-word translations into their A language (or L1), attaching comments to the text to label the solutions. The students were then invited to answer several questions on how easy the categories were to apply:

Is it easy to distinguish between the solution types? If not, why not? How do you think the categories could be improved?

In the fourth year, exactly the same procedure was carried out, but the Solution types came not from Vinay and Darbelnet but from Loh Dian-yang (1958), exactly the same year as Vinay and Darbelnet. Loh names solution types that are remarkably similar to Vinay and Darbelnet’s but are presumably more appropriate to translation between English and Chinese. His main categories were taught with English-Chinese examples from his textbook. In this case, the final questions were a little different:

Which of Loh’s categories should be changed? What categories should be added?

First, we wanted to test if Vinay & Darbelnet’s categorization was clear for students, that is, if they considered it easy or difficult. Second, we wanted to see if students answered differently according to their language combinations. We wanted to test if literal translation was the default solution in all combinations and to what extent the Vinay and Darbelnet categories apply to non-Romance languages. The introduction of Loh’s categories in the fourth year further tested this link between categorizations and language combinations. The results will be revealed.



PECHA KUCHA

RUBIO LEIGH DE JESS, SILVIA Universidad Ricardo Palma


Título / Title ENTORNO PERSONAL PARA TRADUCIR

PERSONAL LEARNING ENVIRONMENT

Palabras clave/ Keywords Actividad, reflexión, herramienta/ Activity, reflexion, tool

Resumen Objetivos del trabajo:

• Realizar una actividad reflexiva acerca del propio proceso traductor Descripción: EL ENTORNO PERSONAL PARA TRADUCIR El entorno personal para traducir es una actividad replicable, reflexiva, perfectible y a la vez entretenida. Aparte de ser una actividad es también una herramienta para que los traductores en formación se enfrenten a una imagen de su propia concepción del proceso de traducción. Al ser elaborado por el propio traductor en formación, se trata de una ejecución reflexiva de todos aquellos elementos (fases, herramientas, recursos) que utiliza aún de manera poco consciente o sistematizada. Permite que el estudiante concretice los primeros pasos que ha venido dando en el camino que lo conducirá de manera efectiva y funcional. Esta actividad se realiza en tres etapas, a saber:

• PRIMERA ETAPA. Cuestionario y respuestas • SEGUNDA ETAPA. Organización y diagramación • TERCERA ETAPA. Puesta en común y préstamo

Al tratarse de una actividad dentro del curso de Traductología 2, que lleva la teoría de la mano con la práctica, esta actividad se realiza al finalizar el curso, de manera que los alumnos estén ya posibilitados de realizar una reflexión sobre la base de sus primeras experiencias en la traducción de textos. Finalmente, se trata también de una actividad entretenida o lúdica, donde los alumnos ponen en práctica su creatividad mediante el uso de materiales como post-its de colores, papelógrafos y plumones. Resultados y/o conclusiones: Los estudiantes del curso de Traductología 2, que une la teoría con la práctica, son capaces al final de visualizar de manera concreta los pasos que siguen y las herramientas que emplean durante su proceso de traducción, y al compararlo en la etapa final con aquellos de otros compañeros, se dan cuenta de los aspectos que pueden mejorar y de aquellos que pueden significar para ellos un punto a su favor.

Abstract Objective:

• Performing a reflecting activity on students’ own translation process Description: PERSONAL LEARNING ENVIRONMENT The personal learning environment is a replicable, reflective, perfectible and entertaining activity. Besides being an activity, it is also a tool for trainee translators to face their own conception of the translation process. Since it is the trainee translator himself who elaborates on it, it becomes a reflective activity of all those elements (stages, tools, resources) he uses even if a bit unconsciously or unsystematically. This activity allows the student to concrete his first steps in the way that will lead him effectively and functionally. This activity takes place in three stages:

• First stage: questionnaire and answers • Second stage: organization and diagram • Third stage: sharing and lending

Since this is an activity of the Translation Theory 2 course, where theory goes hand in hand with practice, it takes place by the end of the course, so that students are now able to reflect on the basis of their first experiences in text translation. Finally, it is an amusing activity, where students make use of their creativity using materials such as color post-its, markers and cardboard. Results and/or conclusions: Students of the Translation Theory 2 course, which joins theory with practice, are able to visualize concretely the steps they follow and the tools they use for their own translation process and by contrasting and comparing it in the final stage with that of their peers, they realize the aspects they need to improve and those which represent their strengths.

Información sobre las modalidades de presentación Informació sobre les modalitats de presentación

Information about the conference presentation types

Mesas redondas | Taules rodones | Roundtable sessions

La aceptación de la propuesta implica el compromiso de moderarla y organizarla. Duración: 1 hora y media.

L’acceptació de la proposta implica el compromís de moderar-la i organitzar-la. Durada: 1 hora i mitja.

The person responsible for the proposal will also be responsible for organizing and moderating his/her proposed roundtable session. Length: 1hr 30 min.

Comunicaciones | Comunicacions | Oral presentations

Presentaciones orales de investigaciones que se adscriban a cualquiera de los ámbitos temáticos del congreso. Duración: 20 minutos de exposición y 10 minutos de debate.

Presentacions orals d’investigacions que s’adscriguin a qualssevol dels àmbits temàtics del congrés. Durada: 20 minuts d’exposició i 10 minuts de debat.

Oral presentations on subjects of research that come within the list of conference topics. Length: 20 minutes, followed by 10 minutes for discussion.

Autopresentaciones | Autopresentacions | Electronic presentations

Presentaciones equivalentes a las comunicaciones presenciales pero en formato .html o .ppt, que pueden incorporar audio o video y se pueden consultar directamente en un ordenador. Se hallarán a disposición de los asistentes al congreso en una sala multimedia durante los dos días del congreso. Las autocomunicaciones están pensadas para exponer de manera interactiva aspectos, esbozos, ideas emergentes o resultados preliminares de investigaciones que se adscriban a cualquiera de los ámbitos temáticos del congreso. Duración: 15 minutos. En una hora determinada por la organización, los autores estarán presentes en la sala para comentar su autocomunicación con los asistentes.

Presentacions equivalents a les comunicacions presencials però en format .html o .ppt, que poden incorporar àudio o vídeo i es poden consultar directament a un ordinador. Es trobaran a disposició dels assistents al congrés en una sala multimèdia durant els dos dies del congrés. Les autocomunicacions estan pensades per a exposar de manera interactiva aspectes, esborranys, idees emergents o resultats preliminars d’investigacions que s’adscriguin a qualsevol dels àmbits temàtics

del congrés. Durada: 15 minuts. A una hora determinada per l’organització, els autors seran presents a la sala per a comentar l'autocomunicació amb els assistents.

These presentations are the equivalent of oral presentations but in .html or .ppt format so that audio and/or video may be incorporated. Presentations will be made available to conference participants in multimedia rooms during the two days the conference lasts. Auto-presentations are designed to be interactive, presenting data, innovative ideas, or preliminary results of research that comes within the topic headings of the conference. Length: 15 minutes. Authors should be present in the multimedia room in which their presentation is available at the time and on the day scheduled by the conference organizers in order to comment on their presentations with participants present.

Pósters | Pòsters | Posters

Presentaciones en formato cartel. La medida del póster puede ser variable, sin que exceda el tamaño máximo de 120 X 80 cm (alto y ancho). El póster puede ser en color o en blanco y negro. Cada ponente traerá consigo la copia impresa del póster y será el responsable de colocarlo en el lugar y fecha que le asigne la organización.Para más información acerca de cómo elaborar un póster, se puede consultar el siguiente enlace: http://connect.le.ac.uk/posters

Presentacions en format de cartell. La mida del pòster pot ser variable, però no podrà excedir de 120 X 80 cm (alçada i amplada). El pòster pot ser en color o en blanc i negre. Cada ponent en portarà una còpia impresa i serà el responsable de col·locar-lo en el lloc i la data que assigni l’organització. Per a més informació sobre com elaborar un pòster, consulteu el següent enllaç: http://connect.le.ac.uk/posters

Presentations in this case take the form of printed posters. Posters should be no larger than 120 X 80 cm.They may be printed in black and white, or in color. Poster presenters must bring a printed copy of their poster with them to the conference. They will be responsible for displaying the poster at the time and in the place designated by the conference organizers. For information on how to produce a poster, see: http://connect.le.ac.uk/posters

Pecha-Kucha | Pecha-Kucha | Short presentations

Presentaciones orales rápidas. Cada ponente dispone de 20 diapositivas con una duración programada de 20 segundos para cada una de ellas. En total, la presentación dura 6 minutos y 40 segundos. Pecha Kucha es ideal para presentaciones de unidades didácticas, experiencias de evaluación, de implementación de metodologías activas, de recursos didácticos, etc. Duración: 6 minutos y 40 segundos. Cada sesión contará con varias presentaciones, al término de las cuales se dispondrá de tiempo para el intercambio de ideas o impresiones entre los asistentes y los autores. Para más información acerca de cómo elaborar una presentación en formato Pecha Kucha, se puede consultar el siguiente enlace: http://www.educacontic.es/blog/pecha-kucha-20-x-20

Presentacions orals ràpides. Cada ponent disposa de 20 diapositives amb una durada programada de 20 segons per a cadascuna. En total, la presentació té una durada de 6 minuts i 40 segons. Pecha

http://connect.le.ac.uk/posters



http://www.educacontic.es/blog/pecha-kucha-20-x-20

Kucha és ideal per a presentacions d’unitats didàctiques, experiències d’avaluació, d’implementació de metodologies actives, de recursos didàctics, etc. Durada: 6 minuts i 40 segons. Per a cada sessió es preveuen diverses presentacions; en acabar, es disposarà de temps per a l’intercanvi d’idees o d'impressions entre els assistents i els autors. Per a més informació sobre l’elaboració d’una presentació en format Pecha Kucha, consulteu el següent enllaç: http://www.educacontic.es/blog/pecha-kucha-20-x-20

Pecha Kucha are short oral presentations in which 20 slides are shown for 20 seconds each. They are ideal for presenting teaching units, experiments in assessment, new teaching methods, teaching resources etc. Length: 6 minutes 40 seconds each. Various presentations will take place within a session. They will be followed by some time discussion. For information on how to produce a Pecha Kucha presentation, see: http://www.educacontic.es/blog/pecha-kucha-20-x-20


