Current Trends in Translation Teaching and Learning E
Volume 1, 2014
Full version available free via this link
Table of Contents
PREFACE 1
RETOUR INTERPRETING REVISITED: TUNING COMPETENCES IN INTERPRETER EDUCATION 4
Maria Brander de la Iglesia
Jan-Hendrik Opdenhoff
Members of GRETI – Interpreting and the Challenges of Globalisation
University of Granada
Abstract For the past two decades interpreter trainers have been wondering not whether retour interpreting should be taught, but how it can be taught (Harris, 1990, 1992; Snelling, 1992). The European Higher Education Area (EHEA) offers new opportunities for the proliferation of networks and exchanges of didactic materials or methodologies for the teaching of interpreting into B. First, we critically appraise the traditional dichotomy between models based on constructivism and liberalism in interpreter training. We then present those competences inherent to retour interpreting and describe the joint edition of a DVD featuring didactic materials and speeches in its initial phases. We finally discuss our experience in the use and evaluation of the teaching materials for the learning and teaching of simultaneous interpreting into B from Spanish into English and into German with the aim of fostering those skills.
HYPOTHESISING A SYSTEMATIC APPROACH TO L2 TRANSLATION OF CONVENTIONAL METAPHOR IN SPECIALIZED DISCOURSES 44
Dermot Heaney
Universitá degli Studi di Milano
SOME TIPS FOR DESIGNING AND LECTURING AN UNDERGRADUATE COURSE IN ECONOMIC, FINANCIAL AND COMMERCIAL TRANSLATION 83
Kenneth Jordan-Núñez
San Jorge University
Abstract The aim of this article is to present some reflections on teaching an undergraduate course in economic, financial and commercial translation (English-to-Spanish) and to provide a model for preparing and presenting a similar course. Our aim is to clarify some key concepts regarding the didactics of specialized translation, to analyse the features of the subject and to suggest some ideas for designing and lecturing it. We briefly describe the current state-of-the-art, with major stress on the didactics of specialized translation, put forward some ideas for the content and give some tips for the methodologies and teaching-learning activities, the selection of materials, the in-class sessions, and the assessment and correction of the translation exercises. We suggest, among other things, using real texts for bringing students closer to the professional practice, using an error-analysis-based method for correcting the exercises, or asking students to keep a translation dossier for making them learn from their own mistakes.
WRITING ABOUT THE DEAD: A CORPUS-BASED STUDY ON HOW TO REFER TO THE DECEASED IN ENGLISH VS FRENCH OBITUARIES AND ITS CONSEQUENCES FOR TRANSLATION 115
Rudy Loock
Cindy Lefebvre-Scodeller
Université Lille Nord de France and UMR 8163 du CNRS
Université de Limoges
Abstract The aim of this article is to compare the use of referring expressions to the deceased in obituaries written in English and in French, with an aim to define implications for translation. While both grammatical systems provide speakers with similar expressions (First Name + Family Name, Family Name, Title + Name, First Name, Nickname, Lexical Descriptions with or without Names, Pronominal Forms), these do not show the same distribution and frequency. Through the study of Necrocorpus, a corpus of recent obituaries written in English and French, inter-language differences are uncovered and used for a discussion on the utilization of inter-language differences for translation training and quality assessment.
EXPLICITATION AND IMPLICITATION IN BACK-TRANSLATION 151
Anikó Makkos
Edina Robin
University of West Hungary
Eötvös Loránd University
Abstract The aim of this study was to test Klaudy’s (2001) asymmetry hypothesis in the context of translation competence. Our main focus was to find out whether there is a connection between the expertise of translators and their explicitating and implicitating tendencies in back-translation. On the basis of previous research (Makkos & Robin, 2011) we assumed that the disappearance of shifts in back-translation is related to the professional competence of the translator. It was also hypothesized that translators perform different types of explicitation and implicitation, according to their relative competence. The back-translation task was administered to secondary school students, translation trainees, and professional translators. The results of the study support our hypotheses. Professional translators eliminated the highest number of shifts in back-translation, while secondary school students performed the lowest number of transfer operations. The research supported Klaudy’s asymmetry hypothesis and thus indirectly Blum-Kulka’s (1986) explicitation hypothesis, which we propose to complement with the hypothesis of explicit saturation.
TRANSLATION TEACHING RESEARCH IN CHINA: FEATURES, PROBLEMS AND PROSPECTS 183
Wang Shu-huai
Huazhong University of Science and Technology
Abstract This paper seeks to summarize the features of translation teaching research in China. Translation teaching research in China: 1) is equipped with a new view of the qualities of trainee translators; 2) emphasizes the influence of the translation market; 3) conducts constructivist teaching experiments; 4) employs process-oriented teaching methods; 5) applies modern education and communication technologies to the teaching; 6) initiates empirical investigations on the “black box”; 7) attaches importance to the research of translation competence; 8) pursues the study of translation evaluation and testing; 9) studies the translation teacher; 10) pays attention to research in translation coursebooks; and 11) realizes the significance of localization for teaching. However, problems in the research exist due to the insufficiency of six factors: 1) empirical studies; 2) long-term tracking studies; 3) effective and in-depth transplantation from surrounding disciplines; 4) monographs of systematic research; 5) eclectic studies to adapt western theories to a Chinese context; and 6) studies to incorporate translation market ino curricula and coursebook design. Finally, prospects for upcoming research are predicted to be: 1) prospective and retrospective; 2) harmonious; 3) interdisciplinary; 4) two-phase transitive; and 5) empirical.
ACADEMIC PROFILES 222
Current Trends in Translation Teaching and Learning E
Volume 1, 2014
Full version available free via this link
Table of Contents
PREFACE 1
RETOUR INTERPRETING REVISITED: TUNING COMPETENCES IN INTERPRETER EDUCATION 4
Maria Brander de la Iglesia
Jan-Hendrik Opdenhoff
Members of GRETI – Interpreting and the Challenges of Globalisation
University of Granada
Abstract For the past two decades interpreter trainers have been wondering not whether retour interpreting should be taught, but how it can be taught (Harris, 1990, 1992; Snelling, 1992). The European Higher Education Area (EHEA) offers new opportunities for the proliferation of networks and exchanges of didactic materials or methodologies for the teaching of interpreting into B. First, we critically appraise the traditional dichotomy between models based on constructivism and liberalism in interpreter training. We then present those competences inherent to retour interpreting and describe the joint edition of a DVD featuring didactic materials and speeches in its initial phases. We finally discuss our experience in the use and evaluation of the teaching materials for the learning and teaching of simultaneous interpreting into B from Spanish into English and into German with the aim of fostering those skills.
HYPOTHESISING A SYSTEMATIC APPROACH TO L2 TRANSLATION OF CONVENTIONAL METAPHOR IN SPECIALIZED DISCOURSES 44
Dermot Heaney
Universitá degli Studi di Milano
SOME TIPS FOR DESIGNING AND LECTURING AN UNDERGRADUATE COURSE IN ECONOMIC, FINANCIAL AND COMMERCIAL TRANSLATION 83
Kenneth Jordan-Núñez
San Jorge University
Abstract The aim of this article is to present some reflections on teaching an undergraduate course in economic, financial and commercial translation (English-to-Spanish) and to provide a model for preparing and presenting a similar course. Our aim is to clarify some key concepts regarding the didactics of specialized translation, to analyse the features of the subject and to suggest some ideas for designing and lecturing it. We briefly describe the current state-of-the-art, with major stress on the didactics of specialized translation, put forward some ideas for the content and give some tips for the methodologies and teaching-learning activities, the selection of materials, the in-class sessions, and the assessment and correction of the translation exercises. We suggest, among other things, using real texts for bringing students closer to the professional practice, using an error-analysis-based method for correcting the exercises, or asking students to keep a translation dossier for making them learn from their own mistakes.
WRITING ABOUT THE DEAD: A CORPUS-BASED STUDY ON HOW TO REFER TO THE DECEASED IN ENGLISH VS FRENCH OBITUARIES AND ITS CONSEQUENCES FOR TRANSLATION 115
Rudy Loock
Cindy Lefebvre-Scodeller
Université Lille Nord de France and UMR 8163 du CNRS
Université de Limoges
Abstract The aim of this article is to compare the use of referring expressions to the deceased in obituaries written in English and in French, with an aim to define implications for translation. While both grammatical systems provide speakers with similar expressions (First Name + Family Name, Family Name, Title + Name, First Name, Nickname, Lexical Descriptions with or without Names, Pronominal Forms), these do not show the same distribution and frequency. Through the study of Necrocorpus, a corpus of recent obituaries written in English and French, inter-language differences are uncovered and used for a discussion on the utilization of inter-language differences for translation training and quality assessment.
EXPLICITATION AND IMPLICITATION IN BACK-TRANSLATION 151
Anikó Makkos
Edina Robin
University of West Hungary
Eötvös Loránd University
Abstract The aim of this study was to test Klaudy’s (2001) asymmetry hypothesis in the context of translation competence. Our main focus was to find out whether there is a connection between the expertise of translators and their explicitating and implicitating tendencies in back-translation. On the basis of previous research (Makkos & Robin, 2011) we assumed that the disappearance of shifts in back-translation is related to the professional competence of the translator. It was also hypothesized that translators perform different types of explicitation and implicitation, according to their relative competence. The back-translation task was administered to secondary school students, translation trainees, and professional translators. The results of the study support our hypotheses. Professional translators eliminated the highest number of shifts in back-translation, while secondary school students performed the lowest number of transfer operations. The research supported Klaudy’s asymmetry hypothesis and thus indirectly Blum-Kulka’s (1986) explicitation hypothesis, which we propose to complement with the hypothesis of explicit saturation.
TRANSLATION TEACHING RESEARCH IN CHINA: FEATURES, PROBLEMS AND PROSPECTS 183
Wang Shu-huai
Huazhong University of Science and Technology
Abstract This paper seeks to summarize the features of translation teaching research in China. Translation teaching research in China: 1) is equipped with a new view of the qualities of trainee translators; 2) emphasizes the influence of the translation market; 3) conducts constructivist teaching experiments; 4) employs process-oriented teaching methods; 5) applies modern education and communication technologies to the teaching; 6) initiates empirical investigations on the “black box”; 7) attaches importance to the research of translation competence; 8) pursues the study of translation evaluation and testing; 9) studies the translation teacher; 10) pays attention to research in translation coursebooks; and 11) realizes the significance of localization for teaching. However, problems in the research exist due to the insufficiency of six factors: 1) empirical studies; 2) long-term tracking studies; 3) effective and in-depth transplantation from surrounding disciplines; 4) monographs of systematic research; 5) eclectic studies to adapt western theories to a Chinese context; and 6) studies to incorporate translation market ino curricula and coursebook design. Finally, prospects for upcoming research are predicted to be: 1) prospective and retrospective; 2) harmonious; 3) interdisciplinary; 4) two-phase transitive; and 5) empirical.
ACADEMIC PROFILES 222