CURRENT TRENDS IN TRANSLATION TEACHING AND LEARNING 2020
Mikel Garant 1 - 3 FULL TEXT
Beijing Institute of Technology, Zhuhai
TESTING USABILITY METHODS IN TRANSLATION COURSES: PERSONAS AND HEURISTIC EVALUATION
Juho Suokas 4 - 38 FULL TEXT
University of Eastern Finland
To make translations better suited for specific target audiences, Suojanen et al. (2015) have suggested applying methods of user-centered translation (UCT). This study examines user-centered translation as part of university translation courses. The aim is to examine how translation students experience using two UCT methods: personas and heuristic evaluation. The students produced written comments during courses where the methods were applied. The student experience was examined by using the principles of qualitative content analysis. The analysis suggests that the methods have benefits for such matters as better understanding of the target audience and a more systematic process of evaluation. However, the methods also have drawbacks, such as the extra time and effort required. The specific heuristics were also found to be problematic to use. User-centered translation has good potential for translator training, but the specific methods require refinement.
Keywords: user-centered translation, personas, heuristic evaluation, usability, translator training
TAPPING INTO INTERPRETING STUDENTS’ MOTIVATION TO ENGAGE IN TARGETED TRANSLATION PRACTICE
Chen-En Ho 39 - 76 FULL TEXT
Queen’s University Belfast
Translation and interpreting are different in many aspects. For the former, the source and target text remain available and communication between participants happens asynchronously; the latter demands immediate interaction and speech signals are fast fading. The two activities and their respective contexts, including working conditions, are also dissimilar in the professional world. A quick glance may leave an impression that entirely different training is in order. However, translation and interpreting as a profession also share tremendous similarities — the European Master’s Translation competence framework adequately applies to interpreting. This action research study aimed to motivate beginning interpreting students to overcome challenges in interpreting practice via translation activities. A two-stage translation workshop was designed, and the results show that students became more engaged in the workshop when the authenticity of the tasks and the relevance between translation practice and interpreting performance were elucidated.
Keywords: motivation, situated translation, simulated training, project-based learning, entrepreneurship, action research
SIMULATING JOBS OF THE TRANSLATION INDUSTRY: ON THE SPECIFICITY OF ROLE-PLAYING IN A TRANSLATION PROJECT FROM THE PERSPECTIVE OF TRANSLATION STUDENTS
Beata Piecychna 77-117 FULL TEXT
University of Białystok
This article is a qualitative attempt of a phenomenological nature to contribute to the area of simulation-based learning as deployed in translation didactics. More specifically, the objective of this paper is to focus on translation trainees’ views on the implementation of projects during which students are tasked with simulating professional translational activities specific to the translation industry. The fundamental two-fold research question posed in the study is 1) how the subjects interpret their experience with the project and 2) what the experience is like for them. Although in translation studies literature one can find a plethora of remarks and suggestions on the benefits of such teaching methods, very few studies have so far focused on how translation students, or students in general, perceive such activities and whether they find them useful for their future professional career in the translation industry. In an attempt to contribute to the discussion, the author of this paper applied the simulationist approach in the academic year 2019/20 at the Faculty of Philology of the University of Bialystok to 11 MA translation students. Upon the completion of the course, the author conducted a focus group interview with the students in order to inquire into possible advantages and disadvantages of this type of learning translation. Results have revealed that translation trainees were generally satisfied with the method. The study has expanded our knowledge about the potential of the simulation-based approach to translation pedagogy as seen from the student’s perspective, as well as going some way towards enhancing our understanding of the image and specificity of the translation jobs the trainees hold at the very beginning stage of their learning process.
Keywords: simulation, playing roles, teamwork, translation project, focus group interview
LIFECYCLE DESIGN AND EFFECTIVENESS EVALUATION FOR SIMULATED TRANSLATION AGENCIES
Marco Zappatore 118-166 FULL TEXT
University of Salento
Current demands from technology-based translation industry and market require adequate educational offerings to be provided at Master's Level Degree. Therefore, novel and more engaging strategies for complementing traditional theoretical lessons and laboratory sessions on computer-assisted translation are needed to improve students' skills and technical acquaintance, as suggested by the European Master's in Translation Competence Framework. The Simulated Translation Agency (STA) holistic approach promises to be a key enabler capable of motivating students to manage a fictional company according to a professional translation workflow. In this paper, a methodology based on Business Process Modelling (BPM) for designing cloud-enabled STAs grounded on competence frameworks and professional standards is proposed, along with a set of metrics targeting student self-assessment and agency productivity. The "STARS" agency, designed and deployed according to the proposed methodology in an Italian university, is described in detail as a test case. Achieved results demonstrate the effectiveness of this approach as well as the significant engagement of participants.
Keywords: translation teaching, simulated translation agency, cloud-assisted translation, DMEMO cycle, dynamic teaming.
WEB-BASED RESOURCES AND WEB SEARCHING SKILLS FOR TRANSLATORS WITH A SPECIFIC FOCUS ON THE POLISH-ENGLISH LANGUAGE PAIR
Urszula Paradowska 167-212 FULL TEXT
The Jacob of Paradies University
In the modern technology-driven translation market, using the available tools and resources seems to be more of a requirement than an option. This view is shared by translation scholars, who incorporate information competence in their translation competence models, translation educators and students, and professional translators. The theoretical background of the paper is based on the conceptual framework used by the author is her longitudinal study into the development of information competence in undergraduate translation students. The paper contains a collection of web-based resources for translators and shows the ways in which they can develop their web searching skills.
Keywords: information competence, translator training, web-based resources, web searching.
USING GOOGLE TRANSLATE IN AN AUTHENTIC TRANSLATION TASK: THE PROCESS, REFINEMENT EFFORTS, AND STUDENTS’ PERCPETIONS
Cheryl Wei-yu Chen 213 - 238 FULL TEXT
National Taipei University of Business
The current study positioned Google Translate as a facilitative tool used to help its users to accomplish a translation task. Guided by reflexive pedagogy (Cope & Kalantzis, 2015), a pedagogical unit was implemented to help a group of Taiwanese English-as-a-Foreign-Language (EFL) learners to experience, conceptualize, and analyze the nuances of translating between English and Chinese before they worked as volunteer translators to translate a NGO’s community development stories. Data for this study were collected from students’ translation portfolios and end-of-semester questionnaires. It was found that GT was used mostly for paragraph and whole-text translation. Students also used a variety of tools to help them refine the translation drafts. Data also indicated that most participants perceived the GT-assisted translation process quite positively. This study calls for more efforts on investigating the use of MT tools in pedagogical settings as well as the integration of meaningful and contextualized activities to help students develop their linguistic and translation expertise.
Key words: Google Translate, translation process, translation refinement, students’ perceptions
LET’S STRIKE A DEAL! MEETING THE CHALLENGE OF UNDERGRADUATE BUSINESS INTERPRETER TRAINING
Francisco J. Vigier-Moreno 239-275 FULL TEXT
Universidad Pablo de Olavide of Seville
Language and cultural mediation in business contexts is a clear career opportunity for Translation and Interpreting graduates in Spain, as globalised businesses increasingly value language skills. Interpreting trainers must then meet the challenge of equipping undergraduate students with the skills required to perform as competent business interpreters. Business interpreting is a complex activity that implies the ability to use different interpreting skills (dialogue interpreting, consecutive interpreting, sight translation and whispered interpreting) and acquire domain-specific knowledge (and subsequently terminology and phraseology in the two working languages). Furthermore, trainers must also very commonly face additional hurdles like few contact hours, large numbers of students and scarcity of training materials. In this paper we attempt to describe how we have risen to the challenge of business interpreter training in our undergraduate programme (in the language combination English-Spanish), chiefly by boosting autonomous practice both in groups and individually. Even though it cannot be expected that our graduates, after completing their training, are qualified to perform as business interpreters to the most professional standard, we argue that the training that we provide them with not only introduces them into business interpreting as a professional activity (which they may pursue after further training) but also equips them with skills that are highly valued on the job market and make them therefore more employable.
Keywords: business interpreting, business interpreter training, dialogue interpreter training, autonomous practice, self-assessment.
HOW TO EVALUATE LITERARY TRANSLATIONS IN THE CLASSROOM CONTEXT: TROUGH ERROR ANALYSIS OR A SCALE BASE METHOD?
Lyu Wang 276-313 FULL TEXT
Changsha University of Science and Technology
This study evaluated students’ translation quality through two different approaches to examine the effects of marking method on the assessment of literary translations in a pedagogical context. Two prose literary texts were translated by thirty-six MTI students, and then scored by nine experienced raters with error analysis and scale-based method, respectively. Scores of translations were analysed using G-studies, as conducted by the computer program GENOVA to compare the rater severity and consistency across marking methods. The results showed that both error-based and scale-based methods were reliable tools in assessing English-Chinese literary translations, though there was a bit more rater consistency using the latter. However, a wider variation between error-based and scale-based methods was found in the assessment of Chinese-English literary translations. The variance due to raters using the scale-based method was nearly twice as much as the rater variance using the error-based method, showing there was more rater consistency using the error-based method respecting scoring leniency of rating the Chinese-English translations. Furthermore, according to the interviews, cultural and aesthetic features were highly recommended to be added as parameters in both methods for the literary translation assessment. It was also suggested that an overall consideration and rational estimation of both micro-textual and macro-textual features of literary translations might contribute to more reliable scores, regardless of rating methods and translation directions.
Keywords: the error-based method, the scale-based method, translation assessment, G-theory, English-Chinese
TEACHING FUTURE TRANSLATORS LANGUAGE THROUGH TRANSLATION— DOES IT HELP THEIR TRANSLATING?
Melita Koletnik 314-356 FULL TEXT
University of Maribor
Following a long-running debate on the role of translation in additional language teaching (ALT) (see for example, Cook, 2010; Leonardi, 2010; Laviosa, 2014), it can be stated with some confidence that translation and other multilingual practices are no longer frowned upon when employed as additional language teaching and learning tools. At the same time, teachers no longer tend to follow particular teaching methods rigorously and instead aim to develop personalised approaches suited to their contexts, yet “informed by principled pragmatism” (Kumaravandivelu, 1994, p. 27). However, the discussion about the benefits of using translation as a strategy in the ALT of future translators seems to be lagging behind, and this despite decades-old pleas by translation scholars (see for example, Berenguer, 1999; Bernardini, 2004) to adapt students’ additional language learning to their future needs, thus saving precious time. With this in mind, the present paper seeks consensus on this issue by exploring the potential and limitations of employing translation exercises in the ALT of future translators, and its effect on the development of students’ emerging translation competence. It is based on a longitudinal, mixed-method study that used qualitative and quantitative data to provide an empirically underpinned answer to the following question: if we teach future translators additional language through translation, does it help their translating? This may seem redundant, and yet it has received insufficient scholarly attention. Findings indicate a directionality-based difference in the translation competence of two groups of students taught additional language with or without recourse to translation. It is thus suggested that careful introduction and judicious use of translation in ALT to complement monolingual tuition, could contribute to developing students’ language and translation skills in both their additional language as well as their mother tongue.
Keywords: translation, additional language teaching (ALT), language competence, translation competence
DIDACTIC PROPOSAL FOR DEVELOPING SOCIAL COMPETENCES IN SWORN TRANSLATION
María Luisa Rodríguez Muñoz 357-398 FULL TEXT
University of Córdoba
Amid the industrialization of the translation business, Spanish sworn translation still implies a direct relationship between the professional and the client due, in part, to the obligation to share hard copies of original documents and the relevance of sworn translators as mediators in migration processes. This particular situation leads to the necessity of integrating social competences in the curriculum of Legal-Economic Translation courses in Spanish universities. Thus, in the present work we describe a didactic proposal for developing social skills that was put into practice at the University of Cordoba during 2018-2019. It was based on Krajcso’s project-based method of group learning that includes brainstorming, role play, analysis and diagnosis. We will also show the results extracted from a questionnaire carried out by 8 students who participated in these activities in order to determine their perception on the sworn translator’s status and their view of social skills in translation.
Keywords: sworn translation, social competence, empirical study, didactics, translator’s status.
Addressing Islamic Terms in English Texts in the Indonesian Context: Transliteration or Translation?
Muhammad Aminuddin1) 2), Ping Yang2), Hiromi Muranaka-Vuletich2) FULL TEXT
1) Sunan Gunung Djati Islamic State University, Indonesia 399-444
2) Western Sydney University, Australia
Islamic terms are commonly used in Islamic studies throughout Indonesia. However, inconsistent English translation of Islamic terms has posed a point of concern with translation and transliteration used by Indonesian translators. Despite many publications about translating Islamic terms from Arabic to English, little is known about how Islamic terms are translated from Indonesian to English. Using the foreignization and domestication framework, this study investigated translations of Islamic terms from Indonesian to English by 34 translators from three different backgrounds -university translation students, teachers, and certified translators. This study used frequency analysis to count the occurrences of transliteration and translation of Islamic terms in the participants’ translated abstracts as the primary data. Secondly, the study employed the thematic analysis to find out participants’ rationales of transliteration and translation of Islamic term realizations from the interview data. The frequency analysis indicated that transliteration technique was used twice as much as translation in the Indonesian context. Additionally, the certified and university student translators prefer to use transliteration technique while the teacher translators favor translation technique. The study also revealed four rationales for the translators’ preference of transliteration and translation techniques. These were common practice, reader orientation, text characteristics, and personal motives. Pedagogical implications of the study were also discussed.
Keywords: Islamic terms, transliteration, translation, English text, Indonesian context
SUBTITLING DOCUMENTARIES: A LEARNING TOOL FOR ENHANCING SCIENTIFIC TRANSLATION SKILLS
María del Mar Ogea Pozo 445-478 FULL TEXT
University of Córdoba
This paper examines the use of subtitles as a learning tool for developing skills required for scientific translation, in the framework of the course "Scientific and Technical Translation" included in the Translation and Interpreting Studies degree at the University of Cordoba. For that purpose, in the present study we aim to discuss and describe the benefits provided by this modality of audiovisual translation by presenting an overview of the previous studies focused on the effectiveness of subtitling in foreign language (FL) learning. However, we intend to go deeper and propose the integration of subtitling not only in translation studies curriculum, but more specifically, in a scientific translation course. Furthermore, the documentary genre is postulated as an optimal audiovisual media to be used for FL specialised language learning. The subtitling activity consisted of three stages: viewing of an informational documentary short movie with original English subtitles, documentation, and translation into Spanish. In order to confirm whether this subtitling practice raises students' motivation and, as a result, brings positive learning results, this study is based on the responses obtained in a questionnaire completed by the participants in the experiment. The main questions are related to the role of multiple semiotic systems as a support for textual comprehension and learning, and the acquisition of specialised terminology, as well as the students' motivation towards a simulation of a professional translation assignment.
Keywords: Audiovisual translation, Scientific translation, Documentary genre, Subtitling, FL language
Lewandowska-Tomaszczyk, Barbara (ed.). (2020). Cultural Conceptualizations in Translation and Language Applications. Switzerland: Springer. pp. 261. ISBN 978-3-030-43335-2.
Yingbin Sun 479-485 FULL TEXT
Huazhong University of Science and Technology
Huazhong University of Science and Technology
Valdeón, Roberto A. (ed.). (2017). Chinese Translation Studies in the 21st Century: Current Trends and Emerging Perspectives. London/New York: Routledge. pp. xiv+343. ISBN 978-1-1387-1496-0.
Yan Liu 486-492 FULL TEXT
Beijing Electronic Science and Technology Institute
Beijing Normal University