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Developing and Using an Ad Hoc Corpus to Teach Specialized Interpreting: A Case Study of German Embassy Speeches

This article describes a corpus-based approach to specialized interpreter training, advocating for the compilation and use of ad hoc corpora to support trainers when developing training materials for specific domains. To do so, this article presents a case study to illustrate the utility and the subsequent analysis of an ad hoc corpus for specialized interpreting training, which is conceived of as a complement to current training practices for diplomatic interpreting. A specialized German language corpus of embassy speeches and interviews was compiled based on freely-available data and subsequently analyzed to identify genre- and domain-specific features of these types of addresses. By identifying discourse, text type, and specific terminology and expressions, trainers can develop domain- and genre-specific materials for training that align with the types of discourse that are likely to be encountered when working in these specialized domains. These materials can be used as part of courses in addition to self-study. This corpus-based approach to materials development can complement current training practices for specialized interpreting and enable authentic materials to be integrated into the interpreting classroom.

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Open Access
Errors in Specialized Translation Training: A Corpus-Based Study on the Sight Translation of a Popular Science Article

In recent years, sight translation (SiT), the oral translation of a written text, has received little attention in the sphere of translator training. Rather, this practice has been almost exclusively studied within the framework of interpreting. Yet, based on the examination of the master’s programs in translation (Giancola, 2022) recognized by the European Master’s in Translation (EMT) (European Commission, 2022c), SiT is used, although rarely, as a course per se or as occasional exercises in translation training. Additionally, Dragsted and Hansen (2009) have emphasized its relevance and its benefits for translation students, which include improving speed rate, acquiring automatisms, and being more fluent. Based on these preliminary observations, the present study focuses on error patterns and speech disfluencies in SiT as part of specialized translation training. The study rests upon a corpus of twenty English-to-French SiTs of a popular science article about astrophysics performed by specialized translation students (Meyers, 2022). Building on existing work on errors in SiT, this study aims to find out the different error patterns observed in the corpus and the impact of speech disfluencies on the overall quality of the output. To analyze the corpus, an error typology in line with SiT has been developed based on established error analysis frameworks, such as MQM (Lommel et al., 2015) and Falbo’s typology (1998), combined with new categories. Analysis of the corpus demonstrated the significant prevalence of meaning errors (p < 0.05), with a high number of terminological issues. This study also established the statistically significant association between errors and speech disfluencies (p < 0.05). The results suggest that SiT error patterns in specialized translation training differ from the observations made in the context of interpreting and that speech disfluencies negatively influence the overall performance. On this basis, it is recommended to explore SiT in specialized translation training independently and target speech disfluencies to enhance performance. Future research is needed to identify the ins and outs of SiT as part of specialized translation training —for instance, in legal translation training— and to determine whether it should become an integral part of the curriculum.

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Inmersión en la práctica profesional de la interpretación empresarial: retos clave para la formación del intérprete del presente y el futuro

En el presente artículo abordamos las complejidades propias de la interpretación empresarial con el objetivo de integrar las exigencias de la profesión en la formación especializada del intérprete. Con esta finalidad, partimos de los desafíos identificados en un corpus de interpretación empresarial en el que observamos fenómenos reales que requieren la intervención del intérprete para garantizar la eficiencia de la comunicación. Como el estudio subraya, las zonas de intervención en interpretación empresarial surgen como consecuencia tanto de las limitaciones temporales del diálogo como de la interacción entre diferentes culturas y enfoques empresariales. Ante estos fenómenos de la práctica profesional, el intérprete necesita activar el proceso de toma de decisiones para abordar tales limitaciones y trasladar el mensaje, teniendo presente la importancia de preservar no solo el contenido de las declaraciones de los oradores, sino también sus intenciones. Con este enfoque, nos aproximamos a la noción de competencia desde un punto de vista práctico y entendemos que el intérprete competente ha de ser capaz de superar los desafíos de la práctica de la profesión. De este modo, la propuesta considera el valor de tomar como referencia situaciones comunicativas reales para formar intérpretes preparados para dar respuesta a las exigencias de la interpretación empresarial profesional alineando, de este modo, la formación con las necesidades del mercado.

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Open Access
Download IATE as a Resource for Teaching Names in the Translation and Interpreting Classroom

Proper names are a minoritarian yet fairly controversial topic in translation and interpreting literature. Some authors believe that they have been traditionally disregarded, becoming «one of translation’s coziest fortresses» (Albin, 2003); however, a number of prominent translation and interpreting scholars have explicitly studied proper names (Hermans, 1988; Moya Jiménez, 2001; Nord, 2003), and a stream of recent publications underline the challenge they represent in fields as varied as biomedicine (Cariello et al., 2021), literature (Jouini, 2020; Sarmaşık, 2022) and the law (Tang, 2021), among others. This paper proposes the integration of terminology databases and onomastics for interpreter and translator training. We will adopt a constructionist approach (cf. Goldberg, 1995). The download functionality of the terminology management system IATE is employed to extract a reliable English-Spanish dataset of 3,997 organization names, which is first analyzed in a quantitative-qualitative manner, and then exploited to design three templates (easy, medium, and advanced) aimed at bilingual naming practice. Results show a generally rich and robust dataset, with 96% cascading domain names, 66% marked as very reliable and only 8% as deprecated or obsolete. By contrast, most names (75%) were labelled as terms, which shows no consideration for their onymic nature and small or no relevance of other specialized knowledge representations (abbreviations, phrases, short terms, and non-linguistic forms). The proposed templates extensively develop a Goldbergian-style notation system for construction, and their flexibility and replicability make them a good candidate for automatization and/or combination with documentation resources and NLP-based tools throughout the learning process.

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Open Access
La traducción vitivinícola: un caso especial de traducción especializada con distintas aplicaciones didácticas

El sector vitivinícola ocupa un papel destacado en la economía española y de otros países y precisa una comunicación multilingüe que genera gran cantidad de textos, los cuales conforman un corpus variado e interesante para la investigación traductológica y para la didáctica de la traducción especializada. La finalidad de este artículo es explorar las posibilidades didácticas de la traducción vitivinícola tanto en el marco del Grado en Traducción e Interpretación como en el de la formación continua a través de cursos y talleres independientes. Para ello, tras definir la traducción vitivinícola como traducción especializada, delinearemos una clasificación de géneros textuales para seleccionar los que pueden ser más productivos en un entorno didáctico y propondremos una serie de actividades y recursos para la práctica de la traducción vitivinícola, basados en textos con distintos grados de especialización y con características especiales que pongan en juego diversas competencias del traductor. A modo de conclusión, consideramos que un enfoque basado en géneros es muy adecuado para la enseñanza no solo de la traducción, sino también de las lenguas y la terminología, ya que permite abordar los textos a través de aspectos pragmáticos, socioculturales, macrotextuales, morfosintácticos y léxico-semánticos.

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Open Access
Cross-curricular Training of Specialized Translators: an Interdisciplinary Didactic Experience in Economic and Technical Translation

The recent changes in the translation market call for a review of the teaching and learning methods used to train new professionals. The rigid traditional division of specialized translation into fields of knowledge does not correspond to market needs, which often involve working with texts that combine content from different disciplines. In this paper, we present an interdisciplinary didactic experience carried out during two consecutive academic years in which students and teachers of two specialized translation modules cooperated in an economic and technical translation project. Specifically, a research article on economic growth and human capital that combined economic content with statistical analysis methods was chosen as the source text. The design of the project required considering the competencies and learning outcomes planned for each module in order to enhance the establishment of connections between specialties. In addition, it was necessary to consider a variety of aspects related to the planning and development of the different project phases, because not all students were enrolled in both modules. For evaluation, a rubric was constructed with five criteria that were adjusted to the requirements of specialized translation and the translated genre. For each criterion, five levels of achievement were defined, four associated with the levels of evaluation of research articles, and a fifth one aimed at rewarding excellence. Both the academic results of students and their evaluation of the learning experience suggest that the method used could be a good option for meeting their interdisciplinary training needs and enhancing their motivation and involvement in learning. For the above reasons, the relevance of including modules based on the development of cross-curricular translation projects in future translation and interpreting curricula should be assessed.

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Open Access
Docencia de Interpretación en alemán-español: propuesta de metodología interactiva y situada con elementos de gamificación

Para la eficaz preparación de los futuros profesionales de traducción/interpretación es necesario, además de dominar idiomas extranjeros y poseer fluidez oral, conocer también estrategias y tendencias avanzadas en traducción adaptadas a los desafíos profesionales actuales. Dado que la tarea del intérprete social asume cada vez mayor parte del papel del mediador intercultural, se requiere también desarrollar competencias sociales adicionales con elementos de empatía, control emocional e intervención propia en condiciones de mucha presión. Estas competencias resultan ser de vital importancia, sobre todo en casos de interpretación en situaciones de emergencia social (hospitales, clínicas psiquiátricas, instituciones penitenciarias, atención a refugiados, a víctimas de violencia de género, etc.). El entrenamiento práctico anticipado es más eficaz si la situación y el entorno de aprendizaje de las lenguas extranjeras e interpretación se acercan lo máximo posible a la situación real, por ejemplo durante juegos de rol con atributos teatrales, efectos especiales, transmisión de experiencia propia y puestas en escena. La base de dicha propuesta didáctica interactiva con elementos de gamificación parte de los últimos avances en las Ciencias Cognitivas y la Neurodidáctica, que abogan por el embodied learning (Shapiro & Stolz 2019) como metodología motivadora de aprendizaje corporeizado (Grein 2021). Este enfoque consiste en ofrecer a los alumnos la experiencia práctica: selfexperience, being-in-the-real-world. Ello va en línea con la teoría de la simulación situada (Barsalou 2020) y la necesidad del aprendizaje inserto en un contexto próximo al real para alcanzar la fluidez conceptual (Danesi 2017) y para facilitar, a su vez, la gestión terminológica eficaz (Faber 2022) necesaria para la tarea de la interpretación. Partiendo de la experiencia previa como intérprete profesional y docente, se puede afirmar que la metodología propuesta acelera el desarrollo de las competencias lingüísticas, sociales, terminológicas, empáticas y de control emocional necesarias para los futuros intérpretes. Se trata de una metodología interactiva y práctica, eficaz, orientada a la acción y al fomento de las nuevas competencias de la Interpretación, que representa un proceso holístico haciendo uso de los postulados de la didáctica estética e interpretación ecológica.

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Open Access
Reflective Approach in Teaching Note-Taking

Interpreter training represents a crucial period for discussing one’s strengths and weaknesses, introducing new skills, and applying those successfully. Assessment of students has already shifted from being the sole privilege of teachers to emphasising the role of peer assessment and also self-assessment, all kinds being crucial not only for the overall performance but also in learning individual skills. This paper focuses on the role of self-assessment and reflective approach in teaching note-taking. The empirical research was carried out over the course of four semesters with four different groups of students, each comprising approximately twenty students with various backgrounds in note-taking (theoretical knowledge, self-taught, or no experience at all). Students started with taking notes using their own style, then followed a short course introducing the theoretical framework and explaining the principles, which were gradually introduced and practised. After each session, the notes were archived and, with active participation of students, analysed in class. After five sessions, students were asked to analyse their own notes and set their goals. This strategy positively affected their motivation and led to better results. After another five sessions, the students once again carried out self-assessment, this time reflecting on their improvement, contrasting their first and last/best notes. This strategy resulted in a boost in motivation and confidence, and overall improvement.

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Open Access