Training Of Future Translators Research Articles

ANALYSIS OF SOURCE AND TARGET TEXTS IN THE STRUCTURE OF TRANSLATOR TRAINING

The aim of the article is to develop a methodology for translation analysis of specialized texts for application in the training of future translators. To achieve this objective, the author addresses several key tasks: establishes parameters for analyzing both source and target texts; defines the scope of the study; selects a representative English-language source text in the field of patents; analyzes it according to the established parameters; formulates a hypothesis about the translation strategies most likely to be used for this source text; analyzes the Ukrainian translation text to determine the translation methods used; and concludes whether the initial assumption based on the source text analysis is validated. The study employs linguistic analysis for the source text and translatological analysis for the target text. The material used is a 526-word fragment from a U.S. patent, specifically a brief description of an invention, within the specialized (technical) field that forms part of the training content for future translators. Following the study, the author draws conclusions that support the hypothesis made during the pre-translation analysis and provide additional refinements. At the syntactic level, the analysis reveals that the translation typically follows the structure of the source text in sentences with simpler constructs, while complex sentences main, subordinate, or coordinate clauses can maintain their structure, other segments necessitate transformations. The dealing with very long sentences, they often need toтранслатологічний сфери, яка входить до змісту навчання майбутніх перекладачів. За результатами дослідження, сформульовано його висновки, відповідно до яких проведений аналіз тексту перекладу загалом підтвердивm ost common transformation is the replacement of passive voice clauses with active voice. When be divided into shorter, more manageable units, leading to further structural changes. The article concludes that the proposed methodology for translation analysis of specialized source and target texts shows promise for use in training future translators. It can help develop the theoretical component of students' translation competence, as well as provide insights into many significant concepts in translation studies and mastery of translation analysis methodologies. However, the author notes that this assumption requires further verification, suggesting that additional research is needed to confirm the proposed methodology's effectiveness.

Audiovisual translation and media accessibility training in the EMT network

The increase in demand for the localisation of audiovisual media content has led to increased incorporation of audiovisual translation and accessibility modules into university curricula in many regions (Bolaños-García-Escribano et al., 2021). This study aims to map part of the audiovisual translation (AVT) and media accessibility (MA) training landscape in Europe, presenting the findings of the 2020 Audiovisual Translation and Media Accessibility Training Survey conducted among the European Master’s in Translation network. It reflects on the results obtained from 55 European Master’s programmes focused on the training of future translators and shows that the majority provide AVT and some MA training, mainly within broad AVT modules and, to a much lesser extent, in dedicated compulsory modules. The insights gained from this study are relevant to establishing a benchmark that will make it possible to track any developments in the teaching of AVT and MA in the EMT network and beyond. Lay summary In recent years, the need to translate audiovisual content for speakers of other languages and to make it accessible to those with disabilities has increased. This has led to growth in courses in audiovisual translation and accessibility in university programs in many parts of the world. Because of this, we wanted to understand the current situation with regards to audiovisual translation and media accessibility training in Europe. To do so, we conducted a survey focusing on European Master's programs in translation. We focused on programs that belong to the European Master's in Translation network. This network is a partnership between the European Commission's Translation Department and universities. It's a quality stamp for Master's translation programs that meet the high standards of the European Commission's Translation Department. We used a survey to collect data from 55 European Master's programs. We discovered that most of these programs offered some level of training in audiovisual translation, and some of them also trained students in media accessibility (for people with disabilities). Audiovisual translation was mostly taught in more general modules, and media accessibility was less common and was often part of optional modules. We now also understand better what is taught, the extent to which practical and theoretical training in this field is offered, the main working languages, the tools used, and to what extent the programs cooperate with industry professionals. So, why is this study important? It helps us better understand the current status of audiovisual translation and media accessibility education in Europe. By studying these Master's programs, we have created a starting point for tracking future changes in audiovisual translation and media accessibility training in the European Master's in Translation network and beyond. This information is important for educators and policymakers who want to improve existing opportunities and offer more training in audiovisual translation and accessibility. In summary, this research sheds light on how audiovisual translation and media accessibility are taught in European Master's programs. It highlights the need for more structured and comprehensive training in these areas to meet the growing demand for accessible audiovisual content.

THE DEVELOPMENT OF PROF. V.N. KOMISSAROV’S TRANSLATION THEORY IN СHINA

V.N. Komissarov as a famous theoretician in the sphere of translation was introduced to his Chinese colleagues in 1984, when modern translation theory just started in China. For forty years now, his translation theories have been disseminated, adopted, and developed. V.N. Komissarov’s major works, including Questions of Translation Theory in Foreign Linguistics (1978), Linguistics of Translation (1980), Translation Theory (Linguistic Aspects) (1990) and Modern Translation Studies (1999), have been reviewed in Chinese academic journals. His last monograph, Modern Translation Studies (2004), was translated into Chinese. Chinese translation studies introduced his theoretical ideas in the sphere of translation, such as the nature of translation, translation equivalence, translation models, translation correspondences, translation norms, translation pragmatics, textological aspects of translation studies, cultural and sociological aspects of translation studies, translation teaching methodology, etc. Certain ideas, such as pragmatic translation adaptation, have been further developed. In general, V.N. Komissarov’s theoretical viewpoints have been studied and summarized in many scientific papers and various works, which contributed to the development of Chinese translation theory. Moreover, his translation thoughts are widely used by Chinese scholars for theoretical research and the training of future translators. Some of V.N. Komissarov’s views are applied to the study of the function of cultural translation, translation adaptation, the definition of translation, translation of the national style of speech and other theoretical problems. The scholar’s theory of translation is most often used to address a variety of issues in translation practice. The most influential theory is undoubtedly the theory of translation equivalence. While using this theory, numerous master theses and translation reports analyze issues in both fiction and information translation, as well as problems in interpretation and audiovisual translation.

Training of Future Translators through Advertising Slogans Translation

The paper focuses on translating advertising texts as an indispensable tool for future translators’ training. It elaborates on a semiotic approach to English advertising slogans translation into Ukrainian. From this perspective, it is possible to capitalize on language to decode the concepts encapsulated in advertising texts and devise ways of affecting mass consciousness. The present research gives a comprehensive account of translation strategies involved in deciphering the subtlety of meanings actualized in the advertising context. A comprehensive translator’s preparation should include training in various translation strategies, as they are essential for producing high-quality translations that meet the needs of both the client and the target audience. By using appropriate translation strategies, translators can ensure that their translations are accurate, efficient, and culturally appropriate while preserving the original text’s style, tone, and impact. Commercial, social, and political advertising slogans have been subjected to a comparative analysis. The study results prove that lexical-semantic, grammatical, and stylistic transformations are used in rendering advertising slogans into Ukrainian. However, the translation process is often complicated due to discrepancies in the syntactic structures of English and Ukrainian languages. The latter affect either separate untranslatable elements or the whole target language text. Therefore, translating advertising texts is a helpful tool for future translators’ training, as it allows them to develop a range of skills and strategies essential for success in the translation industry while also meeting the needs of clients who require high-quality translations of their advertising materials.

Industrie de la langue et formation des traducteurs spécialisés

Language Industry: The Training of Specialised Translators
 In an increasingly globalised and interconnected world, thanks to the development of new technologies, the language industry and, in particular, the translation sector, are becoming more and more important, implying a significant change in the training of future translators. This article aims at analysing translators’ needs and the training possibilities offered in this sector with a focus on university training. More specifically, this study is composed of three main sections. After a brief introduction to the current study (§1), the first section deals with the presentation of the socio-cultural environment (§2) in which translators and interpreters work today, with a focus on the European context. Influenced by the recommendations of the European Union about multilingualism and plurilingualism and by the increasing globalisation, the work of translators and interpreters has become essential for social, cultural as well as commercial relations. Focusing on the Italian context, some associations of reference for professionals in the translation sector are also mentioned, for instance Associazione Nazionale Italiana Traduttori e Interpreti (ANITI), Associazione Italiana Traduttori e Interpreti (AITI), Associazione di traduttori e interpreti (TradInfo), Associazione Italiana Traduttori e Interpreti Giudiziari (ASSITIG), Associazione Internazionale Interpreti di Conferenza in Italia (AIIC Italia) and Associazione Nazionale Interpreti di Conferenza Professionisti (ASSOINTERPRETI). The presence of these associations proves that this profession is very challenging, both for the translators/interpreters themselves and for their clients. The second section describes translators’/interpreters’ real needs in terms of necessary skills to be acquired (§3). In order to give an overview of these skills, the expert group EMT (European Master’s in Translation, 2017) conceived a document classifying them in six domains:
 o translation service competence: the interpersonal dimension (e.g. negotiating with clients and planning the translation process) and the production dimension (e.g. translation strategies and revision skills); o linguistic competence: syntactic, grammatical and morphological knowledge of the L1 and the L2; o intercultural competence: both the sociolinguistic dimension as well as the textual dimension; o information retrieval competence: terminology searching and analysis of the sources; o thematic competence related to the field of specialisation; o technological competence. 
 Among them, those with the greatest influence on the work of translators are technological and terminological skills. In particular, in the field of technology, the impact of artificial intelligence on the translation process will be observed (§3.1), while for terminological skills the article focuses on how terminological accuracy constitutes a very strong comparative advantage in the domain of specialized translation (§3.2). Furthermore, the role of the Associazione italiana per la terminologia (Ass.I. Term) is described in order to show the interconnection between studies and researches in terminology and translation. The last section (§4) presents a case study describing some innovative training activities organised by OTPL – Osservatorio di terminologie e politiche linguistiche of the Università Cattolica del Sacro Cuore, Milan – to demonstrate how university training can respond to the professional world’s needs. Some activities will be described: three projects on artificial intelligence and translation organised between April 2021 and May 2022 in collaboration with Master’s degree students of languages (L’uso della traduzione automatica nella comunicazione multilingue, La qualità della traduzione automatica: un’analisi dei testi del dominio della moda sostenibile, La traduzione automatica e la terminologia nel dominio del cambiamento climatico e dell´ambiente. Un´analisi FR – IT), the project Terminology Without Borders, in collaboration with IATE/Termcoord, Directorate-General for Translation /European Commission. Moreover, a specialised course for the training of translators and terminologists will be introduced with a focus on the project work that each participant has to present. In conclusion, this study underlines the importance to give translators and interpreters a professional training both in terms of theoretical and practical knowledge.

Simulation-Based Learning as an Effective Method of Practical Training of Future Translators

The research topicality is determined by the problem of lack of qualified specialists who have a high level of foreign language proficiency and the ability to carry out effective professional foreign language communication. The study involved the following methods: Rokich’s Value Orientations Test, Nemov’s methods for diagnosing the expectation of success level, the Self-Efficacy Scale (R. Schwarzer, M. Jerusalem); testing on the material taught on the Theory and Practice of English Translation, chi-squared test, Mann-Whitney U test. Results: Simulation of real conditions and situations of translation activity is used in almost every lesson (80%), promoting the development of future translators’ professional competencies. The final control in the experimental group found that all students had a high (48.10%) or medium (51.30%) level of foreign language proficiency, which confirms the effectiveness of the simulation method. In the experimental group, the percentage of students with a low level of foreign language proficiency at the end of the research decreased from 26.3% to 0.6%, and the percentage of students with a high level of foreign language proficiency almost tripled. At the same time, in the control group the number of students with a low level of foreign language proficiency decreased from 25% to 10%, while the percentage of students with a high level of foreign language proficiency increased by only 1.6 times. Therefore, the hypothesis of this scientific research was experimentally confirmed. Simulation training promotes the development of foreign language competencies of students majoring in Translation.

Formation of professionally based competence of future translators on the basis of information and communication resources

"Information and communication resources are widely used in the pedagogically organized cognitive process in different academic disciplines. This article analyzes how information and communication resources can be integrated and effectively used in the educational process in the training of future translators under the conditions of distance education in a higher education institution of Kazakhstan. The use of modern information and communication resources increases the efficiency of training future translators. To this effect, the article considered the Moodle Database, which allows students to independently determine the goal and set learning objectives, design the necessary tasks, share their practices with colleagues in real-time, discuss and supplement them in a team, and even evaluate the quality of work performed. "

Modern electronic means of translation in the system of training of future translators

The article characterizes the need to use modern information and communication technologies in the work of future translators. The analysis of modern software tools that contribute to the automation and simplification of translation operations, the generalization of work with individual words and fragments of foreign text. The article reveals the peculiarities of the use of translation programs and electronic dictionaries in the training of future translators in the higher education system and their role in the thorough formation of translation competence in future professionals. The research reveals a number of advantages of using electronic translation tools in the work of a translator, defined as modern electronic software helps to select the most accurate equivalents of translation and lexical equivalents. Specialized software is a translator's assistant that automates basic actions, helps to structure and systematize translation activities. The main programs-translators are described. They give the opportunity to instantly translate a sentence or a fragment of text into many languages. Online dictionaries contain a large database of words. They are multilingual. But the final translation of a foreign text depends on the translation actions and transformations of a specialist, electronic software only automates general actions.

Análisis de las actitudes de estudiantes de traducción hacia las herramientas TAO. El punto de vista de los estudiantes de chino-español

In the 21st century, translation and technological innovations are already inseparable. Computer-assisted translation tools (CAT tools) and machine translation (MT) are increasingly important and essential in the training of future translators. The main objective of this article is to analyze the attitudes of students towards translation technologies. Specifically, this work aims to make a first approach to the opinions and attitudes of Chinese students about CAT tools and AT in the Chinese-Spanish combination.

Деякі особливості навчання перекладу в регіональних вищих навчальних закладах

The article discusses some of the features of teaching translation in regional higher educational institutions. The factors influencing the organization of the learning process are considered, and the possibilities of using modern approaches in the preparation of professional translators are analyzed. Today, life itself dictates the need to create a new system of personal and professional development of modern specialists in the field of intercultural communication. The following factors can be identified as the main ones affecting the efficiency and success of the educational process: geographical, social and economic and educational. Geographic refers to the growing number of universities that train translators not in the capital but in regional higher educational institutions. Higher educational institutions, which yesterday were technical, economic and even agricultural have recently received the status of universities and today are actively engaged in the training of future translators. Under the socio-economic component, the problem of the material and technical base of the university and the provision of such faculties and departments with qualified specialists is considered. Educational factor means the level of foreign language proficiency and it should be mentioned that it is not enough profound for translation activity. The training of translators is based on the position that training in translation and interpretation should be carried out by different methods. It is necessary to provide practice in this activity to each student Practice shows that significant difficulties in teaching translation arise due to a lack of understanding of the textual nature of the translation process, due to the inability to isolate nationally specific features, and also due to insufficient knowledge of the algorithm of translation actions. Therefore, from the very beginning, the training of future translators should be aimed at the formation of professional translation competence. The inclusion of the educational process in real life, allows the teacher to demonstrate clearly what the knowledge and training in the classroom turned out to be successful and useful, and what needs correction and improvement for successful work.

Peculiarities of Formation of Basic Competences in the Process of Professional Training of Future Translators

The proposed article is devoted to the problem of formation of basic competencies, which are a complex integrative formation of the personality of the future translator. To fully characterize them, the authors identified all the components. It is determined which specific manifestations constitute their subject essence. The relationships between the components are established and considered in the context of existence, functioning and development to identify factors in the development of multilingual personality culture. In the course of scientific research, the acquisition of professional and linguistic and cultural knowledge from translators was determined. The educational process of modern pedagogical institutions of higher education and the formation of not only professional culture but also the general culture of the translator as a "systemic integrative quality of personality, including interdependent and interdependent aspects, represented by significant and functional components, competent foreign language. Also in the course of scientific development of meaningful dominants the characteristics of such categories as multilingual, multilingual and multicultural language personality, which are transmitted by many language systems, were laid down. The proposed study substantiates the process of forming a multilingual culture of personality, determines that knowledge of one's culture is one of the main conditions for successful translators activity, because it is impossible to instill love or at least understand and accept another culture without a high national culture.

Traduction automatique dans la formation des traducteurs : une analyse expérimentale de la post-édition

In this article the author analyzes the evolution of the role of the translator in a world dominated by new technologies and the influence of these on the training of future translators. She focuses primarily on machine translation and post-editing. The purpose is illustrated by the results of experiments carried out within the framework of a program belonging to the EMT network and whose objective is to compare the steps of rewording in target language by post-editing and by a human translation exclusively. These experiments make it possible to draw some conclusions concerning the training of students integrating machine translation and post-editing.

Integrative Approach to Enhancing Linguists’ Background Knowledge in Culture and Art

In the conditions of the global cultural and educational space development, the humanity enjoys such ongoing processes as integration of knowledge, mutual influence and interaction of cultural traditions. Here the role of a translator/ interpreter as an ambassador of culture is growing; he/she is seen as a mediator between communicants belonging to different cultures with incompatible linguistic and conceptual pictures of the world. In this context, the translator's background knowledge in various spheres plays a special role. The search for effective ways of enhancing background knowledge in Culture and Art is an urgent problem of the professional education of a translator/ interpreter. The article deals with the formation of background knowledge of the future translators/ interpreters in Culture and Art in the context of integration of Culture Study and Linguistics courses. The authors show the role of the integrative approach in the process, introduce an original and already tested strategic approach to the formation of the background knowledge of future linguists, allowing to fruitfully integrate linguistic and cultural knowledge as well integrative competences in the university training of future translators/ interpreters. The original definition of the concept, the structure of background knowledge in Culture and Art is revealed, the dominants of background linguocultural knowledge are identified, contributing to comprehension of mentality, system of values and characteristics of the cultural world of the target country and language, ensuring the enculturation and socialization of the translator/ interpreter's personality.

Translation in the European Parliament: The Study of the Ideational Function in Technical Texts (EN/FR/ES)

In this paper we tackle the study of European Parliament technical texts in three languages, namely English-Spanish-French, focusing on their discursive features and, more concretely, on the way in which the ideational function is expressed in them. To achieve this end, we have followed the frame of the Systemic Functional Grammar compiling a trilingual parallel corpus composed of technical texts downloaded from the European Parliament (EP) Website. In accordance with the analysis proposed it is proved that these texts are characterized by a predominance of material processes, in particular, actions linked to the legal, administrative and economic world like adopt, approve, modify, create, transmit, publish, establish and sign, with their respective equivalents in Spanish and French. Although there are certain processes – mental (cognition) and verbal ones – that could have a mixed nature, as we have observed that equivalents are exchanged with each other in the different linguistic versions studied. Regarding the participants (agent, affected, recipient, beneficiary and sayer), most of them are institutions and acts/documents, when these participants in these processes are usually humans. We conclude that knowledge of these features could be useful for EU translators and should be used in the training of future translators as a guide in the translation process.

Using concept mapping and the web as corpus to develop terminological competence among translators and interpreters

“Übersetzen ist die Verwendung des Verstandenen,” wrote the late Hans Vermeer in 1986. Seen within the context of Vermeer’s Skopos theory, translation is at its core a dual process of understanding and applying this understanding in the production of a target text. I intend to discuss the essence of Vermeer’s quote against the background of specialized translation and interpreting. In particular, I will be focusing on the two main aspects of translation highlighted in the quote, the cognitive dimension of translation as information processing on the one hand and the pragmatic dimension of the purposeful application of that information in the transfer and production phases of the translation process on the other hand. At the heart of my paper lies a didactic model for the development of information processing and information application competence in the university training of future translators and interpreters. The main focus of the discussion will be on terminology in general and, following Teresa Cabré’s “theory of doors,” on the cognitive and pragmatic dimensions of terminological units in particular. The objective is to combine terminological (concept-oriented) approaches with textographical (corpus-driven) ones, so as to show, first, how terminological units can be organized in mono and multilingual knowledge structures and, second, how, based on a digital corpus search, these units can be implemented into the norm-guided production of the target text.

Familiar words in unfamiliar contexts

Studies of the translation of the Qur'an into English have produced countless descriptions of lexical, syntactic, stylistic, and rhetorical translation problems. This article seeks to fill a gap in this literature. Using a corpus of twenty Qur'anic texts, I investigated how Jordanian translation students render religious items that may be interpreted in different ways. It was found that the problems could be divided into ‘overt’ and ‘covert’ knowledge problems and a failure to identify the items’ field‐specific meaning in Qur'anic contexts in which it differed from the everyday meaning in Arabic. Surprisingly, some of these lexical items also pose problems to professionals. The findings suggest that translators of the Qur'an must be familiar with exegeti‐cal writing ana that, in the teaching and training of future translators, it is important to stress that the bilingual dictionaries must be supplemented with specialist dictionaries, word and terminology lists, and that students must learn to pay attention to con‐textual clues in order to detect the intended meaning of familiar lexical items when they occur in unfamiliar contexts. Introduction Despite a long‐running argument over the untranslatability of the Holy Qur'an, no matter whether literal or explanatory, no Qur'anic translator has claimed that his translation is the equivalent of the Qur'an. This is due to the Our'an's unique discourse nature (Abdul‐Raof 2000). Qur'anic texts often carry stylistic, rhetorical, and semantic‐specific features that cannot be adequately appreciated and translated without a sound linguistic competence in both Arabic and English and an advanced knowledge of semantic relations in sophisticated Arabic rhetorics (El‐Hassan and Al‐Said 1989). Therefore, target‐language readers only get a crude approximation of the meaning (Hatim and Mason 1990) since “the ideal of total equivalence is a chimera “ (Bell 1991: 6). Even when we accept that a translation of the Qur'an is only an approximation, the source‐language meaning can only be conveyed by translators who fully understand the message. The literature has dealt with various aspects of translations of the Holy Qur'an, including, for example, the types of lexical, grammatical, and rhetorical problems in the translation of the Qur'anic texts: Abdul‐Raof (2000) investigated syntactical and semantic ambiguity, El‐Hassan and Al‐Said (1989) looked at lexical problems in translation of collocations, ambiguous items, ana culture‐specific terms, and Al‐Momani (1999) and Abd El‐Raheem (2000) dealt with the translation of synonymous items. Although synonymy and other meaning relations have thus been researched, there are no studies of the translation of lexical items in specific Qur'anic contexts that are intended to convey another, even the opposite, meaning in particular Qur'anic co‐texts than the one they have in common everyday usage in Arabic. This article discusses how students of translation cope with such issues and the extent to which field‐specific knowledge of Qur'anic expressions affects their translation. In addition to being a translational problem and providing an account of unique semantic features that reveal “what is so special about Qur'anic discourse that makes it different from other types of discourse” (Abdul‐Raof 2000: 1), my study also offers some views on religious texts, such as Language‐for‐Special‐Purpose texts (hencer‐

The Puzzle of Translation Skills. Towards an Integration of E-Learning and Special Concepts of Computational Linguistics into the Training of Future Translators

The objective of this paper is to promote new methods in the computational training of translation students. We will show that the process of translation is more complex than often supposed but can be successfully supported by electronic tools. The acquisition of advanced skills in the combination of these fields is facilitated by the use of new teaching methods like e-learning and the introduction of special concepts in Computational Linguistics such as evaluation.