Legal translation trainees’ performance in from-scratch translation and post-editing: A product analysis

This study explores the practice of adopting MT tools in the area of legal translation didactics to assess and compare the translation quality of from-scratch vs post-edited translations through an error-based revision. Error analysis highlights both common and unique patterns in the frequency, type and severity of translation errors to possibly determine if and to what extent errors are influenced by the presence of a pre-translated text and which procedure led to higher-quality translations. The study also points out the areas of strength of Machine Translation applied to legal translation didactics alongside its limitations as inferable from the final product.This study explores the practice of adopting MT tools in the area of legal translation didactics to assess and compare the translation quality of from-scratch vs post-edited translations through an error-based revision. Error analysis highlights both common and unique patterns in the frequency, type and severity of translation errors to possibly determine if and to what extent errors are influenced by the presence of a pre-translated text and which procedure led to higher-quality translations. The study also points out the areas of strength of Machine Translation applied to legal translation didactics alongside its limitations as inferable from the final product

The development of translation theories in Europe

Este artigo trata do desenvolvimento dos estudos da tradução na Europa, no siculo XX. O maior enfoque está na mudança da perspeciiva de pesquisa, da comparação entre línguas para a confrontação de textos e da focalização datradução como atividade pragmática para a investigação do pensamento do tradutor (perspectiva cognitiva). Paralelamente à discussão dos conceitos teóricos, comenta-se também o desenvolvimento institucional dos estudos da tradução.Der vorliegende Aufsatz behandelt die Entwicklung der europäischen Übersetzungswissenschaft im 20. Jahrhundert. Der Schwerpunkt liegt auf dem Wandel der Forschungsperspektive vom Vergleich einzelner Sprachen hin zur Gegenüberstellung von Texten und von der Betonung des Handlungscharakters der Übersetzung hin zur Untersuchung des übersetzerischen Denkens (kognitive Perspektive). Parallel zur Diskussion theoretischer Konzepte, ist auch die institutionelle Entwicklung der Übersetzungswissenschaft Gegenstand der Untersuchung

Phraseology and the Implementation of Cognitive Grammar in Translation Didactics

El objetivo de este artículo es aplicar la gramática cognitiva en la didáctica de la traducción y demostrar su importancia para los estudiantes de traducción como una herramienta para fomentar su competencia cultural en y entre sus culturas de trabajo y, por tanto, para mejorar su competencia traductora general. En términos metodológicos, esto se realizará mediante la aplicación de la gramática cognitiva en una unidad fraseológica griega concreta. En este contexto, el punto de referencia teórico general para cualquier propósito de traducción es la teoría de la traducción funcional. Se demostrará que la gramática cognitiva constituye una herramienta conceptual útil para ayudar y fomentar la didáctica de la traducción en el tratamiento de los elementos específicos de la cultura de las lenguas de trabajo de los estudiantes de traducción.This paper aims to instrumentalize cognitive grammar for translation didactics and to demonstrate its importance for translation trainees as a tool for fostering their cultural competence in and between their working cultures and, thus, for improving their overall translation competence. Methodologically, this will be realized as evidenced by the implementation of cognitive grammar on one particular Greek phraseological unit. In this context, the overarching theoretical point of reference for any translational purvey is functional translation theory. It will be shown that cognitive grammar constitutes a useful conceptual tool to assist and foster translation didactics in dealing with culture-specific elements of the translation trainees' working languages

Translation competence as a complex multidimensional aspect

This article is devoted to problems of translation didactics. A comparative study of translation competence concepts, their main methodological characteristics, and means of competence formation allows to define the translation teaching goal as the formation of translation competence, which comprises knowledge and skills required for translator’s professional activity. The PACTE group model is chosen as one of the most comprehensive and frequently cited models for organizing the training process

Инновации в обучении переводу

The article is devoted to the overview of innovations applied to teaching translation and interpreting (T&I). The authors represent both parameters of the innovations and the main trends of modern approaches to teaching T&IВ статье речь идет о специфике инновационных процессов в дидактике перевода. Предлагаются параметры инноваций в обучении переводу. Намечаются пути развития основных инновационных тенденций в обучении перевод

Translatum Nostrum – Cultural melting at the Mediterranean. A review about the 9th AIETI biannual congress

AIETI, the Iberian Association of Translation and Interpretation Studies, held its ninth biannual congress at the University of Alicante on the 23rd-25th of January, 2019. Under the slogan "Translatum nostrum – Cultural melting at the Mediterranean", the event gathered more than 150 participants, who made structured contributions in ten specialty areas: bibliography and history of translation research, cognition and translation, didactics of translation, gender and translation studies, genres, specialized communication and translation; interpreting, translation technologies, audio-visual translation, scientifictechnical translation and terminology, and literary translation

The Role of Coherence in Text Approaching and Comprehension: Applications in Translation Didactics

The communicative text-linguistic approach to the study of texts and their theoretical and methodological problems plays an important role in Translation Studies and in Translation Didactics. The need to use and utilise the textual factors in the translation process and teaching is apparent in various linguistic and translational theories given that Translation, an act of speech and communication, is not performed at the level of language, but at the level of the text and discourse, utilising both linguistic and extralinguistic devices. This paper examines one of the seven textual factors, according to the basic theory of de Beaugrande and Dressler, i.e., the factor of coherence. Given that coherence expresses the logical consistency of utterances in terms of content – and therefore the construction of meaning – concepts such as knowledge, patterns and types of knowledge, frames and scripts, memory, are crucial for describing and examining this factor when approaching and understanding a text. Moreover, the interconnection of text linguistics, translation and cognition is evident, considering de Beaugrande’s argument (1999) that “text linguistics has always had a resolutely cognitive orientation because the text must be described as both product and process.” Furthermore, we shall examine how teachers of translation courses may take into account these concepts and elements when choosing texts for translation purposes, and utilise the theory of high-coherence and low-coherence texts (D. McNamara) in order to assist translator trainees in enhancing their extralinguistic knowledge and in using their prior knowledge during the comprehension/decoding phase of the translation act.L’approche de la linguistique communicative du texte des études de textes et de leurs problèmes théoriques et méthologiques jouent un rôle important dans la traductologie et dans la didactique de la traduction. Le besoin d’utiliser des facteurs textuels dans le processus de la translation et de l’enseignement est visible dans les diverses théories linguistiques et translationnelles, étant entendu que la translation, acte de parole et de communication, ne se déroule pas au niveau de la langue, mais à celui du texte et du discours en utilisant à la fois le linguistique et l’extralinguistique. Cet article étudie l’un des sept facteurs textuels selon la théorie de base de Beaugrande et Dressler, c’est-à-dire le facteur de cohérence. Étant donné que la cohérence exprime la constante logique des énoncés en terme de contenu – et par conséquent la construction du sens – les concepts de connaissance, de modes et de types de savoir, des cadres et scénarios, mémoire, sont importants pour décrire et examiner ce facteur dans l’approche de la compréhension du texte. De plus, l’interconnexion de la linguistique du texte de la translation et de la cognition est évidente en prenant en compte l’argument de Beaugrande (1999) que « la linguistique du texte a toujours eu une orientation résolument cognitive parce que le texte doit être décrit à la fois comme produit et processus ». Par ailleurs, nous examinons comment les enseignants de la translation intègrent ces concepts et ces éléments dans leurs choix de textes à traduire, et comment ils utilisent la théorie de la haute et la faible cohérences textuelles (D. McNamara) pour servir aux apprentis translateurs à mettre en valeur leurs connaissances extralinguistiques et à utiliser leurs connaissances préalables lors de la phase de compréhension, décodage de l’acte de translation

The Association of Translator and Interpreter Trainers: Building a Network of Teaching Excellence

Existing national and international associations of freelance translators and interpreters are predominantly business-oriented and aim to promote networking with other professionals, protect their rights and ensure quality of services. They show little interest, if any, in translator and interpreter training issues. Associations of translator and interpreter trainers are almost non-existent both nationally and internationally. In view of the recent establishment of the World Interpreter and Translator Training Association (2016) in China, the paper discusses the advantages and benefits of having independent national professional organizations of translator and interpreter trainers as an important foundation for creating a national community of translator and interpreter educators and trainers and advancing international cooperation. The authors analyze their experience of establishing the Association of Translator and Interpreter Trainers (2017) in Russia as a national network of excellence in this area