Teaching Translation

There are a number of arguments that support the idea of translating non-fiction to be a “double challenge”, considering the time invested in research, getting all the facts, historical names and quotations right in two languages, and giving the point of view that the author originally gave. On the other hand, some of the aspects of translating prove that translating non-fiction should be easier than translating other areas of literary translation, primarily fiction. The translator of non-fiction has more space for explanations, comments and directions for his readers; he can usually keep a constant tone throughout the work and is usually asked to translate repeatedly for the same customers. And, to return to that popular misconception that literary translation only relates to works of fiction, the translation of non-fiction has an extremely long and respectable history: it is certainly literature. It is just the rarity of it today that may make it seem “stranger than fiction”.

Skrócony zapis panelu dyskusyjnego z udziałem Dominiki Cieśli-Szymańskiej, Rafała Lisowskiego i Adama Pluszki oraz Krzysztofa Fordońskiego w roli moderatora. Dyskusja odbyła się 17 marca 2016 roku na Wydziale Lingwistyki Stosowanej UW podczas konferencji „Przekład literacki dzisiaj i jutro”.
http://stl.org.pl/baza-wiedzy/sytuacja-tlumacza/praktyka-przekladu-literackiego/
Tekst debaty ukazał się w piśmie "Komunikacja Specjalistyczna" numer 12/2016.

Tenemos el placer de invitarles a participar en el Congreso Internacional sobre Traducción e Interpretación de Discursos Especializados: Aproximaciones teóricas y prácticas a la accesibilidad. Congreso virtual del 3 al 4 de diciembre de 2021. https://eventos.uma.es/47215/detail/international-conference-on-translation-and-interpreting-ofspecialized-discourses_-theoretical-and.html El congreso está organizado por el grupo de investigación HUM-855 (e-dint) de la Universidad de Málaga junto con otros compañeros de diversas facultades y pretende impulsar un encuentro interdisciplinar en torno al concepto y al hecho de la accesibilidad en la comunicación inter e intralingüística. Queremos generar un espacio de divulgación de trabajos de investigación ligados al tema de la discapacidad en el marco de los estudios de traducción e interpretación, teniendo en cuenta los enfoques interdisciplinares y los aportes de las Tecnologías de la Información y Comunicación (TIC). Asimismo, deseamos compartir recursos, estrategias didácticas, metodológicas y prácticas así como abordajes teóricos en torno a la discapacidad. Nuestra convocatoria de ponencias está abierta hasta el 15/10/2021. Esperamos contar con vuestra participación. Un cordial saludo, El comité organizador.

An interview with Professor James Dickins in which he reflects on his teaching practices in translation classes and how his practices have changed over time. Dickins also discusses how teaching translation is dependant – to some extent – on the language pair in question. He discusses some linguistic, discursive and general issues in Arabic-English translation then moves to discuss how his book Thinking Arabic Translation: A Course in Translation Method: Arabic to English, which he co-authored with Sándor Hervey and Ian Higgins, can benefit translation students. Dickins explains how the recent changes in translation practices and the rise of popularity of some text types have influenced the newest edition of his book. The interview closes with Dickins current works in both Translation Studies and Arabic Studies.

This paper sets out to illustrate the design of an in vivo translation course that attempts to project, as closely as possible, into the translation classroom the professional environment that students will encounter in their later careers as translators. The course forms part of the MA in specialised translation programme offered by the Institute of Translation and Multilingual Communication at Cologne University of Applied Sciences. It is based on the theoretical framework of situated translation (Risku, 1998, 2004), which stresses the situation-dependence of the intelligent human action of translation. Based on this framework, we review Göpferich's (2008) model of translation competence and illustrate how specific subcompetencies of this model can be linked to and are reflected in the design of our translation course. To conclude the article, we present several components of the translation course which are intended to develop the various subcompetencies of Göpferich's translation competence model.

A Covid-19-járvány miatt az ELTE Audiovizuális fordító és szakfordító szakirányú továbbképzésének is át kellett állnia a távolléti oktatásra. Magyarországon még nincs akkreditált távoktatás audiovizuális oktatásból, sőt, az ELTE képzése is fiatal, mindössze két éve működik. Az új helyzet számos kihívást jelentett, legfőképpen a kifejezetten technológia használatára fókuszáló feliratozástechnika kurzus esetében. A tanulmányban röviden átveszem a feliratozás online oktatásával kapcsolatos szakirodalmat, majd bemutatom, hogy milyen új módszereket kellett bevezetni a kurzus során az átállás miatt, milyen programok és felületek segítették a kurzus sikerességét, és hogy milyen hallgatói és oktatói tapasztalatokkal zárult a félév.

In this article, we discuss the need for a new digital literacy among language students, namely a literacy in relation to the use of machine translation (MT): MT literacy, following Bowker & Buitrago Ciro (2019). This article does not focus on translation students who, due to the demands of the translation market, have already received a lot of attention from researchers. Rather, we focus on undergraduate language students, and argue that because of their massive use of free online translators-either to translate or to read and write in the language they are learning-instructors need to include a discussion on such tools. We argue that this discussion should include technical and ethical considerations, with a focus on how to ensure that students are able to use MT critically, identifying and correcting errors, for future professional use. Finally, we discuss the thorny issue of evaluation for this type of digital literacy. The discussion is based on several experiments conducted with undergraduate students enrolled in their final year of a three-year program in applied languages. We also believe that the teaching of such skills should not be restricted to language students, since students of all disciplines use online translators, and may continue to do so throughout their professional lives.

This article reports on an exploratory study conducted on applied languages undergraduate students' use of machine translation. Starting from the observation that they widely use free tools available online, our aim was to understand whether they are capable of identifying and correcting machine translation errors, and if so to what extent.

• Transactions (Mu'amalat) • Acts of worship ('Ibadat). The analysis compares the translations of the chosen terms according to their faithfulness to the referential meaning. Arabic and English encyclopedias are consulted to provide the accurate referential meaning of each term. The study aims at examining: 1. The consistency/ inconsistency of strategies chosen by each translator in translating the terms throughout the whole translation of the Qur'an. 2. Highlight the most frequently used strategies in translating Islamic terms. 3) The impact of the ideology and theological background of the translator on choosing the translation strategy. The comparison is carried out between the translations by choosing one verse –in which the term appears-and examining the strategies of translation employed by each translator. The findings of the study are presented in the form of five tables. Four tables are drawn to compare the use of the strategies among the three translators. Each five terms that belong to the same field are placed together in a table. The fifth table is drawn to show the most recurrent strategies used by each of the three translators and the number of times each translator employed them. These tables summarize the findings of the analysis and make drawing conclusions much easier.

*** Didactics of translation/ Translodidactics - terminological considerations: * The increasing demand for translators, espacially translators of specialised texts, means that the importance of translation didactics as an academic discipline will continue to grow. The growing interest in the topic and the deepening analysis of the issue demand a rethink on the term 'translation didactics'. The author, in 2008, proposed the name "translodidactics" to describe "translation didactics" as a separate academic discipline. This is because it clearly separates it from glottodidactics and translation studies. The term "translodidactics" (and "specialized translodidactics" - which defines the scope of translodidactics that deals with teaching the translation of specialized texts) - authorial proposals of M. Płużyczka - are gradually gaining use in the world of linguistics and translation studies, e.g. by the University of Wrocław, the University of Warsaw, the Pedagogical University of Cracow and other universities in the country. More extensive justification is proposed in her doctoral dissertation from 2009 and in the articles published later (see: Płużyczka 2010, 2011, 2012...). *** Dydaktyka translacji/ translodydaktyka - rozważania terminologiczne: * Zwiększenie zapotrzebowania na tłumaczy specjalistów sprawia, że ranga dydaktyki translacji jako dyscypliny naukowej bezustannie będzie wzrastać. Rosnące zainteresowanie omawianym tematem oraz pogłębiająca się analiza tego zagadnienia wymuszają też niejako zastanowienie się nad terminem dla dydaktyki translacji. Autorka w 2008 roku proponuje nazwę "translodydaktyka" na określenie "dydaktyki translacji" jako oddzielnej dyscypliny naukowej. Oddziela ją bowiem jasno od glottodydaktyki oraz od translatoryki. Termin "translodydaktyka" (oraz "translodydaktyka specjalistyczna" - określająca zakres translodydaktyki zajmujący się nauczaniem tłumaczenia tekstów specjalistycznych) - autorskie propozycje M. Płużyczki - zyskują stopniowo użycie w świecie lingwistycznym i translatorycznym, m.in. przez Uniwersytet Wrocławski, Uniwersytet Warszawski, Uniwersytet Pedagogiczny w Krakowie i inne uniwersytetu w kraju. Szersze uzasadnienie M. Płużyczka proponuje w pracy doktorskiej z 2009 roku i w artykułach póxniej wydawanych (zob. Płużyczka 2010, 2011, 2012...).

Being able to propose a taxonomy of translation techniques has been a long-standing aspiration of translation theorists. By building on previous proposals, this paper presents the HispaTAV typology of translation techniques (ToT), a new list specifically designed for subtitling trainees. The aim of the proposal is to increase students' awareness of the variety of possible solutions to translate segments of the source text, and to promote creativity, a key factor in the development of translator competence. The proposal has been presented to current translation students, who have provided feedback in terms of its usability for learning purposes.

A majority of African student translators manifest weakness at two major levels: the conceptual and productive. From different perspectives, this is either termed 'language' or 'cognitive' problem. This dual view is a pointer to the tacit but intractable bond between language and cognition. The language↔cognition↔translator education relationship that begins with the mother tongue (L1), as well as its impact on the African translation learner constitutes the essence of this write-up. Working from the hypothesis that the cognitive development of the African child is adversely affected by the lack of a 'veritable' L1 blueprint, this reflection qualitatively substantiates this claim, and then concludes that mother tongue inclusion in the African school syllabus through appropriate language planning is, more than before, an imperative, given that as a contextual L1, it engenders and nurtures cognitive skills which are indispensable in translation learning and practice.

Komputery stały się niemal nieodzownym elementem pracy tłumacza – w kontakcie z klientem oraz podczas opracowywania terminologii, korzystania ze źródeł, tłumaczenia zleconego tekstu i archiwizacji gotowego tłumaczenia. Niniejszy rozdział ma na celu przybliżenie podstawowych zagadnień z zakresu tłumaczenia wspomaganego komputerowo, zaczynając od wyjaśnienia, czym różni się tłumaczenie maszynowe od wspomaganego komputerowo, co to są pamięci tłumaczeniowe i bazy terminologiczne itd. Ze względu na praktyczny charakter rozdziału opisano w nim wybrane przykłady oprogramowania dla tłumaczy. Oprócz programów do tłumaczenia, przedstawione są też rodzaje i przykłady zasobów dostępnych online i offline, z których mogą korzystać tłumacze. Kolejna część koncentruje się na tłumaczeniu maszynowym, którego jakość jest wciąż daleka od ideału, ale które może dla odpowiednich tekstów okazać się wartościową pomocą.
Każda sekcja przedstawia również wyniki ankiety przeprowadzonej wśród zawodowych tłumaczy, którzy korzystają z technologii wspomagających tłumaczenie. Ankieta dotyczyła zwyczajów, zachwytów i rozczarowań w użytkowaniu programów i pomocy tłumaczeniowych oraz stosunku użytkowników do tłumaczenia maszynowego. Rozdział podsumowują rozważania na temat przyszłości tłumaczenia z punktu widzenia automatyzacji i komputeryzacji zawodu – w jakim kierunku rozwijają się technologie tłumaczeniowe i czy kiedykolwiek tłumacza zastąpi maszyna?

O erro na tradução de textos especializados constitui com frequência uma transgressão de um paradigma considerado correto devido a várias causas. Por um lado, o mercado procura pessoal profissional, mas também busca baratear custos, o que, em muitas ocasiões, determina o corte de gastos em serviços considerados secundários, como a tradução de manuais de instruções, para os quais chega a se contratar um só tradutor para várias línguas. Por outro lado, influem os curtos prazos e a complexidade dos textos fonte.

Current Trends in Translation Teaching and Learning E (CTTL E) is a double-blind refereed open access journal that explores a variety of issues related to translation teaching and learning. We seek qualitative and quantitative research articles that are relevant to this subject. The publications is available free online via our website. The length of papers should be around 2500 to 6000 words. http://www.cttl.org/

This special issue brings together a set of papers which look to the future of translation in higher education. It is a direct response to the flurry of publications which over the last two decades have highlighted and explored the value of translation as a pedagogical tool in modern language learning. In a now oft-cited early example, Cook (2007, p. 396) decried the marginality of translation in “mainstream applied linguistic and English language teaching theory” and called for a return to translation both in the language classroom and as a “major topic for applied linguistic research”. This call echoes through subsequent publications and now, at the start of the third decade of the millennium, there certainly is an ample body of scholarship, theory, and methodology that centers on translation in the language classroom. The changes are so dramatic and the signs so positive that some have gone so far as to speak of a “translation turn” in language teaching (Carreres, Mu oz-Calvo, and Noriega-S nchez, 2017b, p. 99, our translation). On the ground, however, things are not always so rosy and we are still very far today from a situation in which translation is systematically used in language instruction, especially in the Anglophone countries where translation was long overlooked. Rather than adding to the now numerous calls for the use of translation in the language classroom, the papers in this special issue seek to move the debate forward by exploring what we refer to as the implementation problem and the question of impact. The papers exploring the implementation problem address the gap that can exist between scholarly literature where translation is now valorized and classroom practice where it can often remain marginal. The papers exploring the question of impact, on the other hand, draw attention to the wider effects that the (re-)introduction of translation into the language classroom will have in order to reimagine translation right across higher education.

Kivonat: A tanulmány elméleti és gyakorlati segítséget kíván nyújtani a terminológia oktatásához a szakfordító-képzésekben. Azokat a terminológiai alapkérdéseket veszi számba, amelyekkel a fordítók bármilyen szöveg, bármilyen nyelvű fordítása során találkozhatnak, és amelyeket általában felvetnek egy fordítási vagy terminológiai kurzus során. Mivel a hallgatók fejében (is) gyakran él az az elképzelés, hogy terminológiával foglalkozni annyit jelent, mint megtanulni egy adott szakterület szókincsét, ezért a tanulmány három döntési helyzet köré csoportosítja az alapkérdéseket. Először sor kerül annak tisztázására, mit is tekintünk terminusnak, hogyan tanácsos kezelni a különböző terminusdefiníciókat a fordítás szempontjából, és ez milyen összefüggésben van a fordítói szabadsággal. Ezt követően azt vizsgálom, hogyan játszik szerepet a terminus a szöveg kohéziójának megteremtésében, és így miért kell fokozottan ügyelni a szinonimák használatára a fordítás során. Végül a fogalmi rendszerek eltéréseiből adódó fordítási nehézségek kerülnek sorra. Azt a döntési helyzetet elemzem, amelynek során a fordítónak döntenie kell: a különbséget vagy a hasonlóságot hangsúlyozza, illetve ennek során milyen eljárásokat alkalmaz. E kérdések tisztázását számos, az oktatásban is jól hasznosítható angol, német és francia nyelvű példa segíti. A tanulmány következő része e kérdések konkrét, módszertani vonatkozásait vizsgálja.

Tłumacz pracujący w środowisku medycznym pośredniczy w procesie komunikacji między personelem medycznym, a pacjentami; uczestniczy w kontaktach między różnymi przedstawicielami środowiska medycznego. Normy, które rządzą przekładem medycznym m. in. określają rolę tłumacza w środowisku medycznym, stosunek władzy i podwładności między tłumaczem i klientem (klientami), regulują kwestie etyczne dotyczące przekładu medycznego. Niniejszy artykuł ma na celu przedstawienie zadań i roli tłumacza pracującego w środowisku medycznym, oczekiwań dotyczących kompetencji tłumacza w zestawieniu z rzeczywistością oraz wpływu zarówno tłumaczy, jak i innych osób i instytucji na kształtowanie norm i standardów dotyczących pracy tłumaczy medycznych. Omówione zostaną zagadnienia związane z przekładem ustnym i pisemnym, choć ze względu na ograniczenia formalne zagadnienia te zostaną przedstawione w zarysie. Przekład tekstów medycznych należy do najstarszych przejawów przekładu naukowego. We wszystkich dominujących potęgach cywilizacyjnych dokumentowano wyniki badań i odkrycia medyczne, dokumentacja ta była i wciąż jest przekładana na inne języki, co umożliwia dostęp do wiedzy o nowych odkryciach przedstawicielom różnych kultur i obszarów językowych: rozwój medycyny od dawna wiąże się z pracą tłumaczy medycznych.

Translation project management is a topic of interest for both project managers and freelance translators alike.

What information is used to prepare an accurate quote? Why is scheduling so essential in some situations? How do you guarantee that a project will be profitable? How do you recruit the right resources? What is expected from each person?

The author suggests a practical approach, based on an analysis of the project life cycle, to answer these crucial questions amongst others, focusing on the particular areas that require attention in order to best complete a translation project.

En el año 2011, la Comisión de Recursos Tecnológicos del Colegio de Traductores Públicos de la Ciudad de Buenos Aires editó la primera obra argentina dedicada exclusivamente a la informática aplicada a la traducción, el «Cuaderno de herramientas informáticas». En ese momento, la obra venía a echar un poco de luz sobre un tema del cual ya se hablaba mucho en el país, pero que no formaba parte de casi ningún plan de estudio de los traductorados.
¿Y qué ha cambiado desde entonces? Pues no demasiado, salvo que lo que antes se podía resumir en enseñar una herramienta de traducción como SDL Trados Studio hoy se convirtió en mucho más que eso. El avance de la tecnología en general, y de la traducción automática en particular, hace que sea muy necesario para las casas de estudio brindar una formación integral en tecnología. Y, por otra parte, los traductores profesionales en ejercicio tienen, ahora más que nunca, la obligación de dominar y acompañar los desarrollos de la informática.
El «Manual de informática aplicada a la traducción» es una biblia de herramientas tecnológicas que le dará al lector todos los trucos necesarios para dominar la computadora desde cero, con el software y el hardware, hasta los entornos de traducción más usados del momento, como SDL Trados Studio, memoQ y Wordfast. Además, el lector conocerá las herramientas más importantes que debe tener y usar en su tarea profesional, lo cual convierte a este libro en la guía definitiva de la informática aplicada para los traductores de todas partes del mundo hispanoamericano.

Maria T. Sanchez University of Aberdeen UK ABSTRACT Interpreting trainees usually need some time and a lot of practice before they fully realize that note-taking in consecutive interpreting is only an aid to memory and a result of fully understanding what has been said, without paying too much attention to how it has been said. One full implication of this process is that a near-native knowledge of the foreign language(s) is indispensable, given the fact that a poor understanding of what the speakers are saying is incompatible with remembering it and, for that matter, even with taking proper notes. The purpose of this article is to insist on the need to start interpreting training after the foreign language and culture have been rally assimilated and to make sure that students realize from the start that note-taking is not an end in itself. Two practical examples are discussed, one from a business interview and one from a medical situation.

Parallel texts seem to constitute a contested notion within the framework of disciplines using the term (e.g. Translation Studies, Interpreting Studies, Corpus Linguistics, Computational Linguistics). Based on an extended view on the notion of " comparability " which underlies the definition of parallel texts, this paper will attempt a broader conception of parallel texts, based on their intra-and interlingual dimension, and it will show their relevance for Translation and Interpreting didactics. An overview of the definition of parallel texts will be given in the first section, followed by the presentation of an extended definition with applications in the didactics, and thus the process, of both Translation and Interpreting.

English abstract
This book is the first worldwide handbook of Portuguese Technical Translation. It covers theoretical texts on writing, translating and creating terminological neologisms; it also covers practical subjects in technical translation, such as internationalization, localization, and project management, CAT tools, QA issues, checklists, and international standards. It also presents the largest Portuguese terminological vocabulary in this domain.

Resumo em Português
Este livro é o primeiro manual de tradução técnica em toda a Língua Portuguesa. Abrange textos teóricos acerca de escrita, tradução e criação de neologismos terminológicos; abrange também temas práticos em tradução técnica, tais como questões sobre internacionalização, localização e gestão de projetos, ferramentas CAT, procedimentos de garantia de qualidade, listas de verificação e normas internacionais. Apresenta ainda, neste domínio, o maior vocabulário terminológico em português.

Who Profits from Literary Translation?

The article, originally inspired by the studies of Pascale Casanova and Pierre Bourdieu, attempts to answer the question who in Poland profits from literary translation. The concept of “profit” is understood very broadly, both in financial or economic context, and in context of the acquiring and losing cultural, social, and symbolic capital. It is analysed both from the point of view of an individual (translator, publisher, and reader) and social (cultural and language community).
The article seeks to deal also such issues as the influence of foreign literature available in translation on the local literary market and locally produced literature. In Polish.
Published as:
“Komu opłaca się przekład literacki?” (“Who Profits from Literary Translation?”), in: Wilczek, Piotr and Maciej Ganczar (eds.) Tłumacz i przekładu - wyzwania współczesności (Studia o przekładzie tom 36). Katowice: Wydawnictwo Naukowe Śląsk, Stowarzyszenie Inicjatyw Wydawniczych, 2013, pp. 211-224.

Chinese traditional wedding is a marriage ceremony established with a pre-arrangement between families involving a ritual procession. In this respect, this study deals with the semiotics translation of Chinese traditional wedding signs in the ritual processions located in Medan.The aims of this research are: to analyse the types of semiotics displayed in the Hokkien Chinese Traditional Wedding signs, to translate the semiotics of each sign Chinese traditional wedding in Medan realized in English, and to discuss the cultural value in the semiotics translation of Hokkien Chinese Traditional Wedding in Medan. The research focuses on the semiotics meanings of Chinese traditional wedding signs in Medan, North Sumatra, by the community of Hokkien. The study employed a qualitative research design. Interview and documentations were used as the data collection methods. The research results showed that: there are thirty signs of Hokkien Chinese Traditional Weddings discussed in this research consisting of semiotics meanings which influenced and gave an effect to the bride and groom in their wedding, the tradition that has been practiced consisted of the cultural category of ecology culture, material culture, social culture, organization culture, gesture, and habit culture in which the most dominant one was the social culture. Based on these, it was concluded that all of the signs used in Chinese traditional wedding for the pre-wedding and wedding ritual were in hereditary from generation to generation, though some modifications had been made.

The articles concentrates on issued connected with the cooperation between literary translators and their editors. The issue of training for the job of editors as well as possible problems are presented and discussed. In Polish.
The article was originally presented at at a conference and published in conference proceedings in Polish. Its English later and more advanced version is available here: http://www.academia.edu/233204/The_Art_of_Translation_vs._the_Art_of_Editing

The use of Translation in Language Teaching (TILT) has had many ups and downs during the history. While it was dominant during Grammar Translation Method (GTM), by the advent of the "Direct Method" and "Reform Movement", its use was completely prohibited in language classes based on the assumption that using L1 in foreign/second language classes can cause interference. However, recently some scholars have called for the revival of TILT as they believed that translation can facilitate the process of language learning and preserve learners" identity. The aim of this study was to investigate the advantages and disadvantages of using TILT from linguistic, humanistic and practical perspectives. For so doing, a questionnaire was distributed among 122 Iranian EFL learners to examine their perceptions in this regard. The results indicated that Iranian EFL learners had a positive attitude toward the use of TILT which further substantiated the benefits of "judicious" use of students" L1 in language classes. The results were discussed and the recommendations were made.

Interpreting trainees usually need some time and a lot of practice before they fully realize that note-taking in consecutive interpreting is only an aid to memory and a result of fully understanding what has been said, without paying too much attention to how it has been said. One full implication of this process is that a near-native knowledge of the foreign language(s) is indispensable, given the fact that a poor understanding of what the speakers are saying is incompatible with remembering it and, for that matter, even with taking proper notes. The purpose of this article is to insist on the need to start interpreting training after the foreign language and culture have been rally assimilated and to make sure that students realize from the start that note-taking is not an end in itself. Two practical examples are discussed, one from a business interview and one from a medical situation.

Résumé
La traduction est une activité qui, aujourd'hui, peut être accomplie aussi bien par l'homme que par la machine. Pourtant, la question concerne le comment : comment l'être humain apprend-il à traduire ? Et quelles sont les stratégies adoptées par rapport aux différentes difficultés textuelles, lexicales, syntaxiques et sémantiques ? Et la machine, à son tour, comment arrive-t-elle à gérer une traduction ? Quelles sont les opérations qu'elle peut effectuer pour traduire un texte ? Existerait-il une possibilité d'interaction entre le modèle d'apprentissage humain et le modèle d'apprentissage automatique de la traduction ? Le projet présenté dans cet article vise à répondre à ces questions à travers la mise en place d'une expérimentation pédagogique, qui s'appuie sur l'adaptation d'un système informatique de traduction automatique basée sur des règles, et qui a l'objectif d'étudier l'intérêt pédagogique de l'interaction « homme-machine » dans le contexte de l'apprentissage de la traduction.
Abstract
Translation is an activity, which can be performed, today, by human beings and by machines as well. However, the question is: how? How can human beings learn to translate? Which are the strategies chosen in relation to different textual, lexical, syntactic and semantic difficulties? And, how can machines, in their turn, manage a translation? Which operations can they perform to translate a text? Can there exist a possible interaction between human translation learning model and machine translation learning model? The project presented in this article aims at answering to those questions by means of a pedagogical experimentation, which is founded on the adaptation of an rule-based translation system. The objective is to study the pedagogical interest of "human-machine" interaction in the context of translation learning.

Over the recent decades, a close relationship among linguistics, translation, and ideology has drawn the attention of many linguists and translators. The researches reveal that both source text (ST) and target text (TT) embody hidden ideologies and so it can be mentioned that ideology affects the writer's/translator's linguistic selections. Equipped with specific strategies and using special diction potentially, translators may manipulate words and structures, either intentionally or unintentionally, to reflect their own ideologies or the dominant ideologies of their societies and as a result influence and control the mind of recipients. To uncover the fact, focusing on syntax, the present study attempts to investigate whether syntactic structures/strategies play a role in reflecting Persian translators' dominant or intended ideologies or not. For answering this question, this paper utilized Critical Discourse Analysis framework (CDA) and Van Dijk's model (2004) and it was conducted in two phases. In the first phase of the research, the English socio-political texts and their Persian translations were collected from variant sources considering Iran's regional and international issues during 2014-2015. Then in order to find any ideological syntactic manipulation used by translators (as a syntactic strategy), English texts as a source text and their Persian translations as a target one were closely compared. In the second phase, the percentages of various ideological syntactic structures/strategies were computed and the instances extracted from Persian translations were analyzed using Van Dijk's Ideological Square. Results of the study and analysis of target language instances reveal the salient role the syntactic strategies and manipulation play in representing Persian translators' ideologies mainly deletion and addition through the polarization of Us and Them.

La formación de traductores especializados es una exigencia social que las
universidades españolas ya han asumido. Los tiempos en los que el oficio
de traductor estaba reservado a los escritores de renombre, los eruditos o
los poetas han quedado atrás y, hoy en día, el volumen de traducción
especializada que demanda el mercado supera con creces la demanda de
traducción literaria o poética.
Hay varias razones de peso que justifican la enseñanza de la traducción
jurídica. En primer lugar, existe una fuerte demanda del mercado ya que la
importancia de la traducción jurídica ha aumentado considerablemente en
los últimos años por razones diversas:
1. Por un lado, el comercio internacional da lugar a un gran
número de figuras jurídicas ya que implica la firma de
contratos de compraventa, de transporte, de seguros, de
representación comercial etc. Además, los recientes
acuerdos del GATT hacen prever que esta tendencia seguirá
incrementándose.
2. Por otra parte, la creación de bloques político-económicos
que intentan desarrollar sistemas jurídicos comunes ha
supuesto un gran impulso para la traducción jurídica. El
ejemplo que más nos interesa es el de la Unión Europea que
está trabajando para armonizar los distintos sistemas y crea
normas jurídicas de aplicación obligatoria para los quince
países miembros que, obviamente, hay que traducir.
3. El tercer factor: la creciente movilidad de la población
mundial y la generalización del turismo masivo han
generado relaciones jurídicas y administrativas que
requieren ser traducidas: ciudadanos extranjeros que otorgan
testamento fuera de su país, agencias inmobiliarias que
venden sus propiedades a extranjeros, nacionales de otros
países que son víctimas o autores de un delito fuera de su
patria.
http://cvc.cervantes.es/obref/aproximaciones/borja.htm (2 of 20) [17/04/03 09:59:44 a.m.]
CVC. Aproximaciones a la traducción.
Otro aspecto que debemos tener en cuenta es el fenómeno de
especialización que se observa en todas las ramas del saber y que en el
campo de la traducción tiene unas consecuencias especialmente
importantes. A los traductores se nos plantea con particular intensidad el
dilema de la superespecialización o la preparación para traducir todo tipo
de textos.
Y por último, la traducción jurídica exige una formación específica que
muy pocos traductores poseen actualmente.
Pero antes de seguir adelante y presentar una propuesta didáctica, parece
conveniente definir la disciplina y ubicarla dentro de un marco teórico y
metodológico. En particular, porque la mayoría de los trabajos sobre
traducción especializada siguen centrados únicamente en la terminología.
Nuestro planteamiento pretende resaltar la importancia de otros factores de
funcionamiento textual como el campo temático o la clasificación por
géneros que creemos van a marcar el futuro de la investigación en este
campo.

Over the past three decades Process-oriented Descriptive Translation Studies has developed noticeably. Think-aloud protocols (TAPs), as a verbal report, are still the most applied empirical method to investigate the complex and conscious processes of translator’s mind during translating. This article deals with the cognitive process of professional translators’ problem-solving to translate a neologism from English source text into Persian by using TAPs. Likewise, the researcher has also used the means of video recording to observe the other behaviors of participants during the problem solving. The results indicate that the professional translators do not use one single way of performing a translation task and the complexity of the process of problem-solving (neologisms translation) depends on the translation competence of translators. Finally, the researcher has also presented a cognitive model for the translation process of neologisms in ideal situations. As the translation universals are cognitive phenomena, the cognitive model presented here can be a pattern for trainee translators in education to visualize the natural process of neologism translation.

Keywords: Cognitive Process, Think-Aloud Protocols (TAPs), Problem-Solving, Neologisms 
                Translation, Professional Translators