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Specialized translation teaching methodology combining documentary research, corpus linguistics
and terminology
Mojca Pecman and Geneviève BordetParis Diderot University , Sorbonne Paris Cité, CLILLAC-ARP EA
3967 F-75205, Paris, France
Terminologija i specijalizirano prevođenje u službi međukulturne strukovne Komunikacij – August 22-23 2014 – University of Zadar
1 ESP and specialised translation: multiple skills
2 Creating semi-experts
3 Documentary research
4 Corpus linguistics
5 Terminology
6 Perspectives and conclusions
Outline
How to teach translation trainees to address specialised texts of quickly evolving subject fields?
➩ generally, there is no textbooks, no overall well established methodology
➩ the issue of LSP translation is located at the crossroad of many disciplines : terminology, translation, phraseology, linguistics, corpus linguistics, information research, communication sciences…
1. ESP and specialised translation (ST), multiple skills
What are the features of LSP texts? ➩ terminology: e.g. tectonic plate, faulting, subduction ➩ neologisms: e.g. icequake
1. ESP and specialised translation (ST), multiple skills
➩ admitted terminology: earthquake, Earth crust (on the left) ,
ocean crust (on the right),
tectonic plates, continental plate,oceanic plate,faulting, subduction,etc.
➩ neologism: icequake created by analogy to earthquake
What are the features of LSP texts? ➩ terminology: e.g. tectonic plate, faulting, subduction ➩ neologisms: e.g. icequake ➩ ad hoc formations: e.g. trapdoor fault, critically aligned
through-going layer, forward-modelling study ➩ phraseology and collocations: e.g. earthquake/icequake
occurs/occurred, to provide constraints, continental plates are more buoyant
➩ sentence builders, style and register: e.g. It is not the purpose of this paper to explain…, We further thank the anonymous reviewers for their very constructive comments…,
➩ discourse structure according to genre: e.g. IMRAD structure of scientific articles
1. ESP and specialised translation (ST), multiple skills
➩ Knowledge of several languages Eg. at EILA, Paris Diderot: English, French and
Spanish/German/Japanese/Chinese
➩ Knowledge of various specialized fields craft industries and popular sciences (eg. 3rd year EILA students) humanities hard sciences, state of the art technologies, engineering (eg. 4th and 5th
year EILA students) Law (3rd to 5th year EILA students), business
➩ Knowledge of working methods translation methodologies, text analysis, documentary research, corpus
linguistics, terminology, terminography, etc.
1. ESP and specialised translation (ST), multiple skills
What are the required skills of LSP translators?
➩ Students 3rd year students in specialised translation Master 1 students in specialised translation Master 2 students in specialised translation
Master ILTS (Industrie des Langues et Traduction Spécialisée)Department EILA (Etudes Interculturelles de Langues Appliquées)
➩ Teachers up to 7 teachers involved, with complementary teaching areas:
translation practice and methodologies, documentary research or textual sources localisation, corpus linguistics, NLP, database management, terminology, terminography, phraseology, discourse analysis…
1. ESP and specialised translation (ST), multiple skills
The context at EILA department of Paris Diderot Univ.
➩ Courses classical courses: e.g. grammar, civilisation, linguistics, translation
methodologies, translation practice, etc. ST courses: terminology, corpus linguistics, documentary research,
DB design, terminology & terminography ST workshops: translation project
➩ Teaching in progress Licence 3: free choice among craft industry and popular sciences Master 1: earth and planetary sciences (geology, volcanology,
seismology, plate tectonics, glaciology, climatology…) Master 2: free choice among sciences (hard sciences, state of the
art technologies, engineering or humanities)
1. ESP and specialised translation (ST): multiple skills
The context at EILA department of Paris Diderot Univ.
➩ General scheme a text a to be translated term extraction from the text creation of a larger bilingual comparable corpus on the subject use of concordancers for conducting multiple language analysis selection of representative domain terminology creation of a domain tree diagram working in collaboration with domain experts creation of terminological records in ARTES database translation of the text
Mojca PecmanMojca Pecman – – Univ. Paris Diderot, Sorbonne Paris Cité, CLILLAC-ARP EA 3967Univ. Paris Diderot, Sorbonne Paris Cité, CLILLAC-ARP EA 3967
2 “Creating” semi-experts
The context at EILA department of Paris Diderot Univ.
➩ example of an additional task accomplished by Master 1 students : poster design
- select relevant concepts or aspects of the text and illustrate the collaboration between ST & EPS students (translators/domain
experts)- tackle the problems of comprehension and/or of translation- find an appropriate title for the posterEx. STEP & EILA: a collaboration without constraintsEx. Accent tectonique: ça passe ou ça casseEx. STEP & EILA s’essaiementEx. Seismic or aseismic: à qui la fault
- prepare the oral presentation of the poster to visitors during exposition which takes place in February
2 “Creating” semi-experts
3 Documentary research
Choice of a specialised field connected with the selected text
Collection of three types of corpus:
Popularisation
Comparable corpus in source and target language
4 Corpus linguistics tools
WALL
http://wall.eila.univ-paris-diderot.fr/dyn4/
ice sheet (ENG) ice cap (ENG) polar ice sheet (ENG) calotte glacière (FR) calotte de glace (FR) calotte polaire (FR)
5 Terminology
useful contexts (eg. the effects of volcanic eruption on climate, to be very significant, to be evaluated against something, ocean-atmosphere interactions, etc.)
➩ ARTES database offers many perspectives for developing further research in terminology, terminography and LSP phraseology
➩ ST teaching methodology based on developing multiple skills: in documentary research, terminology, terminography, LSP phraseology, DB management, corpus linguistics, ontologies, etc.
➩ ARTES scheme provides various gates to lexis: genre, register, discourse, domain… relevant approach to lexis
6 Perspectives and conclusion
Mojca Pecman & Geneviève BordetParis Diderot University , Sorbonne Paris Cité, CLILLAC-ARP EA 3967
F-75205, Paris, Francempecman@eila.univ-paris-diderot.frgbordet@eila.univ-paris-diderot.fr
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Specialized translation teaching methodology combining documentary research, corpus linguistics
and terminology
Terminologija i specijalizirano prevođenje u službi međukulturne strukovne Komunikacij – August 22-23 2014 – University of Zadar