1. Trang chủ
  2. » Ngoại Ngữ

Corpus Use and Translating doc

165 364 0

Đang tải... (xem toàn văn)

Tài liệu hạn chế xem trước, để xem đầy đủ mời bạn chọn Tải xuống

THÔNG TIN TÀI LIỆU

Cấu trúc

  • Cover

  • Benjamins Translation Library

  • Title

  • Copyright

  • Table of contents

  • List of editors and contributors

  • Foreword

  • Introduction

  • Using corpora and retrieval software as a source of materials for the translation classroom

    • 1. The role of corpus-related resources in translator training

    • 2. Pedagogic assumptions: Objectives and methodology

    • 3. Designing corpus-related translation tasks

      • 3.1 Cloze tests based on a bilingual corpus

      • 3.2 Multiple choice exercises based on a learner corpus

      • 3.3 Translation of short passages yielded by the concordancer

      • 3.4 Concordance analysis

    • 4. Conclusion

    • References

    • Appendix 1. Tasks with als and wenn for the German-Catalan translation classroom

    • Appendix 2. A multiple choice task based on a corpus of student translations

    • Appendix 3. Tasks with now for the English-Catalan translation classroom

    • Appendix 4. References to text in COVALT corpus

  • Safeguarding the lexicogrammatical environment

    • Introduction

    • 1. Studies on semantic prosody

      • 1.1 Studies on semantic prosody in corpus linguistics

      • 1.2 Studies on semantic prosody in translation

    • 2. The teaching module: Methodology and results

    • 3. Discussion of the methodology adopted

      • 3.1 Intuition

      • 3.2 Summary of the investigations carried out

      • 3.3 Implications: Geared searches?

        • 3.3.3 Beginning a search

        • 3.3.2 Continuing a search

        • 3.3.3 Ending a search

        • 3.3.4 Drawing conclusions from the search

    • 4. Summing up: Corpus use and learning to translate

    • References

  • Are translations longer than source texts? A corpus-based study of explicitation

    • 1. Introduction

    • 2. Explicitation

    • 3. Text length in COMPARA 5.2

      • 3.1 Text length across languages

      • 3.2 A balanced corpus

    • 4. Results

    • 5. Conclusions

    • 6. Implications for translator education

    • Acknowledgements

    • References

  • Arriving at equivalence Making a case for comparable general reference corpora in translation studies

    • 1. Introduction

    • 2. Comparability and general reference corpora

    • 3. Background to this research

    • 4. Identifying translation equivalents

      • 4.1 Translation equivalence and the paradigmatic axis

        • 4.1.1 Case study: Go red

      • 4.2 Manual and automatic profiling

    • 5. Native norms and creativity in translation

      • 5.1 Expressing emotion through colour

    • 6. Discussion

    • References

  • Virtual corpora as documentation resources: Translating travel insurance documents (English-Spanish)*

    • 1. Introduction

    • 2. Corpora in translation training

    • 3. Guidelines for corpus creation

      • 3.1 Design criteria

      • 3.2 Compilation protocol

        • 3.2.1 Locating and accessing resources

        • 3.2.2 Downloading data

        • 3.2.3 Text formatting

        • 3.2.4 Data storage

    • 4. Determining corpus representativeness

      • 4.1 The ReCor interface

      • 4.2 Graphical representation of data

    • 5. Using the corpus to translate

      • 5.1 Source text samples

      • 5.2 Documentation needs

        • 5.2.1 Terminology and Phraseology

        • 5.2.2 Conceptual information

        • 5.2.3 Textual conventions

      • 5.3 Target text samples

    • 6. Conclusion

    • References

  • Developing documentation skills to build do-it-yourself corpora in the specialised translation course

    • 1. Specialised translation and the translator’s needs

    • 2. Documentation in translator training

      • 2.1 Subjects specific to documentation and subjects providing an introduction to other disciplines

      • 2.2 Instrumental or applied subjects

      • 2.3 Subjects involving translation

    • 3. The use of a DIY corpus as a documentation resource

      • 3.1 Retrieving texts for the DIY corpus

        • 3.1.1 Determining the characteristics of the resource that will provide the texts

        • 3.1.2 Using queries to carry out more precise searches

      • 3.2 Analysis of the DIY corpus

        • 3.2.1 Room temperature

        • 3.2.2 Personal injury

        • 3.2.3 Addressing the reader of the translated text

    • 4. Conclusions

    • References

  • Evaluating the process and not just the product when using corpora in translator education

    • 1. Introduction

    • 2. Theoretical background

    • 3. Pedagogical framework and proposal

      • 3.1 Competences and learning objectives

      • 3.2 Teaching units

      • 3.3 Evaluation

        • 3.3.1 Selected learning objectives

        • 3.3.2 Item list

        • 3.3.3 Source text

        • 3.3.4 Questionnaire

        • 3.3.5 Evaluation scale

    • 4. Results

    • 5. Conclusions

    • References

  • Subject index

  • Benjamins Translation Library

Nội dung

[...]... improve translation quality and to provide a fruitful learning environment, corpus consultation remains time-consuming, and corpus construction enormously more so One part of the problem is whether and how we can improve the efficiency of corpus use for the translator, facilitating both consultation and construction, and do so without compromising its quality as a translating and learning tool A second... and help teachers to find the right balance between education and training The choice of the methodology to be used will depend on the objectives of the teaching module, the field and the kinds of corpora used As was mentioned above, the contributions to this volume fall into two main sections that are reflected in the subtitle of the book: Corpus use for learning to translate and learning corpus use. .. appropriateness, quality and acceptability The proposed evaluation is part of a teaching unit for final year undergraduate students, Ingredients for my corpus: quality texts It is designed to build up responsibility and autonomy and the evaluation includes self-assessment, peer assessment and teacher assessment Both aspects of CULT, Corpus use for learning to translate and learning corpus use to translate,... between corpora as documentation tools and corpora as a source of materials for the translation classroom, and that between corpus- based and corpus- driven approaches Then a pedagogic framework for translator training is outlined in which the notion of objective is central and a task-based methodology is used Within such a framework, four kinds of corpus- related tasks are presented and illustrated: cloze... based on a bilingual corpus, multiple choice exercises based on a learner corpus, translation of short passages yielded by the concordancer and concordance analysis The first three are corpus- based, whereas the last one is more corpus- driven and can be used to promote autonomous learning and discovery strategies Key words: Translator training, corpora, task-based approach, corpus- based, corpus- driven, cloze... A corpus- based study of explicitation is by Ana Frankenberg-Garcia The author here focuses on a universal of translation, voluntary explicitation, and differences in text length between source texts and their translations, making use of a parallel corpus (original and translated texts) in English and Portuguese In the search for data, the author discusses the problems of comparing word, character and. .. Sinclair on the use of corpus in lexicography, was a pioneer in suggesting the implications and applications of corpus linguistics for translation studies Guy Aston (1999), who had been working with corpus and language acquisition, provided the idea for the CULT conferences The first two were held in 1997 and 2000, in Bertinoro, Italy and organised by Silvia Bernardini, Federico Zanettin, and Dominic... Similarly, Varantola (2003) focuses on the use of ad hoc comparable corpora for specific translation jobs Since these corpora are compiled for the jobs in hand, they are used and then disposed of, and are therefore referred to as disposable Varantola goes on to claim that the knowledge of how to compile and use corpora is an essential part of modern translational competence and should therefore be dealt... not only in German The use of temporal notions like before and after in order to define more abstract notions like cause and effect has been observed by several scholars (Drosdowski et al 1984:697; Cuenca 19921993 and 1999:173; Pộrez Saldanya and Salvador 1995:91) The conjunction nachdem, for example, has a temporal and a causal meaning, although the latter is no longer used in standard German For Catalan,... well be enhanced by comparison of professional and learner output 4 Conclusion The obvious conclusion to be drawn from this article is that translator training can benefit a great deal from what corpora and corpus analysis have to offer The emphasis has been on corpus use and learning to translate (as opposed to learning corpus use to translate) Furthermore, corpus resources have been envisaged mainly . y0 w0 h0" alt="" Corpus Use and Translating Benjamins Translation Library (BTL) Volume 82 Corpus Use and Translating. Corpus use for learning to translate and learning corpus use to translate Edited. Tymoczko University of Massachusetts Amherst Lawrence Venuti Temple University Corpus Use and Translating Corpus use for learning to translate and learning corpus use to translate Edited by Allison. Cataloging-in-Publication Data Corpus use and translating : corpus use for learning to translate and learning corpus use to translate / edited by Allison Beeby, Patricia Rodríguez Inés and Pilar Sánchez-Gijón.

Ngày đăng: 27/06/2014, 07:20

TỪ KHÓA LIÊN QUAN