Iwona Sikora | Technical University of Częstochowa (original) (raw)
Papers by Iwona Sikora
Barańczak's translation (1990) also ignores the implications of the use of thou and you.
Terminology is the vehicle of specialized communication and translation of specialized texts cann... more Terminology is the vehicle of specialized communication and translation of specialized texts cannot be carried out without terminological work. In fact, the quality of the final translation product depends much on the translator's ability to solve terminological problems. Terminological competence, including information mining and terminology management skills, constitutes an essential component of the overall translation competence and facilitates the development of other core translation skills. To educate efficient and autonomous translators, translation training has to reflect the practical dimension of the translation profession, of which terminology management and translation technologies are an inseparable part. Therefore, developing terminology mining and management skills within translator training should constitute its obvious and invariable component. In this article, I am going to define terminological competence and its components in relation to other translation subcompetences. The aim is to demonstrate the central role of information mining and terminology management skills for the development of the overall translation competence and to show how information and computer technology (ICT) resources and tools can serve this purpose.
The article presents how computer-assisted translation tools (CAT) and modern Internet technologi... more The article presents how computer-assisted translation tools (CAT) and modern
Internet technologies have been incorporated into the translation and interpreting
education. The paper is the outcome of the authors’ involvement in the translation
industry (where both of them run their own translation and interpreting businesses),
as well as in the translation and interpreting training. Thus, the practical approach
to teaching translation and interpreting prevails over the more theory-oriented approaches.
The article starts with an overview of market needs and the way translation
and interpreting education responds to them. The next sections present certain aspects
of instrumental competence as well as cognitive and psychological skills in translation
and interpreting, respectively. Finally, the major part of the paper presents the methods
and manners in which CAT tools and ICT have been incorporated into the translation
and interpreting training at the undergraduate level.
Abstract. This article presents full discussion of the results of the survey conducted among Poli... more Abstract. This article presents full discussion of the results of the survey conducted
among Polish translators in July and September 2011 and is a revised version of an
earlier author’s article (Sikora 2012). The study presented below concerns the adoption
and usage of computer-assisted translation tools used especially at the document and
translation production level, with special attention paid to translation memory tools.
!e results of the survey suggest that computer-assisted tools are in a widespread use in
translations and translators are aware of the benfits of using such technologies. However,
the study also shows that there is still a group of professionals who either have
not had a chance to become familiar with these tools or due to different reasons are
convinced that the time, effort, and costs devoted to learning how to operate such programs
exceed the benfits of their usage. On this basis, certain conclusions concerning
translators’ training in translation technologies are formulated. Moreover, translators’
preferences concerning the features and composition of computer-assisted translation
systems are examined with a view to providing some hints for the further research and
development in this "eld.
Keywords: machine translation, translation memory, computer-assisted translation,
translator’s workstation, information and communication technology.
To be a successful and efficient translator nowadays means not only possessing linguistic and tra... more To be a successful and efficient translator nowadays means not only possessing linguistic and translational competence. The advent of technology and the new forms of translation which have emerged in the past twenty years (for example, product localization) have transformed the way translator’s competence should be understood. At present, linguistic and translation skills are no longer sufficient and to respond to the contemporary market requirements and the expectations of their future clients, the graduates of language and translation training studies need also to be equipped with a number of technical skills. T he basic and obvious one is the ability to use a word processor. However, to keep abreast of the more demanding market and the pace of technological change, translators should also know how to manage their terminology bases and translation projects, use translation memories, store and retrieve translations or use internet resources for efficient information and terminology searches. But is it just a mere fantasy of translation trainers or a
bare necessity in the era of technology and information?
In this article an attempt will be made to demonstrate that an extensive and well planned training in translation technologies is a must if the students of general translation courses are to be well prepared to meet the standards of the translation market. Furthermore, the issue of how training in translation
tools is approached in the curricula of Polish institutions offering courses to translators will be examined. Finally, some implications and suggestions concerning translating technologies training will be formulated.
The paper presents a brief review of the situation in Polish higher education institutions offeri... more The paper presents a brief review of the situation in Polish higher education institutions offering courses for translators. In the first part, a modern approach to terminological competence of translators is presented. Then several curricula of Polish higher education schools
offering BA, MA or postgraduate studies in translation are reviewed to examine their approach to teaching translation-oriented terminology management. On this basis, conclusions concerning the current situation and some suggestions to improve efficiency of terminology training are
formulated and some suggestions for a terminology management training course for translators in relation to its contents are proposed.
Books by Iwona Sikora
http://www.pwsz.nysa.pl/oficyna/tresci/philological\_inquiries.pdf
Barańczak's translation (1990) also ignores the implications of the use of thou and you.
Terminology is the vehicle of specialized communication and translation of specialized texts cann... more Terminology is the vehicle of specialized communication and translation of specialized texts cannot be carried out without terminological work. In fact, the quality of the final translation product depends much on the translator's ability to solve terminological problems. Terminological competence, including information mining and terminology management skills, constitutes an essential component of the overall translation competence and facilitates the development of other core translation skills. To educate efficient and autonomous translators, translation training has to reflect the practical dimension of the translation profession, of which terminology management and translation technologies are an inseparable part. Therefore, developing terminology mining and management skills within translator training should constitute its obvious and invariable component. In this article, I am going to define terminological competence and its components in relation to other translation subcompetences. The aim is to demonstrate the central role of information mining and terminology management skills for the development of the overall translation competence and to show how information and computer technology (ICT) resources and tools can serve this purpose.
The article presents how computer-assisted translation tools (CAT) and modern Internet technologi... more The article presents how computer-assisted translation tools (CAT) and modern
Internet technologies have been incorporated into the translation and interpreting
education. The paper is the outcome of the authors’ involvement in the translation
industry (where both of them run their own translation and interpreting businesses),
as well as in the translation and interpreting training. Thus, the practical approach
to teaching translation and interpreting prevails over the more theory-oriented approaches.
The article starts with an overview of market needs and the way translation
and interpreting education responds to them. The next sections present certain aspects
of instrumental competence as well as cognitive and psychological skills in translation
and interpreting, respectively. Finally, the major part of the paper presents the methods
and manners in which CAT tools and ICT have been incorporated into the translation
and interpreting training at the undergraduate level.
Abstract. This article presents full discussion of the results of the survey conducted among Poli... more Abstract. This article presents full discussion of the results of the survey conducted
among Polish translators in July and September 2011 and is a revised version of an
earlier author’s article (Sikora 2012). The study presented below concerns the adoption
and usage of computer-assisted translation tools used especially at the document and
translation production level, with special attention paid to translation memory tools.
!e results of the survey suggest that computer-assisted tools are in a widespread use in
translations and translators are aware of the benfits of using such technologies. However,
the study also shows that there is still a group of professionals who either have
not had a chance to become familiar with these tools or due to different reasons are
convinced that the time, effort, and costs devoted to learning how to operate such programs
exceed the benfits of their usage. On this basis, certain conclusions concerning
translators’ training in translation technologies are formulated. Moreover, translators’
preferences concerning the features and composition of computer-assisted translation
systems are examined with a view to providing some hints for the further research and
development in this "eld.
Keywords: machine translation, translation memory, computer-assisted translation,
translator’s workstation, information and communication technology.
To be a successful and efficient translator nowadays means not only possessing linguistic and tra... more To be a successful and efficient translator nowadays means not only possessing linguistic and translational competence. The advent of technology and the new forms of translation which have emerged in the past twenty years (for example, product localization) have transformed the way translator’s competence should be understood. At present, linguistic and translation skills are no longer sufficient and to respond to the contemporary market requirements and the expectations of their future clients, the graduates of language and translation training studies need also to be equipped with a number of technical skills. T he basic and obvious one is the ability to use a word processor. However, to keep abreast of the more demanding market and the pace of technological change, translators should also know how to manage their terminology bases and translation projects, use translation memories, store and retrieve translations or use internet resources for efficient information and terminology searches. But is it just a mere fantasy of translation trainers or a
bare necessity in the era of technology and information?
In this article an attempt will be made to demonstrate that an extensive and well planned training in translation technologies is a must if the students of general translation courses are to be well prepared to meet the standards of the translation market. Furthermore, the issue of how training in translation
tools is approached in the curricula of Polish institutions offering courses to translators will be examined. Finally, some implications and suggestions concerning translating technologies training will be formulated.
The paper presents a brief review of the situation in Polish higher education institutions offeri... more The paper presents a brief review of the situation in Polish higher education institutions offering courses for translators. In the first part, a modern approach to terminological competence of translators is presented. Then several curricula of Polish higher education schools
offering BA, MA or postgraduate studies in translation are reviewed to examine their approach to teaching translation-oriented terminology management. On this basis, conclusions concerning the current situation and some suggestions to improve efficiency of terminology training are
formulated and some suggestions for a terminology management training course for translators in relation to its contents are proposed.
http://www.pwsz.nysa.pl/oficyna/tresci/philological\_inquiries.pdf