Teaching Pre-Translation Analysis of the Original Text (original) (raw)
Related papers
“El juego es el jugo”: A Practical Course in Literary Translation Russian-Spanish
2016
While translator education and professional training have experienced a steep growth in terms of teaching centers and innovative practices, problem-solving based and profession-oriented approaches to the training of literary translators remain scarce. This tendency is certainly related to the reduced economic impact of literary translation in the language industry, and on conceptualizations of literary translation as an endeavor that lends itself better to traditional instruction. As a result, pedagogical proposals for literary texts have traditionally not benefitted as much from advances in Cognitive Science and Expertise Studies as, for example, localization courses. And yet, literary translation offers a wealth of opportunity to practice transferrable skills that empower translation graduates to work in a number of positions in the language industry. The present paper offers a theoretical justification, a content outline and a set of practical procedures for a literary translatio...
2014
This article describes an integrated methodology for the study of translations of Tatar prose into Russian, both inclusive of a wide array of corpus data and with an orientation towards bringing to light linguo- cognitive mechanisms and linguo-culturological and value (ethical and esthetic) factors. The developed translation methodology is aimed at not just the study of episodes of a particular work but involves taking account of the characteristics of a linguo-cultural and cognitive environment that emerges around significant text units and underlies the nature of translation transformations.
Russian Learner Translator Corpus in translator training
The purpose of this proposal is to develop a series of interactive on-line exercises for Russian translator trainees translating out of English to prevent most typical translation errors. The research is based on the Russian Learner Translator Corpus (Kutuzov et al. 2012) which is being developed as a joint project of translator trainers from the Tyumen State University and computational linguists from the Higher School of Economics (Russia). RusLTC is a parallel corpus of translation trainees' target texts aligned with their sources in English and Russian, which are translators' working languages regardless of the direction of translation. Learner translators' mother tongue is Russian. The project sets out to create an available and reliable resource to be used in translation studies research and to inform translation pedagogy. As of December 2013 the Corpus size about 1 mln tokens split almost equally among English and Russian texts regardless of whether source or targ...
The methodological structure of a language A to language B translation textbook
English Studies at NBU, 2015
The paper is based on the author’s experience of writing a Russian-English translation textbook and looks into the methodology of teaching students to translate into their non-mother tongue (language B). It is argued that a textbook delivering a course on general, rather than specialized, translation should move away from the popular format of text samples followed by glossaries and comments. Instead, the primary focus should be made on the utterance as the principal unit of translation. Utterances need to be analysed in terms of the situations which they reflect and their semantic class components (objects, events, abstracts, and relations). This approach, termed semantic-situational, can help make the learning and teaching of Language A to Language B translation more consistent and streamlined.
TRANSLATION STUDIES IN LEARNING LANGUAGES
Translation techniques are never getting old; translation is a classic method in the process of learning languages. The trigger under personal motto that NOT WORDS, BUT MEANING led to write this paper and we are also fully aware that people understand speeches, but not WORDS. This study investigates the use of translation method, technique, and structure in learning any languages (particularly Mongolian to English vice versa) by focusing on specialized or professional translations. The objectives of this study are: i. to try to introduce systematic approaches how to translate from source language to the targeted one, why the translation is playing in main role in languages, how the meanings are shown by words structurally and grammatically, ii. To give more simple ideas on grammatical structure and lexical families for translating materials tailored to the communication needs of students, being passionate for translations at the universities by combining cultural and language differences based on contrastive and comparative, parallel linguistic researches on translation. For this purpose, as the researcher and author of this academic paper, this is aimed for applying much easier and simpler ways to the students, beginner for sophisticated translations; so that instructors and learners at the universities may understand well on creating own much optimal translations. In general understanding of translations, this is a process of conveying the source meaning to the targeted language with the same ideas as informed. Certainly for translation, we need to have excellent knowledge of grammars, lexical families (word choice), sentence structures, order of context, and so forth, however, mother language is always fundamental influence to translate any speeches or documents. Hence, this academic paper is based on authentic cases and translation barriers of students at universities, targeting on how to have systematic approaches on written translations.
A quantitative study of translational Russian (based on а translational learner corpus)
Труды международной конференции «Корпусная лингвистика-2015». – Спб.: С.-Петербургский гос. Университет, Филологический факультет, 2015 – С. 33–40., 2015
This research sets out to investigate the linguistic features of student translations out of English into Russian against comparable non-translated Russian texts. The study is based on the translation universals hypothesis, a long-standing approach in corpus-based translation studies. Comparing large-scale frequencies of basic textual parameters helps to pin down general tendencies in student translations overriding the level of individual deviations revealed by error analysis. Our results show that translational Russian contained in RusLTC corpus differs from native speakers texts mostly in sentence length and lemma frequencies, while there is little variation between translations of different quality.
Unique Russian-to-English and English-to-Russian Translation Pedagogy Resource
International Journal of Language & Linguistics, 2018
Translating is an activity that can damage, distort, but, in some cases, also enhance and even improve upon the original text in terms of its cultural-esthetic impact on the reader. In the history of English-to-Russian translations of some classic English-language fiction there have been cases where the translations are arguably "better" than the originals. In other words, translation is a performative activity that can harm, hurt and enrage or engage, fascinate and enchant the reader. Probably because of its invisible ubiquity, misconceptions about translation among the general public abound. Those who think they know a foreign language are automatically assumed to be able to translate into and out of it. The question of whether such language users were ever formally taught to translate seldom arises. The question of how to teach teachers of translation is also hardly ever raised, at least in the American Academe. If one has been translating for a long time, s/he is generally considered "a professional translator." However, a "professional" translator is not necessarily an "expert" translator, the latter, in some significant cases, having to be doubly cognitively and "eruditionally" equipped as compared with the creator of the original text. I substantiate this thesis in my book What it Takes to be a Translator: Theory and Practice (Saarbrücken/Germany: Lambert Academic Publishing, 2014). The popular psychology writer Malcolm Gladwell has come up with "the 10,000hour rule" which holds that it takes about 10,000 hours of "deliberate practice" in order to reach a world-class level in any field. Although the rule has never been scientifically tested and confirmed with reference to any particular language, I basically agree. Based on my own 50-year-long linguistic experience, I would argue that, starting from scratch, it is necessary to spend at least ten years (52 weeks x 10), engaging in "deliberate practice" of the four main language skills 4 hours a day 5 days a week, in order to achieve true advanced-level (in some cases, near-native) proficiency in a language like English. With reference to language, I prefer to talk about "a10year rule." Professor Dmitry Ivanovich Yermolovich of the Moscow Linguistic University is expertly proficient in his combined profession of translator, interpreter, translation instructor, lexicographer, and cross-cultural commentator. In his two-book Translation Manual, he charts a step-by-step route from an advanced command of English to a competent operation as a Russian-to-English "written translator." The Manual is designed for a twosemester course of 126 40-minute classroom periods and about as much time of independent work outside the classroom.
Translation Text Analysis as an Essential Part of Future Translator’s Training
Zakarpatsʹkì fìlologìčnì studìï, 2023
The demand for interlingual and intercultural mediation has grown significantly in the contemporary globalized world. To address the former, educational systems in Ukraine have adapted to train specialists as mediators in intercultural communication. The current research delves into the significance of incorporating translation text analysis into the curriculum for the training of future translators. The study reviews recent research in translator training, emphasizing the need for viable methodological approaches. The paper also explores the role of translation text analysis in enhancing translation competence, focusing on the stages of pre-translation analysis, translation analysis proper, and post-translation analysis. The analysis involves linguistic and pragmatic aspects, addressing challenges in comprehending and reproducing the original context. Through systematic analysis of translation strategies, transformations, and quality assessment procedures, future translators enhance their comprehension and critical assessment of translated texts. These skills, in turn, contribute to their overall proficiency as translators. Translation analysis instills in future translators the ability to critically evaluate choices made by other translators, fostering the development of analytical skills essential for making informed decisions in their work. This process necessitates delving into diverse resources and reference materials, cultivating research skills that aid in locating and utilizing pertinent information to address translation challenges. Moreover, translation text analysis trains future translators to pay meticulous attention to details such as grammar, syntax, and word usage, which is crucial for producing high-quality, error-free translations. Exposure to various translation styles and approaches through analysis enhances adaptability, enabling future translators to tailor their strategies based on the specific requirements of diverse projects, genres, or subject matters.
TRANSLATION AND TRANSLATORS IN RUSSIA
There two purposes of this paper. First, I believe that it’s impossible to understand the future without knowing the past. Second, each experience is valuable and can be used for our benefits.