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Handbook for Teaching Translation of Scientific and Technical Texts

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Norman Gomez

on 30 May 2013

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Transcript of Handbook for Teaching Translation of Scientific and Technical Texts

Approximation to the didactics of Translation of Scientific and Technical Texts (English-Spanish)
By:
Norman Gómez-Hernández Research Problem
The specific problems in the translation of scientific and technical texts can not be framed within a general translation typology because of the individual characteristics of such texts. Their translation requires from the translator to have a specific translation competence (Hurtado Albir, 2003; Gamero, 2001). Therefore, it is necessary to identify those characteristics in order to build a text corpus that helps us broaden our theoretical knowledge and propose pertinent didactic strategies aimed to help students develop their translation competence during their learning process. Research question

¿What are the linguistic, textual, conceptual, methodological, social, historical, and technological aspects involved in the development and implementation of a didactic of translation of scientific and technical texts which is pertinent for the translators training and for the requirements of the working environment? Hypothesis

The knowledge and analysis of how scientific and technical texts work could help optimize the teaching of their translation. Developing a specific didactic proposal including linguistic, textual, conceptual, methodological, social, historical, and technological aspects could help reaching that goal. General objective

To develop and implement a didactic proposal aimed to the traslation of scientific and technical texts which is adequate to the formation of translation students and to the needs of the market. Specific objectives
• To find curricular information about translation programs offered by Colombian universities, particularly those programs including translation courses on scientific and technical texts.
• To develop the theoretical and conceptual support for the design of the didactic materials for the translation of scientific and technical texts.
• To define the criteria for the selection and analysis of those texts that constitute the corpus of the didactic material.
• To identify and select the texts that are part of the materials to be created.
• To develop a Handbook for teaching translation of scientific and technical texts from English into Spanish, with a set of workshops, which can be used both in the classroom and by the students autonomously.
• To design a proposal for alternative assessment that involves aspects of hetero-, self-, and co-evaluation.
• To implement the didactic proposal and set some alternatives for its application in the translation teaching. Theoretical Framework


Brief Introduction to the Scientific Language (Gutiérrez Rodilla, 1998)
Social Constructivism and Collaborative Learning (Vigotsky, Rosas, Kiraly, Gergen)
Theoretical Contributions from Pedagogy (Comenio, Dewey, Zuluaga, Meirieu)
Translation Didactics (Camilloni, 2007; Zuluaga, 1988; Hurtado Albir, 2003; Delisle)
Didactic Translation and Professional Translation (Delisle, 2005)
Scientific Texts vs. Technical Texts (Bedard, 1986; Álvarez de Mon, 2001; Gamero, 2001; Hurtado Albir, 2003; Sevilla & Sevilla, 2003)
Text Typology, Register and Genre (Nieminen, 2004; Nord, 2005; Gamero, 2001; Hurtado Albir, 2003)
Terminology and Documentation as Main Steps in Translation (Lerat, 1997; Cabré, 1993)
Importance of Translation Techniques (Hurtado Albir, 2003); Translation Strategies (Baker, 2009); Translation Procedures (Vinay & Darbelnet, 1973; Newmark, 1988; Vásquez Ayora, 1977).
Translation Competence (Delisle, 2005; Gamero, 2001; Hurtado Albir, 2003; 2005; Kelly, 2005; Kiraly, 2003; Nord, 1997, 2006).
Translation Quality Assessment: Delisle (2003); Hurtado Albir (2003); Kelly (2005); Nord (1997, 2006); Ruiz (2006); Williams (2004).
Common Orientation of Translation Texts . •Theoretically-oriented Translation Texts: Vásquez Ayora, 1977; Durieux, 1988; Baker, 1992; Delisle, 2005; Kelly, 2005; Byrne, 2006; López & Minett 2006.
•Mainly Theoretically-oriented Translation Texts which Include some Practical Activities (i.e. Practical Exercises, Questionnaires, Commented Translations, etc.): Vinay & Darbelnet (1977), Delisle (1993), Velásquez (1994), Delisle & Bastin (1997), Newmark (1998), Gamero (2001), Scarpa (2001) & Hurtado Albir (2003).
•Practically-oriented Translation Texts, such as Handbooks, Guides or Modules (Montalt, 2005; Gómez & Gómez). Methodology
•Qualitative/quantitative research.
•Search and compilation of curricular information.
•Preparation of the bibliographical corpus.
•Search and selection of texts and multimedia materials to be included in the Handbook.
•Portfolio template.
•Designing of the translation of scientific and technical texts workshops.
•Designing of answer sheets for each workshop.
•Pilot tests with some of the workshops and analysis of results.
•Implementation of changes based on the result of analysis.
•Design of instructions for using the Handbook and for using each individual workshop.
•Presentation of the results of the research project in different academic events. Conclusions
•The offer on translation programs in Colombia is too limited (high tuition fees, programs offered on a minimun number of applicants basis, limited course schedules, etc.)
•There is a need to deepen on the didactics of translation research.
•There is a lack of consensus in the conceptualization of the types of texts referred to the scientific and technical language.
•There is also a confusion between the differences regarding the didactic translation and the professional translation.
•It is necessary to train translation students in the competences they require for the specific texts they are going to translate
•There is a need for more practically-oriented translation teaching materials.
•With regards to the design of teaching materials, it is necessary to develop them with structured activities based on texts closer to the reality of students’ professional life.
•Those materials could be improved by the inclusion of I&CT tools in the activities proposed.
•Students should be thought of as the principal receivers of didactic texts on translation.
¡Thank you!

Norman Gómez-Hernández
nordago@gmail.com Warm-up Activities Video Activities Reading and translation activities Portfolio activities Now, let´s focus on the Handbook for Teaching Translation of Scientific and Technical Texts Overview of Scientific and Technical Translation Programs in Colombia Translation Quality
Assessment TQA Positive evaluation
(Nord, 2006) Traduire est un art difficile. Enseigner à traduire l'est sans doute davantage. Mais difficile ne veut pas dire impossible. L'excellence en traduction, comme en enseignement, requiert une bonne dose d`imagination, de créativité et d`abnégation WORKSHOP No 1
Translation Workshop on Technical Texts:
Educative Texts (Tutorial)

WORKSHOP No 2
Translation Workshop on Technical Texts:
Popular Science Article

WORKSHOP No 3
Translation Workshop on Technical Texts:
Infomercials

WORKSHOP No 4
Translation Workshop on Technical Texts:
The User´s Manual

WORKSHOP No 5
Translation Workshop on Scientific Texts:
The Research Paper (1)

WORKSHOP No 6
Translation Workshop on Scientific Texts:
The Research Paper (11) Suggested answers to promote self-assessment
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