Degree | Type | Year | Semester |
---|---|---|---|
2500249 Translation and Interpreting | OT | 4 | 0 |
On starting the course students should be able to:
This subject requires a native or near native level of Catalan and a very high level of English (e.g. level B2 of the CEFR)
The purpose of this subject is to develop the ability to produce translations of specialised texts in a foreign language which are of market standard.
Objectives
On successfully completing this course students will be able to:
A range of active methodologies are used. Possible methodologies:
Carrying out translation tasks Carrying out translation projects Exercises
Presentation of individual/group work Debates (classroom or online forums) Cooperative learning techniques
Teaching activities are organised in three blocks, according to the level of autonomy required by the students:
Section 10 of this Course Guide sets out the teaching methodologies and specific activities used by the teachers.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Exercises and other tasks related to important aspects of translation | 20 | 0.8 | 1, 2, 3, 9, 8, 5, 14, 10, 12, 11, 4, 13 |
Tasks related to important aspects of translation | 25 | 1 | 1, 2, 3, 9, 8, 5, 14, 7, 10, 12, 11, 4, 13, 6, 15 |
Type: Supervised | |||
Debates and activities to reflect on important aspects of translation | 4.5 | 0.18 | 1, 8, 5, 14, 7, 4, 13, 6 |
Supervised work and tutorials: individual and group translations supervised by the teacher. | 10 | 0.4 | 1, 2, 3, 9, 8, 5, 14, 7, 10, 12, 11, 4, 13, 6, 15 |
Type: Autonomous | |||
Documentation searches | 15 | 0.6 | 9, 5, 14, 7, 10, 12, 6 |
Exercises | 25 | 1 | 1, 2, 3, 9, 5, 14, 7, 10, 12, 11, 4, 13 |
Preparation of translations and other tasks inidivually and in groups | 40 | 1.6 | 1, 2, 3, 9, 8, 5, 14, 7, 10, 12, 11, 4, 13, 6, 15 |
A system of continuous assessment is used. Students must present evidence of their learning in the form of completed tasks and tests.
Possible assessment activities:
The information concerning student assessment, namely the assessed tasks and their relative weighting in the final mark, is a general orientation only. The lecturer teaching this course will provide a detailed description and breakdown at the beginning of the semester.
Revision
Prior to formally entering final grades, the lecturer will publish the date / time for assessment revision and the final mark. The lecturer and student will agree on the day / time to revise any of the assessed course activities.
Reassessment
Students may retake assessment activities they have failed or compensate for any they have missed, provided that those they have actually performed account for a minimum of 66.6% (two thirds) of the subject's final mark and that they have a weighted average mark of at least 3.5. Under no circumstances may an assessment activity worth 100% of the final mark be retaken or compensated for.
The lecturer will inform students of the procedure involved, in writing, when publishing final marks prior to recording them on transcripts. The lecturer may set one assignment per failed or missed assessment activity or a single assignment to cover a number of such activities.
Classification as "not assessable"
In the event of the assessment activities a student has performed accounting for just 25% orless of the subject's final mark, their work will be classified as "not assessable" on their transcript.
Misconduct in assessment activities
Students who engage in misconduct (plagiarism, copying, personation, etc.) in an assessment activity will receive a mark of "0" for the activity in question. In the case of misconduct in more than one assessment activity, the students involved will be given a final mark of "0" for the subject.
Students may not retake assessment activities in which they are found to have engaged in misconduct. Plagiarism is considered to mean presenting all or part of an author's work, whether published in print or in digital format, as one's own, i.e. without citing it. Copying is considered to mean reproducing all or a substantial part of another student's work. In cases of copying in which it is impossible to determine which of two students has copied the work of the other, both will be penalised.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Class presentation | 20 | 0.25 | 0.01 | 1, 2, 3, 9, 8, 5, 14, 7, 10, 12, 11, 4, 13, 6, 15 |
Exercises and other tasks related to important aspects of translation | 20 | 5 | 0.2 | 1, 2, 3, 8, 14, 7, 10, 12, 11, 4, 13, 6, 15 |
Tasks and projects related to important aspects of translation | 30 | 2.25 | 0.09 | 1, 2, 3, 9, 8, 5, 14, 7, 10, 12, 4, 13, 6, 15 |
Translations and translation projects | 30 | 3 | 0.12 | 1, 2, 3, 9, 8, 5, 14, 7, 10, 12, 11, 4, 13, 6, 15 |
- Bowker, L. and Pearson, J. (2002). Working with Specialized Language: A Practical Guide to Using Corpora. London/New York: Routledge.
- Corpas Pastor, G. (2004). "Localización de recursos y compilación de corpus vía Internet: aplicaciones para la didáctica de la traducción médica especializada". A García Yebra, V. i Gonzalo García, C. (eds.). 2004.
Manual de documentación y terminología para la traducción especializada. (Colección Instrumenta Bibliologica). Madrid: Arco/Libros. pp. 223-506.
- Hervey, S., Ian Higgins & Louise M. Hayward (1995) Thinking Spanish Translation. A Course in Translation Method: Spanish to English. London/New York: Routledge.
- Johns, T. (2000). Tim John's Kibbitzers < http://lexically.net/TimJohns/index.html>
- Pearson, J. (2000) "Surfing the Internet: Teaching students to choose their texts wisely". In Burnard, L. and T. McEnery (eds.) Rethinking Language Pedagogy from a Corpus Perspective: papers from the third international conference on teaching and language corpora, Hamburg: Peter Lang, pp. 235-239.
- Wilkinson, M. (2005a). "Using a Specialized Corpus to Improve Translation Quality". Translation Journal, 9(3).
< http://translationjournal.net/journal//33corpus.htm>
- Wilkinson,M. (2005b). "Discovering Translation Equivalents in a Tourism Corpusby Means of Fuzzy Searching". Translation Journal, 9(4). < http://translationjournal.net/journal//34corpus.htm>
- Wilkinson, M. (2006). "Compiling Corpora for Use as Translation Resources". Translation Journal, Volume 10, No 1. < http://translationjournal.net/journal//35corpus.htm>
- Wilkinson, M. (2010). "Quick corpora compiling". Translation Journal, 14(3). < http://translationjournal.net/journal//53corpus.htm>
Online resources:
- Acronymfinder < http://www.acronymfinder.com/>
- Cercaterm < http://www.termcat.cat/ca/Cercaterm>
- IATE < http://iate.europa.eu>
- Pubmed < http://www.ncbi.nlm.nih.gov/pubmed>
- Medline Plus < https://medlineplus.gov/spanish >
- Investopedia < http://www.investopedia.com/
Software:
- Antconc < http://www.antlab.sci.waseda.ac.jp/software.html>
- WordSmith Tools <http://lexically.net/wordsmith/index.html>
- Sketch Engine <https://www.sketchengine.eu/>
Further resources will be provided during the course