Specialized language (B) for translators and interpreters (English)
Code: 101513 ECTS Credits: 3| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500249 Translation and Interpreting | OT | 4 | 0 |
Contact
- Name:
- Graham Perry
- Email:
- Graham.Perry@uab.cat
Use of Languages
- Principal working language:
- english (eng)
- Some groups entirely in English:
- No
- Some groups entirely in Catalan:
- No
- Some groups entirely in Spanish:
- No
Prerequisites
|
Required language level: English C1.2. CEFR (Common European Framework of Reference)
At the beginning of the course students should be able to:
|
Objectives and Contextualisation
The aim of this course is to consolidate reading comprehension and writing skills needed for specialised direct and inverse translation in various fields, especially in the area of Financial English.
At the end of the course the student should be able to:
- Understand different specialised text types, with complex constructions, on a wide range of subjects, especially in the area of Financial English. (CEFR-FTI C1.4)
- Write different types of specialised texts, using fairly complex constructions, on a wide range of subjects, especially in the area of Financial English. (CEFR-FTI C1.3)
- Use documentation resources in English to be able to translate specialised texts.
Competences
- Producing oral texts in a foreign language in order to interpret.
- Producing written texts in a foreign language in order to translate.
- Understanding oral texts in a foreign language in order to interpret.
- Understanding written texts in a foreign language in order to translate.
- Using documentation resources in order to translate.
Learning Outcomes
- Applying lexical, morphosyntactic, textual, rhetorical and linguistic variation related knowledge: Applying graphical, lexical, morphosyntactic, textual, rhetorical and linguistic variation related knowledge.
- Applying lexical, morphosyntactic, textual, rhetorical and linguistic variation related knowledge: Applying phonetic, lexical, morphosyntactic, textual, rhetorical and linguistic variation related knowledge.
- Applying lexical, morphosyntactic, textual, rhetorical and linguistic variation related knowledge: Applying phonological, lexical, morphosyntactic, textual, rhetorical and linguistic variation related knowledge.
- Applying the documentation resources in order to solve translation problems: Applying the documentation resources in order to solve problems of specialised written texts in a foreign language.
- Comprehending the communicative purpose and sense of verbal texts of several fields: Comprehending the communicative purpose and sense of complex verbal texts from a wide variety of fields and registers.
- Comprehending the communicative purpose and sense of written texts of several fields: Comprehending the communicative purpose and sense of a diverse typology of specialised written texts of certain complexity from a wide variety of fields.
- Implementing strategies in order to produce verbal texts from different fields and with specific communicative purposes: Implementing strategies in order to produce a diverse typology of complex verbal texts from a wide variety of fields and registers and with certain communicative purposes.
- Implementing strategies in order to produce written texts of different fields and with specific communicative purposes: Implementing strategies in order to produce specialised written texts of different fields and with specific communicative purposes.
- Implementing strategies in order to understand verbal texts from different fields: Implementing strategies in order to comprehend complex verbal texts from a wide variety of fields and registers.
- Implementing strategies in order to understand written texts from different fields: Implementing strategies in order to comprehend a diverse typology of specialised written texts of a certain complexity from a wide variety of fields.
- Producing verbal texts that are appropriate to their context and possess linguistic correctness: Producing a diverse typology of complex oral texts from a wide variety of fields an registers, that are appropriate to their context and possess linguistic correction.
- Producing verbal texts that are appropriate to their context and possess linguistic correctness: Producing a diverse typology of complex oral texts from a wide variety of fields and registers.
- Producing written texts from different fields and with specific communicative purposes: Producing specialised written texts from different fields and with specific communicative purposes.
- Producing written texts that are appropriate to their context and possess linguistic correctness: Producing specialised written texts that are appropriate to their context and possess linguistic correctness.
Content
[Summary]
- Reading comprehension aimed at translation
- Writing aimed at translation
- Linguistic knowledge to improve the B Language
- Strategies and procedures to help students to study by themselves
Methodology
The students will broaden and deepen their foreign language skills and develop the specifics needed for translation: On the one hand, the global competences and communicative skills of the foreign language, on the other hand, the special linguistic competences in the foreign language as a Working Language for Translation. Special emphasis will be put on those that are of pragmatic, intercultural and contrastive (B-A) relevance for translation, heuristics or instrumental in the learning of languages.
With respect to the specific competences of text, the typologies of informative texts, instructions and arguments and the corresponding functions will be dealt with - following the textual progress of the subjects of Language B.
The nature of the subject is theoretical-practical. It will deal with the basics of textual analysis (linguistic and translation), reception and textual production in a foreign language. All knowledge, skills, strategies and activities of the subject will be developed through working with and on texts (standard models and current examples).
Training activities
With the exception of point f, the following chronological procedure will be applied in the treatment of the classes of previously substantiated texts:
a) the development of strategies and methods of reading and textual comprehension;
b) the development of strategies and methods from textual analysis (linguistic and grammatical text, translation analysis),
c) the treatment of typical linguistic and intercultural (B-A) problems manifested in current texts, followed by grammatical and/or performative tests or corresponding detection tests;
d) the systeatization of textual synthetics and the bases of linguistic mediation by means of periphrasis, reformulation or explanation of the textual contents;
e) the improvement of textual production in a foreign language (production of concrete copies following text models) and the revision of defective texts;
f) the preparation of university-specific genres (e.g. abstract, summary, work guide, oral presentation, textual analysis) on topics of a cultural (inter-), linguistic or translation nature in the B language.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Master Classes | 2.5 | 0.1 | 1, 4, 10, 8, 6, 14, 13 |
| Reading Comprehension | 5 | 0.2 | 1, 10, 8, 6, 14, 13 |
| Writing Exercises | 5 | 0.2 | 1, 10, 8, 6, 14, 13 |
| Type: Supervised | |||
| Preparation, supervision and review of exercises | 10 | 0.4 | 1, 4, 10, 8, 6, 14, 13 |
| Type: Autonomous | |||
| Preparation, carrying out and review/correction of exercises or tasks related to documentation | 16 | 0.64 | 3, 2, 1, 4, 10, 9, 8, 6, 5, 14, 13, 11, 12 |
| Reading Comprehension | 14.5 | 0.58 | 1, 4, 10, 8, 6, 14, 13 |
| Writing Exercises | 16 | 0.64 | 1, 4, 10, 8, 6, 14, 13 |
Assessment
Evaluation system
Continuous formative assessment of language learning and final assessment of language level. The assessment system is organized in modules distributed in individual works and written and oral tests.
System and activities of evaluation and diagnosis used:
- Textual work on topics related to foreign languages for translators and interpreters,
- Real and / or simulated tasks of textual communication in a foreign language
- Reading comprehension questions – open
- Reading comprehension questions - closed
The competences will not be assessed in an isolated way but in real and typical combinations for the textual assessments to be carried out and corresponding to the levels of specific criteria for English.
Assessment and diagnostic techniques used
For the continuous and final assessment is to combine different types of assessment, usual in the teaching of languages (see CEFL, Ch. 9.3):
- Diagnostic evaluation of the input level and diagnosis of the intermediate achievement assessment; these are obligatory but will not be assessed with notes.
- Proficiency assessment at the end of the semester.
- Continuous formative evaluation in written appraisals
- Direct evaluation of production skills
- Indirect evaluation of production skills
The time spent for this assessment may be extended and overlapped with other activities to detect specific educational needs of the students, without exceeding the total number of hours stipulated.
What to take into account for the assessment in Language B
1. Theoretical knowledge will not be assessed but its application in the resolution of appraisals, exercises or practical provinces will always be assessed.
2. In the written test forthe assessmentof language proficiency (written summary and comments on a current text) a minimum grade of 5 must be achieved. Failure to achieve this will result in the minimum qualification of "proficiency" for the required language proficiency of the subject.
3. The binding language levels correspond to the levels of specific criteria for the foreign language, indicated in section 5, illustrated descriptors for the foreign language.
4. As a general rule, coursework that forms part of the continuous assessment will not be accepted or corrected if it not in the time established by the teacher.
Review
At the time of writing the final qualification prior to the act, the teacher will communicate in writing a date and time of revision. The review of the various assessment activities will be agreed between the teacher and the student.
Resit
Students who have presented to activities the weight of which is equivalent to 66.6% (two thirds) or more of the final qualification and who have a weighted average qualification of 3.5 or more have the right to resit.
Consideration of "not assessable".
A "non-assessable" will be assigned when the evidence of assessment provided by the student is equivalent to a maximum of one fourth of the total qualification of the assignment.
Irregularity in assessment activities
In case of irregularity (plagiarism, copying, impersonation, etc.) in an assessment activity, the qualification of this assessment activity will be 0. In case of irregularity in various assessment activities, the final qualification of the subject will be 0.
Excluded from the resit are the assessment activities in which they produce irregularities (such as plagiarism, copying, impersonation).
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Continuous Assessment: Compulsory work set in class | 40 | 3 | 0.12 | 3, 2, 1, 4, 10, 9, 8, 7, 6, 5, 14, 13, 11, 12 |
| Final Exam: essay - specialised text | 30 | 1.5 | 0.06 | 1, 8, 14, 13 |
| Final exam: summary | 30 | 1.5 | 0.06 | 2, 1, 10, 8, 6, 14, 13 |
Bibliography
Bibliography for the course will be placed on the Virtual Campus in the Teaching Materials folder.