Initiation to translation B-A (English-Catalan)
Code: 101432 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500249 Translation and Interpreting | FB | 1 | 2 |
Contact
- Name:
- Laura Santamaria Guinot
- Email:
- Laura.Santamaria@uab.cat
Use of Languages
- Principal working language:
- catalan (cat)
- Some groups entirely in English:
- No
- Some groups entirely in Catalan:
- Yes
- Some groups entirely in Spanish:
- No
Prerequisites
Students must be able to:
- Produce general texts in Spanish that are clear, well structured and linguistically correct.
- Understand general texts with a clear structure in English.
Objectives and Contextualisation
The aim of this subject is to provide an introduction to the basic methodological principles that govern the practice of professional translation and to the fundamental contrasting aspects of the language combination.
On successfully completing this subject, students will be able to:
- Demonstrate knowledge of the basic methodological principles governing translation, basic professional and instrumental aspects, and basic problems of contrastivity between English and Spanish.
- Solve basic translation problems in texts from non-specialised genres in standard language.
Competences
- Learning in a strategic, independent and continuous manner.
- Mastering the main methodological principles of translation.
- Mastering the professional aspects of translation.
- Producing written texts in language A in order to translate.
- Solving translation problems of non-specialised texts.
- Understanding written texts in a foreign language in order to translate.
- Using documentation resources in order to translate.
- Using technological resources in order to translate.
Learning Outcomes
- Applying lexical, morphosyntactic, textual, rhetorical and linguistic variation related knowledge: Applying graphic, lexical, morphosyntactic and textual related knowledge.
- Applying the documentation resources in order to solve translation problems: Applying the documentation resources in order to translate non-specialised written texts in standard dialect.
- Comprehending the communicative purpose and sense of written texts of several fields: Comprehending the communicative purpose and sense of non-specialised written texts in standard dialect.
- Formulating the appropriate informative needs in order to translate: Formulating the appropriate informative needs in order to translate non-specialised texts in standard dialect.
- Identifying the existing (digital and analogue) information sources in order to translate: Identifying the existing (digital and analogue) information sources in order to translate non-specialised written texts in standard dialect.
- Identifying the specific translation problems of non-specialised texts: Identifying the basic translation problems of non-specialised texts in standard dialect.
- Identifying the textual and dynamic nature of the translation equivalence: Identifying the textual and dynamic nature of the translation equivalence.
- Identifying the translation as an act of communication that is addressed to a recipient: Identifying the translation as an act of communication that is addressed to a recipient.
- Implementing strategies in order to understand written texts from different fields: Implementing strategies in order to understand non-specialised written texts in standard dialect.
- Learning in a strategic, independent and continuous manner: Formulating a plan of action in order to learn.
- Solving interferences between the working languages: Solving interferences between the working languages.
- Students must demonstrate they know the functioning of the translation labour market: Students must demonstrate they know the basic questions related to the translation labour market (occupational area, rights and duties of the translator).
- Students must demonstrate they know the technological resources needed to translate: Students must demonstrate they know the basic technological resources needed to edit non-specialised written texts in standard dialect.
- Using the appropriate strategies and techniques in order to solve translation problems: Using the fundamental strategies and techniques in order to solve basic translation problems of non-specialised texts in standard dialect.
Content
- Basic methodological principles governing the practice of translation. Fundamental problems, techniques and strategies in the translation of texts in standard language.
- Solution of contrast-related difficulties: differences in typographical, lexical, morphosyntactic and textual conventions.
- Basic aspects of the labour market and professional translation: areas of employment, rights and duties of the translator.
- Use of basic technological and documentation tools for the translation of non-specialised texts in standard language: monolingual and general bilingual dictionaries, grammars, style manuals, general search engines, basic technological resources for the optimisation of text editing and correction; basic management of folders and files.
Methodology
|
The work students carry out mainly consists of: |
Exercises
- Translation tasks
- Translation projects
- Debates (in class or online)
- Individual/group presentations in class
- Written assignments
- Exams
Directed activities: carried out according to a set timetable and in the presence of a lecturer.
- Supervised activities: carried out under the supervision of a lecturer or tutor.
- Autonomous activities: carried out by students without supervision, requiring them to organise their own time and work (either in groups or individually).
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Translation problems | 6 | 0.24 | 1, 2, 9, 10, 3, 12, 13, 4, 7, 6, 8, 5, 11, 14 |
| Translation problems | 12 | 0.48 | 2, 9, 10, 3, 11 |
| Translation tasks and projects | 34.5 | 1.38 | 1, 2, 9, 10, 3, 12, 13, 4, 7, 6, 8, 5, 11, 14 |
| Type: Supervised | |||
| Online debates | 11 | 0.44 | 12, 7, 8 |
| Self-assessment | 4 | 0.16 | 10 |
| Type: Autonomous | |||
| Documentation | 6 | 0.24 | 2, 4, 5 |
| Knowledge development | 3 | 0.12 | 10 |
| Preparation of exercises and problems | 10 | 0.4 | 9, 10, 3, 4, 11 |
| Preparation of translations and assignments | 56 | 2.24 | 1, 2, 9, 10, 3, 12, 13, 4, 7, 6, 8, 5, 11, 14 |
Assessment
All activities have a deadline that must be strictly met, according to the calendar of the subject that will be delivered on the first day of the course. The calendar can be modified depending on the pace of work of the group.
Students must take into account the news and information published on the Virtual Campus.
This subject involves two types of assessment:
- Formative assessment, which is used to verify that each student's learning process evolves appropriately. It has no bearing on their final mark for the subject.
- Summative assessment, which is used to determine each student's final mark for the subject.
Summative assessment: It will establish the final grade for each student. The student will be graded if the student hands in the requested dates the assignments described below according to the norms and dates indicated:
Types of assignments:
1. Group work: group translation (2-3 students) of a narrative text, to be submitted on the date indicated in section 10. It must have the following sections:
-Introduction;
-Analysis of the contrasting aspects of a text in English with a view to translating it into Catalan with special emphasis on these differential elements: morphosyntaxis, lexical and orthotopographic elements);
-Comentary on works that can be useful to solve the contrasting aspects between the two languages;
-Conclusions;
-Bibliography and sources consulted;
-Translation of the text.
2. Participation in an on-line debate on labor:
The educational unit related to the labor market will be carried out in the form of debate in the Virtual Campus forum, and we will work on the translation, employment, rights and duties of the translator.
Each student must participate at least twice and the contributions must be related to one of the following points:
- What tasks can English translators translate into Catalan?You can include the tsques that would be carried out by a generalist or specialized translator;
-What companies or organizations may need the services of a translator? If you want, you can associate the type of business with a type of task.
- Translators' rights and obligations.
3. Compulsory translation 1: individual translation of an English text into Catalan.
4. Compulsory translation 2: individual translation of an English text into Catalan.
5.. Exam: individual translation of a general text (approximately 250 words) from English into Catalan. Students may consult any documents they wish (dictionaries, notes, etc.).
6. Student portfolio: The student portfolio consists of a set of activities, which the student has done throughout the course in order to illustrate the progress made during this school period. The portfolio should include the following exercises:
-improved versions of the two required translations (the correction of each delivery and the amended translations must be submitted after the correction so that the student's progress can be assessed);
-a summary of the two lectures attended by the student who relates the content of the lectures to the subject of the course (previously, the teacher must be consulted which lectures are appropriate to make the summary; if not, summaries will not be considered for evaluation);
-personal reflection on the personal learning process.
ATTENTION: All works must be delivered on the indicated dates. After these dates they will not be accepted in any way, if it is not that the impossibility of adjusting to the dates has been duly justified.
When submitting the final grade prior to the final grading, the teacher will notify in writing a date and time of revision. The review of the various assessment activities will be agreed between the teacher and the student.
Students who have handed in all activities will have the possibility for a second compensatory assignment if they have fulfilled the requested work load, equivalent to 66.6% (two thirds) or more of the final grade, and their weighted average rating is 3.5 or more.
A "non-evaluable" grade will be assigned when the evaluation evidence provided by the student is equivalent to a maximum of one quarter of the total grade of the subject
Note: The information on the evaluation, the type of evaluation activity and its weight on the subject is for information purposes. The teacher responsible for the subject will specify it the first day class.
In case of irregularity (plagiarism, copying, impersonation,etc.) in an evaluation activity, the rating of this evaluation activity will be 0. In the event of irregularities occurring in various evaluation activities, the final grade of the course will be 0. The evaluation activities where irregularities have occurred (such as plagiarism, copying, impersonation) are excluded from a second compensatory assignment.
Students who meet the requirements to opt for a compensatory assignment described in section 8 of this guide. They will have the possibilitu of a second chance for the compulsory assignments can recover individual translations and the exan (in the classroom or at home, depending on the decision of the teacher). Participation in the forum, summaries of conferences or group work are excluded, because they must be done for a specific time period within the semester.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Group work on contrasting aspects | 20 % | 2 | 0.08 | 1, 2, 9, 10, 3, 12, 13, 4, 7, 6, 8, 5, 11, 14 |
| On-line debate on professional aspects | 5% | 1 | 0.04 | 1, 2, 9, 10, 3, 12, 13, 4, 7, 6, 8, 5, 11, 14 |
| Student's portfolio | 10% | 1.5 | 0.06 | 1, 2, 9, 10, 3, 13, 4, 7, 6, 8, 5, 11, 14 |
| Translation assessment | 25% | 1 | 0.04 | 1, 2, 9, 10, 3, 12, 13, 4, 7, 6, 8, 5, 11, 14 |
| Translation assignment 1 | 20% | 1 | 0.04 | 1, 2, 9, 10, 3, 12, 13, 4, 7, 6, 8, 5, 11, 14 |
| Translation assignment 2 | 20% | 1 | 0.04 | 1, 2, 9, 10, 3, 12, 13, 4, 7, 6, 8, 5, 11, 14 |
Bibliography
|
1. Monolingual dictionaries in Catalan |
|
AA.DD. Diccionari de la llengua catalana. 4a ed. Barcelona: Enciclopèdia Catalana, 1998. ALCOVER, Antoni M.; MOLL, Francesc de B. Diccionari català-valencià-balear. Palma de Mallorca: Moll, 1988. COROMINES, Joan. Diccionari etimològic i complementari de la llengua catalana. Barcelona: Curial, 1980. ESPINAL I FARRÉ, M. Teresa. Diccionari de sinònims de frases fetes. Bellaterra: Universitat Autònoma de Barcelona: Barcelona: Publicacions de l’Abadia de Montserrat: València: Universitat de València, 2004. FABRA, Pompeu. Diccionari general de la llengua catalana. 11a ed. Barcelona: Edhasa, 1980. FRANQUESA, Manuel. Diccionari de sinònims. 6a ed. Barcelona: Pòrtic, 1991. INSTITUT D’ESTUDIS CATALANS. Diccionari de la llengua catalana. Barcelona: 1995. PEY, Santiago. Diccionari de sinònims i antònims. 9a ed. Barcelona Teide, 1986. RASPALL, Joana; MARTÍ, Joan. Diccionari de locucions i frases fetes. Barcelona: Edicions 62, 1984. XURIGUERA, Joan Baptista. Els verbs catalans conjugats. 4a ed. Barcelona: Claret, 1977.
|
|
2. Monolingual Dictionaries in English |
|
The Collins Dictionary of the English Language The Collins COBUILD English Language Dictionary The Longman Dictionary of Contemporary English The Concise Oxford Dictionary of current English Webster’s Third NewInternational Dictionary. Springfield (Mass.): Merriam-Webster, 1993. Chambers Twentieth Century Dictionary The New Oxford English Dictionary. Òxford: Clarendon Press, 1989. The New Shorter Oxford English Dictionary. Òxford: Clarendon Press, 1994. CHAPMAN, Robert L. New dictionary of American Slang. Londres: McMillan, 1995. KIRKPATRICK, Betty [ed.]. Roget’s Thesaurus of English Words and Phrases. Londres: Penguin, 1987. PARTRIDGE, Eric. A Dictionary of Slang and unconventional English. Londres: Routledge, 1987.
|
|
3. Bilingual dictionaries |
|
Diccionari anglès-català (Enciclopèdia Catalana) Diccionari català-anglès (Enciclopèdia Catalana) Diccionari de paranys de traducció anglès-català (Enciclopèdia Catalana) Diccionario internacional Simon and Schuster inglés-español / español-inglés. Nova York: MacMillan, 1997. Diccionario Collins español-inglés / English-Spanish. Barcelona: Grijalbo, 2000. Diccionario Oxford español-inglés / inglés-español. Madrid: Oxford University Press, 2003. Gran diccionario Larousse español-inglés / English-Spanish. Barcelona: Larousse, 2004. AA.DD. Diccionari castellà-català. Barcelona. Enciclopèdia Catalana: 1985. AA.DD. Diccionari català-castellà. Barcelona: Enciclopèdia Catalana: 1987.
|
|
4. Reference manuals |
|
AGOST, Rosa i MONZÓ, Esther, Teoria i pràctica de la traducció general espanyol-català. Castelló: Universitas / Universitat Jaume I, 8, 2001 BADIA I MARGARIT, Antoni M. Gramàtica de la llengua catalana. Barcelona: Enciclopèdia Catalana, 1994. CAMPS, Oriol. Parlem del català. Barcelona: Empúries, 1994. COROMINES, Joan. Lleures i converses d’un filòleg. Barcelona: Club editor, 1983. FABRA, Pompeu. Converses filològiques. Barcelona: Edhasa, 1983 i 1984. FABRA, Pompeu. Gramàtica catalana. 15a ed. Barcelona: Teide, 1991. FERRATER, Gabriel. Sobre el llenguatge. Barcelona: Quaderns Crema, 1981. JANÉ, Albert. El llenguatge. Problemes i aspectes d’avui. Barcelona: Edhasa, 1977-80. 4 vols. LACREU, Josep. Manual d’ús de l’estàndard oral. 2a ed. València: Universitat de València, 1992. MESTRES, Josep M.; COSTA, Joan; OLIVA, Mireia; FITÉ, Ricard. Manual d’estil. La redacció i l’edició de textos. Barcelona: Eumo, 1995. RUAIX I VINYET, Josep. Diccionari auxiliar. Moià: J. Ruaix, 1996. RUAIX I VINYET, Josep. Observacions crítiques i pràctiques sobre el català d’avui. Moià: J. Ruaix, 1994, vol. I. RUAIX I VINYET, Josep. Punts conflictius del català. Barcelona: Barcanova, 1989. SOLÀ, Joan. A l’entorn de la llengua. Barcelona: Laia, 1977. SOLA, Joan; RIGAU, Gemma [et al.]. Gramàtica del català contemporani. Barcelona: Empúries, 2002. SOLÀ, Joan. Parlem-ne. Converses lingüístiques. Barcelona: Proa, 1998. TELEVISIÓ DE CATALUNYA. Criteris lingüístics sobre traducció i doblatge. Barcelona: Edicions 62, 1997. TORRENT, Anna M. La llengua de la publicitat. Barcelona: Publicacions de l’Abadia de Montserrat, 1999. VALOR, Enric. Millorem el llenguatge. València: 3 i 4, 1979, vol.II.
|
|
5. Gramàtiques i diccionaris de dubtes anglesos |
|
COWIE, A.; MACKIN, R. Oxford Dictionary of Phrasal Verbs. Òxford: Oxford University Press, 1994. EASTWOOD, J.; MACKIN, R. A Basic English Grammar. Òxford: Oxford University Press, 1990. HUDDLESTON, R.; PULLUM, G.K. The Cambridge Grammar of the English Language. Cambridge: Cambridge University Press, 2002. LEECH, G. A Communicative Grammar of English. Londres: Longman, 1990. MCARTHUR, T.; ATKINS, B. Dictionary of English Phrasal Verbs and their Idioms. Londres: Collins, 1990. QUIRK, R.; GREENBAUM, S.; LEECH, G.; SVARTVIK, J. A Comprehensive Grammar of the English Language. Londres: Longman, 1985. QUIRK, R.; GREENBAUM, S. A University Grammar of English. Londres: Longman, 1993. THOMSON, A.J.; MARTINET, A.B. A Practical English Grammar. Òxford: Oxford University Press, 1996. SWAN, M. Practical English Usage. Nova York: Òxford: Oxford University Press,1995. |
|
6. Manuals de traducció |
|
AINAUD, Jordi; ESPUNYA, Anna; PUJOL, Dídac. Manual de traducció anglès-català. Vic : Eumo, 2003. LÓPEZ GUIX, J. G.; MINETT, J. Manual de traducción inglés español. Barcelona: Gedisa, 1997. NEWMARK, Peter. A Textbook of Translation. Michigan: Prentice Hall, 1988. Orozco, Mariana, Metodología de la traducción directa del inglés al español. Materiales didácticos para la traducción general y especializada, Granada, Comares, 2012. |
|
7. Sobre traducció |
|
BACARDÍ, Montserrat; FONTCUBERTA, Joan; PARCERISAS, Francesc [eds.]. Cent anys de traducció al català (1891-1990). Antologia. Vic: Eumo Editorial, 1998. MALLAFRÈ, Joaquim. Llengua de tribu i llengua de polis: bases d’una traducció literàriaModels_de_llengua_i_traducció_catalana... Barcelona: Quaderns Crema, 1991. FONTCUBERTA, Joan. Tots els colors del camaleó. Tarragona: Arola Editors, 2008. PARCERISAS, Francesc. Traducció, edició, ideologia: aspectes sociològics de les traduccions de la Bíblia i de l’Odissea al català. Vic: Eumo, 2009. BACARDÍ, Montserrat; GODAYOL, Pilar. Diccionari de la Traducció Catalana. Vic: Eumo Editorial, 2011.
8. Internet resources |
|
Critèria: espai web de correcció de l'Institut d'Estudis Catalans http://criteria.espais.iec.cat
Diccionari català-valencià-balear
Diccionari de l'Institut d'Estudis Catalans
Diccionari de sinònims d'Albert Jané
Enciclopèdia Catalana
One Look
Optimot http://www14.gencat.cat/llc/AppJava/index.jsp
Portal lingüístic de la Corporació Catalana dels Mitjans Audiovisuals
Termcat
Biblioteca d’Humanitats http://blogs.uab.cat/bhtraduccio
ISBN www.mcu.es/bases/spa/isbn/ISBN.html
|
Software
We will work with the most usual tools to edit documents.