Foreign language and translation C3 (Chinese)
Code: 101393 ECTS Credits: 9| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500249 Translation and Interpreting | OB | 3 | 1 |
Contact
- Name:
- Shu-Ching Liao Pan
- Email:
- shuching.liao@uab.cat
Use of Languages
- Principal working language:
- (chi)
- Some groups entirely in English:
- No
- Some groups entirely in Catalan:
- Yes
- Some groups entirely in Spanish:
- Yes
Other comments on languages
Classes will be taught in Catalan, Spanish and Chinese.Teachers
- Shu-Ching Liao Pan
- Manuel Pavon Belizon
- Maria Carmen Espin Garcia
Prerequisites
At the beginning of the course students should be able to:
- Understand written texts about everyday topics. (MCRE-FTI A2.2.)
- Produce written texts on everyday topics. (MCRE-FTI A2.2.)
- Understand information of short and simple oral texts on topics related to the concrete and immediate environment. (MCRE-FTI A1.2.)
- Produce very short and simple oral texts on topics related to the concrete and immediate environment. (MCRE-FTI A1.2.)
- For translation, they should also have good writing skills in the target language.
Objectives and Contextualisation
The two main objectives of this subject are:
- to continue the development of the communicative competences of the students in the C Language.
- to initiate students in the fundamental contrastive aspects and in the specificity of the practice of professional translation (Chinese-Spanish/Chinese-Catalan)
In this course, 6 credits will be dedicated to Chinese language and 3 to translation.
- At the end of the course, students should be able to: • Understand written texts on personal topics and general topics of familiar areas. (MCRE-FTI B1.1.)
- Produce written texts on personal topics and general topics of known areas. (MCRE-FTI B1.1.)
- Reflect on fundamental contrastive aspects between Chinese and Spanish/Catalan.
- Resolve basic translation problems.
- Recognize traditional characters
Competences
- Mastering the main methodological principles of translation.
- Producing oral texts in a foreign language in order to interpret.
- Producing written texts in a foreign language in order to translate.
- 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.
- Working effectively in teams.
Learning Outcomes
- Applying lexical, morphosyntactic, textual, rhetorical and linguistic variation related knowledge: Applying graphic, lexical, morphosyntactic and textual related knowledge.
- Applying lexical, morphosyntactic, textual, rhetorical and linguistic variation related knowledge: Applying graphical, lexical, morphosyntactic, textual, rhetorical and linguistic variation related knowledge.
- Applying technological resources in order to solve translation problems: Applying the basic technological resources in order to solve different types of translation problems of non-specialised written texts in standard language.
- Applying the documentation resources in order to solve translation problems: Applying the documentation resources in order to translate different types of non-specialised written texts in standard dialect.
- Appropriately following the different phases for the creation of a translation and carrying out the assigned tasks: Appropriately following the different phases for the translation of different types of basic (narrative and descriptive) non-specialised written texts in standard dialect.
- Assessing the obtained results in the information retrieval process in order to translate: Assessing the obtained results in the information retrieval process in order to translate different types of 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 different types of 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 from different fields and of different functions with problems of linguistic variation and cultural references.
- Finding the most appropriate translation solution in each case: Finding the most appropriate translation solution in each case.
- Formulating the appropriate informative needs in order to translate: Formulating the appropriate informational needs in order to translate different types of non-specialised written 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 different types of non-specialised written texts in standard dialect.
- Identifying the specific translation problems of non-specialised texts: Identifying the basic translation problems of different types of non-specialised written texts in standard dialect.
- 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 produce written texts of different fields and with specific communicative purposes: Implementing strategies in order to produce non-specialised written texts from different fields and of different functions, with problems of linguistic variation and cultural references.
- Implementing strategies in order to understand written texts from different fields: Implementing strategies in order to comprehend different kinds of non-specialised written texts from different fields and of different functions, with problems of linguistic variation and cultural references.
- Implementing strategies in order to understand written texts from different fields: Implementing strategies in order to comprehend different kinds of non-specialised written texts in standard dialect.
- Producing written texts from different fields and with specific communicative purposes: Producing different kinds of non-specialised written texts in standard dialect with specific communicative purposes.
- Producing written texts that are appropriate to their context and possess linguistic correctness: Producing non-specialised written texts with problems of linguistic variation and cultural references, from several fields and with several functions, that are appropriate to their context and possess linguistic correctness.
- Solving interferences between the working languages: Solving interferences between the working languages.
- Students must demonstrate they know the technological resources needed to translate: Students must demonstrate they know the basic technological resources needed to edit different types of non-specialised written texts in standard dialect.
- Successfully interrogating the documentation sources in order to translate: Successfully interrogating the documentation sources in order to translate different types of 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 different types of non-specialised written texts in standard dialect.
- Working effectively in teams: Working effectively in teams.
Content
Chinese language
- Study of new lexicon and review of the lexicon learnt in previous courses.
- Study of new grammar points and review of some of the grammar points studied in previous courses.
- Production of texts in Chinese of diverse typology.
- Cultural topics related to the texts studied.
Translation
1. Students of the Degree in Translation and Interpreting
• Basic principles for the practice of Chinese-Spanish/Chinese-Catalan translation.
• Resolution of contrastive difficulties: differences in writing conventions, lexicon, morphosyntax, etc.
• Use of technological resources and basic documentation techniques relevant to the translation of Chinese texts.
• Resolution of translation problems of texts on personal topics and general topics of known areas.
2. Chinese exchange students
• Basic principles for the practice of Chinese-Spanish translation.
• Resolution of contrastive difficulties: differences in writing conventions, lexicon, morphosyntax, etc.
• Use of technological resources and basic documentation techniques relevant to the translation of Chinese texts.
• Resolution of translation problems of texts of diverse typology.
Methodology
In order to achieve the objectives of the subject, the methodology chosen is as follows:
- Learning by tasks: under the supervision of the teacher and also independently, students perform tasks and projects to reflect on the problems they may have in reading and translating texts in Chinese and find a way to solve them.
- Case study: Students analyze professional situations presented by the teacher in order to conceptualize the experience and search for effective solutions.
- Cooperative learning: students are encouraged to build knowledge socially; use of small groups for students to work together in order to optimize their and their classmates' learning.
The formative activities that will be carried out in this subject are divided into directed activities, supervised activities, autonomous work and evaluation activities.
- The directed activities consist of working different types of simple non-specialized texts from the point of view of translation and oral and written production.
- The supervised activities consist in carrying out activities proposed by the teacher.
- Autonomous work: it requires about 70 hours of autonomous work. Students must autonomously prepare the vocabulary, texts, exercises and grammar points indicated by the teacher, in this way in class the teacher can direct the study to solve issues in the fields of interculturality, phonetics, lexicon, the syntax, the translation and the production of oral and written texts.
- The evaluation activities are tests and tasks that allow both the teacher and the students to evaluate the progress of learning and reflect on the teaching-learning process.
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 | |||
| Language activities | 51 | 2.04 | 1, 19, 23 |
| Translation tasks | 28 | 1.12 | 1, 2, 4, 3, 15, 16, 6, 7, 20, 10, 12, 13, 11, 21, 5, 19, 23, 9, 22 |
| Type: Supervised | |||
| Language activities | 15 | 0.6 | 1, 19, 23 |
| Translation tasks | 17 | 0.68 | 1, 2, 4, 3, 15, 16, 6, 8, 7, 20, 10, 12, 13, 11, 21, 5, 19, 23, 9, 22 |
| Type: Autonomous | |||
| Language activities | 33 | 1.32 | 1, 19, 23 |
| Translation activities | 68 | 2.72 | 1, 2, 4, 3, 15, 16, 6, 8, 7, 20, 10, 12, 13, 11, 21, 5, 19, 23, 9, 22 |
Assessment
1. Students of the Degree in Translation and Interpreting
The course is distributed as follows:
a) Language (60% of the final mark)
b) Translation (40% of the final mark)
The evaluation activities of the language part (60% of the final grade)will be the following:
I. Teaching portfolio - 18%: these are oral and written comprehension and expression activities proposed in class and the evaluable activities such as dictations, essays, reading exercises, teamwork, etc.
II. Written tests - 42%: these are tests of vocabulary and syntax, oral and written comprehension, and oral and written expression.
The evaluation activities of the translation part (40% of the final grade)will be the following:
I. Translation tests or projects - 24%
- partial test / partial translation project - 10%
- final test / final translation project - 14%
II. Teaching portfolio - 16%
- Delivery of all the activities commented and corrected in the classroom during the course - 6%
- Activities evaluated individually bythe teacher (oral presentations, summaries of reading books, translations, etc.) - 10% (minimum two)
Review
When publishing final marks prior to recording them on students' transcripts, the lecturer will provide written notification of a date and time for reviewing assessment activities. Students must arrange reviews in agreement with the lecturer.
Missed/failed assessment activities
Students may retake assessment activitiesthey have failed or compensatefor any they have missed, provided that those they have actually performed account for a minimum of66.6% (twothirds) 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 studentsof 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% or less of the subject's final mark, theirwork will be classified as "not assessable" on their transcript.
Misconduct in assessment activities
Students who engageinmisconduct (plagiarism, copying, personation, etc.) in an assessment activity will receivea 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, asone'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.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Language (Teaching portfolio) | 18% | 2.8 | 0.11 | 1, 2, 15, 16, 14, 8, 7, 18, 17, 19 |
| Language (Written tests) | 42% | 4.2 | 0.17 | 1, 2, 4, 3, 15, 16, 14, 6, 8, 7, 20, 10, 12, 13, 11, 21, 18, 17, 5, 19, 23, 9, 22 |
| Translation (Tests and/or translations projects) | 24% | 3.6 | 0.14 | 1, 2, 4, 3, 15, 16, 6, 8, 7, 20, 10, 12, 13, 11, 21, 5, 19, 23, 9, 22 |
| Translation (teaching portfolio) | 16% | 2.4 | 0.1 | 1, 2, 4, 3, 15, 16, 6, 8, 7, 20, 10, 12, 13, 11, 21, 5, 19, 23, 9, 22 |
Bibliography
Basic bibliography:
- Liu Xun (ed.) (2011). El nuevo libro de chino práctico 3. Beijing: Beijing Language and Culture University Press.
Complementary bibliography:
- Casas-Tost, Helena; Rovira-Esteva, Sara (eds.) (2021) Guia d’estil per al tractament de mots xinesos en català. Generalitat de Catalunya, Departament de Cultura. URL: https://ddd.uab.cat/record/133473
- Casas-Tost, Helena; Rovira-Esteva, Sara (eds.) (2015) Guía de estilo para el uso de palabras de origen chino. Madrid: Adeli. URL: https://ddd.uab.cat/record/180644
- Ramírez, Laureano (1999). Del carácter al contexto: Teoría y prácticade la traducción del chino moderno. Bellaterra: Servei de publicacions de la UAB. (Materials, 74).
- Martínez-Robles, David (2007). La lengua china: historia, signo y context: Una aproximación sociocultural. Editorial UOC.
- Rovira-Esteva, Sara (2010). Lengua y escritura chinas. Mitos y realidades. Barcelona: Edicions Bellaterra.
- Ross, Claudia;Sheng, Jing-Heng (2006). Modern Chinese grammar: a practical guide. New York: Routledge.
- Yip, Po-ching; Rimmington, Don (2014). Gramática básica del chino. Madrid: Adeli Ediciones.
- Yip, Po-ching; Rimmington, Don (2015). Gramática intermedia del chino. Madrid: Adeli Ediciones.
Dictionaries
- Sun Yizhen (1999). Nuevo Diccionario Chino-Español. Pequín: Shangwu Yingshuguan.
- Zhou Minkang (2006). Diccionario de chino y español y del español al chino. Barcelona: Herder.
- Zhou Minkang (1999). Diccionari Català-Xinès, Xinès-Català. Barcelona:Enciclopèdia Catalana.
Electronic Dictionaries and mobile applications
- Pronunciación y pinyin: https://chinese.yabla.com/chinese-pinyin-chart.php
- Chinese - English dictionary: http://www.mdbg.net/chindict/chindict.php
- Line Dict Chinese-English: https://dict.naver.com/linedict/zhendict/dict.html#/cnen/home
- Guoyu cidian (en caràcters tradicionals): http://140.111.34.46/newDict/dict/index.html
- Handian: http://www.zdic.net/
- Pleco: https://www.pleco.com/
- Yellow bridge: http://www.yellowbridge.com/chinese/chinese-dictionary.php
Software
Teams and/or Moodle