Translation B-A 2 (English-Catalan)
Code: 101334 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| 2500249 Translation and Interpreting | OB | 2 |
Contact
- Name:
- Ada Arbós Bo
- Email:
- ada.arbos@uab.cat
Teachers
- Judit Fontcuberta Famadas
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
At the beginning of this subject students must be able to:
- Show knowledge of the basic methodological principles that must be followed to translate, basic professional and instrumental aspects of translation, and basic problems of contrastivity between English and Catalan.
- Apply their knowledge to solve basic translation problems in different types of non-specialised texts in standard language.
Objectives and Contextualisation
The objective of this subject is to consolidate students’ ability to solve translation problems in different types of non-specialised texts in standard language (narrative, descriptive, conceptual, argumentative and instructive texts).
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 Catalan.
- Apply their knowledge to solve translation problems in different types of non-specialised texts in standard language.
- Assimilate knowledge to form opinions on matters related to the translation of different types of non-specialised texts in standard language.
Competences
- Learning in a strategic, independent and continuous manner.
- 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, textual 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.
- 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.
- Implementing strategies in order to produce written texts of different fields and with specific communicative purposes: Implementing strategies in order to produce different kinds of non-specialised written texts in standard dialect.
- 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.
- Learning in a strategic, independent and continuous manner: Questioning and widening the acquired knowledge.
- 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 different kinds of non-specialised written texts in standard language 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.
- Students must demonstrate they know the technological resources needed to translate: Students must demonstrate they know the technological resources needed to translate.
- 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.
Content
-
Competences:
- Learn strategically, autonomously, and continuously.
- Understand texts written in a foreign language to be able to translate.
- Produce texts written in language A to be able to translate.
- Solve translation problems of non-specialised texts.
- Use documentation resources to be able to translate.
- Use technological resources to be able to translate.
- Solving translation problems in non-specialised narrative texts in standard language: excerpts from history books, brief biographies, short stories, etc.
- Solving translation problems in non-specialised descriptive texts in standard language: parts of tourist guides, descriptions of houses, kitchens, etc., in decoration magazines, descriptions of characters or situations in novels, descriptions of organisations (international organisations, associations of translators, etc.), etc.
- Solving translation problems in non-specialised expository texts in standard language: encyclopaedia entries, excerpts from essays (on traductology, linguistics, philosophy, etc.), etc.
- Solving translation problems in non-specialised argumentative texts in standard language: editorials on a current topic, opinion pieces on a current topic, formal letters of complaint, etc.
- Solving translation problems in non-specialised instructive texts in standard language: medicine leaflets, usage instructions, advertising texts, etc.
- Use of technological and documentation tools for the translation of different types of non-specialised texts in standard language: all the tools seen in the 1st year (Initiation to translation) plus dictionaries of analogies, of synonyms and antonyms, of collocations, of difficulties, etc., encyclopaedias, style books, parallel texts, general corpora, forums, general blogs and distribution lists.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Translation problems | 14 | 0.56 | |
| Translation tasks and projects | 38 | 1.52 | |
| Type: Supervised | |||
| Preparation for self-assessment | 2.5 | 0.1 | |
| Relevant debates and activities related to translation | 2.5 | 0.1 | |
| Type: Autonomous | |||
| Knowledge development | 18 | 0.72 | |
| Knowledge development | 20 | 0.8 | |
| Preparation of exercises | 8 | 0.32 | |
| Preparation of translations and assignments | 40 | 1.6 |
Active methodology consisting in activities of various types, using the instruments of the UAB Virtual Campus and/or any virtual teaching and learning environment.
Possible methodologies:
- Translation tasks
- Translation projects
- Exercises
- Presentations of individual / group work
- Debates (in class or in forums)
- Cooperative learning
The didactic activities are organized in three blocks, according to the degree of autonomy required of the students:
- Directed activities: they respond to a predetermined time schedule and require the direction of the lecturer.
- Supervised activities: require punctual supervision of the lecturer.
- Autonomous activities: students organize time and effort autonomously (individually or in groups).
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.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Group work | 20% | 3 | 0.12 | 1, 2, 12, 11, 13, 5, 6, 18, 8, 9, 19, 4, 16, 7 |
| Translation asessment | 30% | 2 | 0.08 | 1, 3, 2, 12, 11, 13, 5, 6, 17, 18, 8, 10, 9, 19, 15, 14, 4, 16, 7, 20 |
| Translation assignment 1 | 25% | 1 | 0.04 | 1, 3, 2, 12, 11, 13, 5, 6, 17, 18, 8, 10, 9, 19, 15, 14, 4, 16, 7, 20 |
| Translation assignment 2 | 25% | 1 | 0.04 | 1, 3, 2, 12, 11, 13, 5, 6, 17, 18, 8, 10, 9, 19, 15, 14, 4, 16, 7, 20 |
All activities must be delivered strictly on time, according to the schedule of the subject that will be presented on the first day of the course. The schedule can be modified according to 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 in Section 10 of this guide the assignments described below according to the norms and dates indicated:
1. Group work: group translation (2-3 students) of a text that will be specified in due time.
2. Compulsory translation 1: individual translation of an English text into Catalan.
3. Compulsory translation 2: individual translation of an English text into Catalan.
4. Exam: individual translation of a general text (approximately 250 words) from English into Catalan.
The teaching methodologies and training activities used are explained in section 10 of this guide.
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.
Review
When publishing final grades 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 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 final grade for the subject and that they have a weighted average grade of at least 3.5.
The lecturer will inform students, in writing, of the procedure involved when publishing final grades 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. Under no circumstances may an assessment activity worth 100% of the final grade be retaken or compensated for. In the case of retakes, the maximum grade will be 5 (Pass).
Classification as "not assessable"
In the event that the assessment activities a student has performed account for 25% or less of the subject's final grade for the subject, their work will be classified as "not assessable" on their transcript.
Misconduct in assessment activities
This subject may be assessed under the single assessment system in accordance with the terms established in the academic regulations of the UAB and the assessment criteria of the Faculty of Translation and Interpreting.
Students must make an online request within the period established by the faculty and send a copy to the lecturer responsible for the subject, for the record.
Students who engage in misconduct (plagiarism, copying, personation, etc.) in an assessment activity will receive a grade of “0” for the activity in question. In the case of misconduct in more than one assessment activity, the student involved will be given a final grade of “0” for the subject. Assessment activities in which irregularities have occurred (e.g. plagiarism, copying, impersonation) are excluded from retake activities.
Single assessment
This subject may be assessed under the single assessment system in accordance with the terms established in the academic regulations of the UAB and the assessment criteria of the Faculty of Translation and Interpreting.
Students must make an online request within the period established by the faculty and send a copy to the lecturer responsible for the subject, for the record.
Single assessment will be carried out in person on one day during week 16 or 17 of the semester. The Academic Management Office will publish the exact date and time on the faculty website.
On the day of the single assessment, teaching staff will ask the student for identification, which should be presented as a valid identification document with a recent photograph (student card, DNI/NIE or passport).
Single assessment activities
Single assessment will include a minimum of three assessment activities of different types, as stated in the assessment guidelines.
Grade revision and retake procedures for the subject are the same as those for continual assessment. See the section above in this Study Guide.
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’sThird New International 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. Other reference books in Catalan
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. Reference books in English
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. Bibliography on Translation English-Spanish
AINAUD, Jordi; ESPUNYA, Anna; PUJOL, Dídac. Manual de traducció anglès-català. Vic: Eumo, 2003.
LOPEZ GUIX, J. Gabriel; MINETT, Jackie. Manual de traducción inglés español. Barcelona: Gedisa, 1997.
OROZCO, Mariana. Metodología de la traducción directa del inglés al español. Materiales didácticos para la
traducción general y especializada, Granada, Comares, 2016.
7. On translation
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 literària. Barcelona: Quaderns Crema, 1991.
Software
We will work with the most usual tools to edit documents.
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (PAUL) Classroom practices | 1 | Catalan | second semester | morning-mixed |