Initiation to translation B-A (German-Catalan)
Code: 101436 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| 2500249 Translation and Interpreting | FB | 1 |
Contact
- Name:
- Ramon Farres Punti
- Email:
- ramon.farres@uab.cat
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
Students must be able to:
- Produce general texts in Catalan that are clear and well structured, with linguistic correction.
- Understand general texts with a clear structure in German.
Objectives and Contextualisation
The objective of the course is to introduce students to the basic methodological principles governing the practice of professional translation and to the fundamental contrastive aspects of the language combination.
At the end of the course the students should be able to:
- Demonstrate that they know and understand the basic methodological principles governing translation, the basic professional and instrumental aspects, and the main contrastive problems of the language combination.
- Apply this knowledge in order to solve basic translation problems in different types of non-specialized texts written 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
- The basic methodological principles governing the practice of translation. Problems, techniques and fundamental strategies of translation of texts in standard language.
- The resolution of contrastive difficulties: differences in writing, lexical, morphosyntactic and textual conventions.
- The basic aspects of the labor market and the exercise of the profession of translator: areas of employability; translator's rights and duties.
- Use of technological and documentation tools for the translation of non-specialized texts in standard language: general monolingual and bilingual dictionaries, grammars, style manuals, general search engines, basictechnological tools for the optimization of the editing and correction of texts, basic folder and file management.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Carrying out translation activities | 35 | 1.4 | 1, 9, 3, 5, 11 |
| Exercise resolution | 25 | 1 | 1, 2, 9, 10, 3, 12, 13, 4, 7, 6, 8, 5, 11, 14 |
| Type: Supervised | |||
| Preparation of the self-assessment | 5 | 0.2 | 10 |
| Preparation of translations and works | 10 | 0.4 | 1, 2, 9, 10, 3, 12, 13, 4, 7, 6, 8, 5, 11, 14 |
| Type: Autonomous | |||
| Documentation search | 15 | 0.6 | 2, 5 |
| Exercise resolution | 15 | 0.6 | 10 |
| Knowledge expansion | 15 | 0.6 | 1, 9, 3, 5, 11 |
| Preparation of translations and works | 25 | 1 | 1, 2, 9, 10, 3, 12, 13, 4, 7, 6, 8, 5, 11, 14 |
An active methodology is used with activities of various kinds. The instruments of the Moodle environment of the UAB are used.
Possible methodologies:
Performing translation tasks
- Completion of translation projects
- Exercise resolution
- Individual / group work presentations
- Discussions (face-to-face or in forums)
- Cooperative learning techniques
The didactic activities are organized in three blocks, according to the degree of autonomy of the student:
- Guided activities: it responds to a predetermined schedule and requires the face-to-face address of a teacher.
- Supervised activities: requires the more or less punctual supervision of a teacher.
- Autonomous activities: the student organizes time and effort autonomously (individually or in a group).
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 |
|---|---|---|---|---|
| Realization of translation activities | 40% | 2.5 | 0.1 | 1, 2, 9, 10, 3, 12, 13, 4, 7, 6, 8, 5, 11, 14 |
| Reasoned translation work | 35% | 1.5 | 0.06 | 1, 2, 9, 3, 13, 4, 7, 6, 8, 5, 11, 14 |
| Resolution of exercises and works related to relevant aspects of translation | 25% | 1 | 0.04 | 1, 9, 3, 12, 7, 11 |
Continuous assesment
Possible evaluation activities:
- Performing real or simulated translation tasks, or tasks related to relevant aspects of translation.
- Completion of translation projects.
- Reports / forums on translations or on tasks related to relevant aspects of translation.
- Reflective diaries / files / reports on the learning process or on the process of preparing translations.
- Student folder (Portfolios).
The maximum value of each of the evaluable activities will be 40% of the total final grade. Therefore, there will be a minimum of 3 evaluable activities.
Task deadlines will be indicated in the course schedule on the first day of class.
The above information on assessment, assessment activities and their weighting is merely a guide.
The subject's lecturer will provide full information when teaching begins.
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 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.
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 ora single assignment to cover a number of such activities. Under no circumstances may an assessment activity worth 100% of the final mark be retaken or compensated for.
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, 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 studentsinvolved 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.
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 becarried 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
A. Reference Works
-Bassols, M. M.; Torrent, A. M. (1996). Models textuals. Teoria i pràctica. Vic: Eumo.
-Castellà, J. M. (1992). De la frase al text. Teories de l’ús lingüístic. Barcelona: Empúries.
-De Beaugrande, R.-A.; Dressler, W. U. (1997). Einführung in die Textlinguistik. Tübingen: Niemeyer. [Introducción a la lingüística del texto. Trad. S. Bonilla. Barcelona: Ariel, 1997.]
-Elena García, P. (1990). Aspectos teóricos y prácticos de la traducción (alemán-español). Salamanca: Ediciones Universidad de Salamanca.
-Hönig, H. G.; Kußmaul, P. (1991). Strategie der Übersetzung. Ein Lehr- und Arbeitsbuch. Tübingen: Gunter Narr.
-Mestres, J. M.; Costa, J.; Oliva, M.; Fité, R. (2000). Manual d’estil. La redacció i l’edició de textos. 2ª. ed. Vic i Barcelona: Eumo; Universitat de Barcelona, etc.
-Pinto, M.; Cordón, J. A. (eds.). (1999). Técnicas documentales aplicadas a la traducción. Madrid: Síntesis.
-Snell-Hornby, M.; Hönig, H. G.; Kussmaul, P.; Schmitt, P. A. (eds.). (1998) Handbuch Translation. Tübingen: Stauffenburg.
B. Dictionaries
B.1. German Language Dictionaries
-Agricola, E. (ed.) (1988). Wörter und Wendungen: Wörterbuch zum deutschen Sprachgebrauch. Leipzig: Enzyklopädie.
-Carstensen, B. (1986). Beim Wort genommen. Bemerkenswertes in der deutschen Gegenwartssprache. Tübingen: Gunter Narr.
-Das große Wörterbuch der deutschen Sprache in sechs Bänden (1976-1981). Mannheim, Leipzig, Wien, Zürich: Bibliographisches Institut.
-Der große Duden in10 Bänden (1972). Mannheim, Leipzig, Wien, Zürich: Bibliographisches Institut.
-Deutsches Universalwörterbuch (1989). Mannheim, Leipzig, Wien, Zürich: Bibliographisches Institut.
-Frey, C. et al. (1983). Deutsche Sprichwörter für Ausländer. Eine Auswahl mit Beispielen. Leipzig: Enzyklopädie.
-Heinemann, M. (1989). Kleines Wörterbuch der Jugendsprache. Leipzig: Biliographisches Institut.
-Hermann, U. (1978). Knaurs Fremdwörter-Lexikon. München: Droemer Knaur.
-Küpper, H. (1990). Pons-Wörterbuch der deutschen Umgangssprache. Stuttgart: Klett.
-Langenscheidts Großwörterbuch Deutsch als Fremdsprache. (1997). Berlin, etc.: Langenscheidt.
-Röhrich, L. (1979). Lexikon der sprichwörtlichen Redensarten. Freiburg i. B.: Herder.
-Wahrig, G. (1990). Deutsches Wörterbuch. Gütersloh: Bertelsmann.
B.2 Catalan Language Dictionaries and Manuals
-Abril Español, J. (1997). Diccionari pràctic de qüestions gramaticals. Barcelona: Ed. 62.
-Alcover, A. M.; Moll, F. de B. (1950-1968). Diccionari català-valencià-balear. 2ª. ed. 10 vols. Palma de Mallorca: Moll.
-Coromines, J. (1980-1995). Diccionari etimològic i complementari de la llengua catalana. 9 vols. Barcelona: Curial.
-Diccionari visual Duden (1994). Barcelona: Enciclopèdia catalana.
-Fabra, P. (1986). Diccionari general de la llengua catalana. 22ª. ed. Barcelona: Edhasa.
-Franquesa, M. (1998). Diccionari de sinònims Franquesa. 2ª. ed. Barcelona: Enciclopèdia Catalana.
-Ginebra, J.; Montserrat, A. (1999). Diccionari d’ús dels verbs catalans. Barcelona: Ed. 62.
-Gran diccionari de lallengua catalana (1998). Barcelona: Enciclopèdia Catalana.
-Institut d’Estudis Catalans (2007). Diccionari de la llengua catalana. 2ª. Edició. Barcelona; Palma de Mallorca; València: Ed. 3 i 4; Ed. 62; Ed. Moll, etc.
-López del Castillo, L. (1998). Diccionari complementari del català normatiu. Barcelona: Ed. 62.
-Paloma, D.; Rico, A. (1998). Diccionari de dubtes del català. Barcelona: Ed. 62.
-Pey, S. (1997). Diccionari de sinònims i antònims. 17ª. ed. Barcelona: Teide.
-Raspall, J.; Martí, J. (1986). Diccionari de locucions i de frases fetes. 3ª. ed.
-Barcelona: Ed. 62. [Reimpressió en 2 vols.: Diccionari de locucions (1995) i Diccionari de frases fetes (1996). Ambdós Barcelona: Ed. 62.]
-Termcat (1997). Diccionari de neologismes. Barcelona: Ed. 62.
B.3. Bilingual Dictionaries
-Batlle, L. C.; Haensch, G.; Kockers, E. (2007). Diccionari alemany-català. 3a ed. Barcelona: Enciclopèdia Catalana.
-Guàrdia, R.; Ritter, M. (1981). Diccionari alemany-català, català-alemany. Barcelona: Pòrtic.
C. Digital Resources
C.1. Dictionaries, Glossaries, Grammars
-Diccionari de la llengua alemanya: http://www.duden.de/
-Diccionari d’ús de la llengua alemanya: http://wortschatz.uni-leipzig.de
-Diccionari alemany de modismes i frases fetes: http://www.redensarten-index.de/suche.php
-Diccionari normatiu de la llengua catalana: http://dlc.iec.cat/
-Diccionari català-valencià-balear: http://dcvb.iecat.net/
-Diccionari de neologismes: http://www.termcat.net/neoloteca
-Recull de diccionaris: http://yourdictionary.com
http://www.uib.es/secc6/slg/gt/diccionaris_linea.htm
http://www.lexikon.ch/thesauri/index.php
http://www.techwriter.de/ue-portal/woerterb/
C.2. Resource Directories
-Schopp, J. F. Links für TranslatorInnen (http://www.uta.fi/~trjusc/translnk.htm)
Software
No
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (PAUL) Classroom practices | 1 | Catalan | second semester | morning-mixed |