Terminology applied to translation and interpreting
Code: 101488 ECTS Credits: 4| Degree | Type | Year |
|---|---|---|
| 2500249 Translation and Interpreting | OB | 3 |
Contact
- Name:
- Maria Pilar Sanchez Gijon
- Email:
- pilar.sanchez.gijon@uab.cat
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
To take this subject, students must have obtained all the programme's third year credits already.
The student must master the use of general technological resources applied to translation and interpretation. Specifically, you must be able to: (1) know the general technological resources for file and data management in translation and interpretation; (2) know how to apply this knowledge in the edition of texts in different formats and perform linguistic correction at different levels; and (3) know how to apply this knowledge in the basic automation of actions and objects in translation and interpretation.
• This implies that the student must have basic knowledge about the use of computers and software to learn the use of specific programs applied to terminography. In the same way, the student must know the necessary documentation resources for translation and interpretation. Specifically, it must be able to: (1) know the most appropriate information and documentation resources for the resolution of translation and interpretation problems; and (2) apply this knowledge to efficiently use the most appropriate information and documentation resources for the resolution of translation and interpretation problems.
• This implies that the student must have enough knowledge of the world to understand the knowledge classification system, as well as to use the knowledge that he already has to obtain new knowledge through documentation. The student must have enough linguistic knowledge to be able to identify the terminological units in a text in different media (paper, audio, audiovisual). In particular, he must know how to identify units of meaning beyond the limits of the word. Likewise, the student must be able to show that he knows the morphology and syntax to understand the composition, the derivation and the specification.
• Complementarily, the student must know other languages up to the level of specificity required by the specialized languages.
Students must be able to read and understand academic texts in English. This subject requires a native or near-native level of Spanish/Catalan and a high level of English (e.g. CEFR level B2).
Objectives and Contextualisation
The aim of this course is to provide the student with the knowledge of terminology and terminographic (terminology management) resources and text corpus management needed in translation and interpreting.
At the end of the course students should be able to:
- demonstrate basic knowledge in multilingual terminography and terminology;
- apply this knowledge when using resources for extracting terminological information;
- apply this knowledge to text corpus management tools to generate co-occurrences and concordances.
- be able to make a speec on specialized knowledge.
Competences
- Using terminological resources in order to interpret.
- Using terminological resources in order to translate.
- Working effectively in teams.
Learning Outcomes
- Applying the terminological resources to solve interpretation problems: Applying the terminological resources to solve interpretation problems.
- Identifying and applying the methodological and formal standards of the terminological work in order to translate: Comprehending the terminological units in relation to a conceptual system and the classification of knowledge.
- Identifying and applying the methodological and formal standards of the terminological work in order to translate: Recognising the simple terms, the terminological collocations and phraseology.
- Identifying and applying the methodological and formal standards of the terminological work in order to translate: Solving the problems of equivalence and conceptual contrast between systems.
- Identifying and applying the methodological and formal standards of the terminological work in order to translate: Students must demonstrate they know basic knowledge of terminology and multilingual terminology as applied disciplines.
- Using the generic (search engines, document management tools) and specific tools (term bases management) of the terminological work in order to translate: Carrying out tasks with several computer programs of terminological and terminographic support.
- Using the generic (search engines, document management tools) and specific tools (term bases management) of the terminological work in order to translate: Comparing terminological units of different working languages.
- Using the generic (search engines, document management tools) and specific tools (term bases management) of the terminological work in order to translate: Extracting, retrieving and storing terminological information.
- Working effectively in teams: Considering other people's points of view and providing feedback in a constructive manner.
- Working effectively in teams: Contributing to group cohesion.
Content
• The Terminology in relation to Linguistics, Lexicology, Translation and Terminology Planning.
• The foundations of Terminology: the term, the concept, the denomination and the definition. Identification of terminological units.
• The specialty languages and their terminology (scientific, technical, legal and humanistic languages).
• Creation of own and shared resources, such as databases, glossaries or corpora according to the criteria of multilingual information search, elaboration of conceptual systems, emptying, description of the terms, their equivalences and their semantic fields and networks of concepts.
• Identification of lexical translation units (support verbs, collocations, phraseology, simple and compound terms) in parallel texts and in the working languages of the student through corpus management systems.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Conducted activities: Classes of theoretical contents: expert and mediator roles in specialized translation | 6 | 0.24 | 1, 2, 3, 4, 5, 6, 7, 8 |
| Conducted activities: Classes of theoretical contents: lexical semantics (collocations) | 4 | 0.16 | 1, 4, 5, 6 |
| Conducted activities: Classes of theoretical contents: neology | 7 | 0.28 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 |
| Conducted activities: Classes of theoretical contents: scientific Terminology (Medicina, Biology) | 7 | 0.28 | 1, 2, 3, 4, 5, 7, 8 |
| Conducted activities: conceptual systems and subsystems in the systematic hierarchical classification of knowledge. | 7 | 0.28 | 4, 6, 7, 8 |
| Type: Supervised | |||
| Supervised activities: using software to collect comparable corpus | 3 | 0.12 | 1, 2, 3, 4, 5, 6, 7, 8 |
| Supervised activities: using software to describe terms (data bases) | 3 | 0.12 | 9, 10 |
| Supervised activities: using software to extract terminology | 4 | 0.16 | 1, 6, 7 |
| Type: Autonomous | |||
| Autonomous activities: Case resolution, problem-based learning and classroom presentations. | 11 | 0.44 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 |
| Autonomous activities: The building of conceptual networks for a concept | 5 | 0.2 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 |
| Autonomous activities: The construction of a conceptual system formed by the terms of the text and the insertion in the systematic hierarchical classification of knowledge. | 8 | 0.32 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 |
| Autonomous activities: The documentary and critical study of options and terminological decisions. | 8 | 0.32 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 |
| Autonomous activities: The terminological mining of different sources and supports, monolingual and multilingual (paper, audio, audiovisual with subtitles, etc.). | 8 | 0.32 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 |
| Autonomous activities: Using software for the management of terminology. | 5 | 0.2 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 |
The subject is taught in two weekly sessions that are divided into theoretical classes and practical classes throughout 14 within the semester: In total, the student has to receive 18,6 hours of theory and 14 hours of practice training.
In the theory classes, the learning group participates both in sessions of master classes with continuous assessment activities and teaching (PBL - Problem Based Learning). In the practical classes, the learning group is divided into groups of 3 students to do practical work.
The training activities that will be carried out during the course will be, among others, of the following type:
• Emptying terminological units of texts on paper, audio and audiovisual.
• Relationship tasks of proposed solutions with the theory taught in the subject.
• Sharing and critique of the translations proposed by previous translators.
• Simulation of professional situations in order to make a conceptualization of the experience and a search for effective solutions.
* Medical terminology competition games
• Problem resolution.
• Presentation of group work with the description of a specific topic.
This subject is managed through the Moodle Campus, in which the student will find all the files with complementary information to this teaching guide.
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 |
|---|---|---|---|---|
| Final project (Domain diagram of 15 terms and multiligual description | 20 % | 2 | 0.08 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 |
| First draft delivery | 10 % | 2 | 0.08 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 |
| Multiple choice exam | 30 % | 3 | 0.12 | 1, 2, 3, 4, 5, 6, 7, 8 |
| Oral presentation of final work | 10 % | 1 | 0.04 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 |
| PBL -Problem Based learning | 10 % | 3 | 0.12 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 |
| Participation | 10 % | 1 | 0.04 | 9, 10 |
| Practices and forums | 5 % | 1 | 0.04 | 6, 7, 8, 9, 10 |
| Reviews of readings, exhibitions, etc. | 5 % | 1 | 0.04 | 1, 6, 7, 8 |
The evaluation is continuous. Students must show their progress by performing some assessment activities (theory and practice).
Continuous assessment
Students must provide evidence of their progress by completing various tasks and tests. These activities are detailed in the table at the end of this section of the Study Guide.
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 or a 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. In case of retaking, maximum grade will be 5.
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 oneassessment activity, the student involved will be given a final mark of “0” for the subject. Assessment activities in which irregularities have occurred (e.g. plagiarism, copying, impersonation) are excluded from recovery.
Single assessment
Single assessment will include a minimum of three assessment activities of different typology, as stated in the evaluation guidelines.
Bibliography
Web links
-http://publications.gc.ca/collections/collection_2007/pwgsc-tpsgc/S53-28-2001E.pdf
Handbook of Terminology by Silvia Pavel y Diane Nolet. Adapted into English by Christine Leonhardt TERMINOLOGY AND STANDARDIZATION TRANSLATION BUREAU. Canada
-http://www.free-ed.net/sweethaven/MedTech/MedTerm/default.asp
This is a complete and autonomous course in modern medical terminology. It is suitable for all students of health professions who need to communicate with doctors, dentists and other medical professionals. The basic material of this course is taken from the US Army manual, basic medical terminology, MD0010, Edition 100.
Manuals
ANTIA, B.E. (2001): “Metadiscourse in terminology: thesis, antithesis, synthesis”, Terminology Science & Research12 (1-2), p. 65-84.
ANTIA, B.E. (2002): “II termine: contesto definitorio e contesto d’uso”, in MAGRIS, M., M. T. MUSACCHIO, L. REGA e F. SCARPA (eds.): Manuale di terminologia. Aspetti teorici, metodologici e applicativi, Milan, Hoepli, p. 99-114.
ARNTZ, R., H. PICHT und F. MAYER (2002): Einführung in die Terminologiearbeit, Hildesheim, Olms.
AVERBUH, K. JA. (1994): ,,E. K. Drezen, Terminologist and Standardiser”, Terminology Science & Research 5-2, p. 53- 73.
BEAUGRANDE, R. (1987): “Determinacy distributions in complex systems: science, linguistics, language, life”, Zeitschrift für Phonetik, Sprachwissenschaft und Kommunikationsforschung 40, p. 145-188.
BEAUGRANDE, R. (1997): New Foundations fora Scienceof Text and Discourse: Cognition, Communication and the Freedom of Access to Knowledge and Society, Norwood, Ablex.
BUDIN, G. (1994): “Do we need an object theory?” in DRASKAU, J. K. and H. PICHT (eds.): Terminology Science & Terminology Planning/Theoretical Issues of Terminology Science, Vienna, TermNet, p. 203-208.
BUDIN, G. (2001): “A Critical Evaluation of the State-of-the-Art of Terminology Theory”, Terminology Science & Research 12 (1-2), p. 7-23.
CHESTERMAN, A. and E. WAGNER (2002): Can Theory Help Translators? A Dialogue Between the Ivory Tower and the Wordface, Manchester, St. Jerome.
FELBER, H. und G. BUDIN (1989): Terminologie in Theorie und in Praxis, Tübingen, Günter Narr.
GERZYMISCH-ARBOGAST, H. (1996): Termini im Kontext. Verfahren zur Erschließung und Übersetzung von der textspezifischen Bedeutung von fachlichen Ausdrücken, Tübingen, Günter Narr.
HUNTER, K. M. (1991): Doctors’ stories, Princeton, Princeton University Press.
HOLMES, J. (1972): “The name and nature of translation studies”, Unpublished ms reprinted in TOURY, G. (ed.): (1987) Translation Across Cultures, New Delhi, Bahri Publications.
ISO 1087-1 (2000): Terminology work . Vocabulary . Part 1: Theory and application, Geneva, ISO.
ISO 12200 (1999): Computer applications in terminology — Machine-readable terminology interchange format(MARTIF) — Negotiated Interchange, Geneva, ISO.
ISO 12620 (1999): Computer applications in terminology— Data categories, Geneva, ISO.
ISO 16642 (2003): Computer applications in terminology’. Terminological markup framework, Geneva, ISO.
LAURÉN, C., J. MYKING und H. PICHT (1998): Terminologie unter der Lupe. Vom Grenzgebiet zum Wissenschaftszweig, mit Beiträgen von Anita Nuopponen und Nina Pilke, Vienna, TermNet.
LEMKE, J. L. (1990): Talking Science, Connecticut/London, Ablex.
PICHT, H. (1993): “State-of-the-art of Terminology Training in 1991”, Terminology Science & Research 4, p. 2-33.
PICHT, H. (1997): ,,Wirtschaftslinguistik: ein historischer Überblick”, in HOFFMANN, L., H. KALVERKÄMPER und H. E.WIEGAND (eds.): Fachsprachen. Languages for Special Purposes. Ein Internationales Handbuch zurFachsprachenforschung und Terminologiewissenschaft, Berlin, New York, Walter de Gruyter, p. 336-341.
RAT FÜR DEUTSCHSPRACHIGE TERMINOLOGIE (2004): Berufsprofil. Terminologin. Terminologe, Bern.
RIGGS, F. (1987): “Social science vocabulary: the INTERCOCTA project”, TermNet News 18, p. 7-15.
ROGERS, M. (1997): “Synonymy and equivalence in special-language texts. A case study in German and English texts on Genetic Engineering”, in TROSBORG, A. (ed.): Text Typology and Translation, Amsterdam/Philadelphia, John Benjamins, p. 217-45.
ROGERS, M. (2004): “Multidimensionality in Concept Systems: A Bilingual Textual Perspective”, Terminology 10- 2, p. 215-40.
SCHMITZ, K.-D. (2001): “Criteria for evaluating terminology database management programs”, in WRIGHT, S. E. and G. BUDIN (eds.): Handbook of terminology management II, Amsterdam/Philadelphia, John Benjamins, p. 539- 551.
SCHMITZ, K.-D. (2005): “Terminology and Terminological Databases”, in BROWN, K. (ed.): Encyclopedia of Language and Linguistics, 2nd Edition, Oxford, Elsevier Publishers.
WRIGHT, S. E. (2003): “From the semiotic triangle to the semantic web”, Terminology Science & Research 14, p. 111-135.
WRIGHT, S. E. and G. BUDIN (eds.) (1997): Handbook of terminology management I, Amsterdam/Philadelphia, John Benjamins.
WRIGHT, S. E. and G. BUDIN (eds.) (2001): Handbook of terminology management II, Amsterdam/Philadelphia, John Benjamins.
WÜSTER, E. (1959): ,,Das Worten der Welt, schaubildlich und terminologisch dargestellt”, in PICHT, H. undK.-D. SCHMITZ (eds.): Terminologie und Wissensordnung, Cologne, TermNet (2001), p. 21-51.
WÜSTER, E. (1979): Einführung in die Allgemeine Terminologielehre und Terminologische Lexikographie, Vienna/New York, Springer.
Software
Word
Power pint
Excel
AntConc
LLM
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (PAUL) Classroom practices | 1 | Catalan | first semester | morning-mixed |
| (PAUL) Classroom practices | 2 | Catalan | first semester | morning-mixed |
| (PAUL) Classroom practices | 3 | Catalan | second semester | morning-mixed |
| (PAUL) Classroom practices | 4 | Catalan | second semester | morning-mixed |
| (PAUL) Classroom practices | 5 | Catalan | second semester | morning-mixed |
| (TE) Theory | 1 | Catalan | first semester | morning-mixed |
| (TE) Theory | 2 | Catalan | second semester | morning-mixed |