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Specialized Translation Teaching Methodology: Combining Documentary Research, Corpus Linguistics, and Terminology

This article explores a specialized translation teaching methodology that combines documentary research, corpus linguistics, and terminology. It discusses the multiple skills required for teaching translation trainees to address specialized texts and highlights the features of LSP texts. The article also emphasizes the importance of creating semi-experts in the field of specialized translation.

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Specialized Translation Teaching Methodology: Combining Documentary Research, Corpus Linguistics, and Terminology

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  1. Specialized translation teaching methodology combining documentary research, corpus linguistics and terminology Mojca Pecman and Geneviève Bordet Paris Diderot University , Sorbonne Paris Cité, CLILLAC-ARP EA 3967 F-75205, Paris, France Terminologija i specijalizirano prevođenje u službi međukulturne strukovne Komunikacij – August 22-23 2014 – University of Zadar

  2. Outline 1 ESP and specialised translation: multiple skills 2 Creating semi-experts 3 Documentary research 4 Corpus linguistics 5 Terminology 6 Perspectives and conclusions

  3. 1. ESP and specialised translation (ST), multiple skills How to teach translation trainees to address specialised texts of quickly evolving subject fields? ➩ generally, there is no textbooks, no overall well established methodology ➩ the issue of LSP translation is located at the crossroad of many disciplines : terminology, translation, phraseology, linguistics, corpus linguistics, information research, communication sciences…

  4. 1. ESP and specialised translation (ST), multiple skills What are the features of LSP texts? ➩ terminology: e.g. tectonic plate, faulting, subduction ➩ neologisms: e.g. icequake

  5. ➩ admitted terminology: earthquake, Earth crust (on the left) , ocean crust (on the right), tectonic plates, continental plate, oceanic plate, faulting, subduction, etc. ➩ neologism: icequake created by analogy to earthquake

  6. 1. ESP and specialised translation (ST), multiple skills What are the features of LSP texts? ➩ terminology: e.g. tectonic plate, faulting, subduction ➩ neologisms: e.g. icequake ➩ ad hoc formations: e.g. trapdoor fault, critically aligned through-going layer, forward-modelling study ➩ phraseology and collocations: e.g. earthquake/icequake occurs/occurred, to provide constraints, continental plates are more buoyant ➩ sentence builders, style and register: e.g. It is not the purpose of this paper to explain…, We further thank the anonymous reviewers for their very constructive comments…, ➩ discourse structure according to genre: e.g. IMRAD structure of scientific articles

  7. 1. ESP and specialised translation (ST), multiple skills What are the required skills of LSP translators? • ➩ Knowledge of several languages • Eg. at EILA, Paris Diderot: English, French and Spanish/German/Japanese/Chinese • ➩ Knowledge of various specialized fields • craft industries and popular sciences (eg. 3rd year EILA students) • humanities • hard sciences, state of the art technologies, engineering (eg. 4th and 5th year EILA students) • Law (3rd to 5th year EILA students), business • ➩ Knowledge of working methods • translation methodologies, text analysis, documentary research, corpus linguistics, terminology, terminography, etc.

  8. 1. ESP and specialised translation (ST), multiple skills The context at EILA department of Paris Diderot Univ. • ➩ Students • 3rd year students in specialised translation • Master 1 students in specialised translation • Master 2 students in specialised translation • Master ILTS (Industrie des Langues et Traduction Spécialisée) • Department EILA (Etudes Interculturelles de Langues Appliquées) • ➩ Teachers • up to 7 teachers involved, with complementary teaching areas: translation practice and methodologies, documentary research or textual sources localisation, corpus linguistics, NLP, database management, terminology, terminography, phraseology, discourse analysis…

  9. 1. ESP and specialised translation (ST): multiple skills The context at EILA department of Paris Diderot Univ. • ➩ Courses • classical courses: e.g. grammar, civilisation, linguistics, translation methodologies, translation practice, etc. • ST courses: terminology, corpus linguistics, documentary research, DB design, terminology & terminography • ST workshops: translation project • ➩ Teaching in progress • Licence 3: free choice among craft industry and popular sciences • Master 1: earth and planetary sciences (geology, volcanology, seismology, plate tectonics, glaciology, climatology…) • Master 2: free choice among sciences (hard sciences, state of the art technologies, engineering or humanities)

  10. 2 “Creating” semi-experts The context at EILA department of Paris Diderot Univ. • ➩ General scheme • a text a to be translated • term extraction from the text • creation of a larger bilingual comparable corpus on the subject • use of concordancers for conducting multiple language analysis • selection of representative domain terminology • creation of a domain tree diagram • working in collaboration with domain experts • creation of terminological records in ARTES database • translation of the text Mojca Pecman – Univ. Paris Diderot, Sorbonne Paris Cité, CLILLAC-ARP EA 3967

  11. 2 “Creating” semi-experts • ➩ example of an additional task accomplished by Master 1 students : • poster design • - select relevant concepts or aspects of the text and illustrate the collaboration between ST & EPS students (translators/domain experts) • - tackle the problems of comprehension and/or of translation • - find an appropriate title for the poster • Ex. STEP & EILA: a collaboration without constraints • Ex. Accent tectonique: ça passe ou ça casse • Ex. STEP & EILA s’essaiement • Ex. Seismic or aseismic: à qui la fault • - prepare the oral presentation of the poster to visitors during exposition which takes place in February

  12. 3 Documentary research • Choice of a specialised field connected with the selected text • Collection of three types of corpus: • Popularisation • Comparable corpus in source and target language

  13. 4 Corpus linguistics tools • WALL • http://wall.eila.univ-paris-diderot.fr/dyn4/ • ice sheet (ENG) • ice cap (ENG) • polar ice sheet (ENG) • calotte glacière (FR) • calotte de glace (FR) • calotte polaire (FR)

  14. 5 Terminology • Design of tree diagrams

  15. 5 Terminology

  16. 5 Terminology • Construction of terminological records within ARTES database

  17. 5 Terminology • The type of lexical information stored in ARTES DB

  18. 5 Terminology • The type of lexical information stored in ARTES DB

  19. 5 Terminology • useful contexts (eg. the effects of volcanic eruption on climate, to be very significant, to be evaluated against something, ocean-atmosphere interactions, etc.)

  20. 5 Terminology • collocations (eg. man-made greenhouse gases)

  21. 5 Terminology • collocations (eg. man-made greenhouse gases)

  22. 5 Terminology • domain-free phraseology (eg. there has been much recent interest in...)

  23. 5 Terminology • evaluation and validation of the compiled data

  24. 5 Terminology • user interface freely available online https://artes.eila.univ-paris-diderot.fr

  25. 6 Perspectives and conclusion ➩ ARTES database offers many perspectives for developing further research in terminology, terminography and LSP phraseology ➩ ST teaching methodology based on developing multiple skills: in documentary research, terminology, terminography, LSP phraseology, DB management, corpus linguistics, ontologies, etc. ➩ ARTES scheme provides various gates to lexis: genre, register, discourse, domain… relevant approach to lexis

  26. 6 Perspectives and conclusion Documetary research Corpus linguistics ST Terminology

  27. Hvala na vašoj pozornosti! Specialized translation teaching methodology combining documentary research, corpus linguistics and terminology Mojca Pecman & Geneviève Bordet Paris Diderot University , Sorbonne Paris Cité, CLILLAC-ARP EA 3967 F-75205, Paris, France mpecman@eila.univ-paris-diderot.fr gbordet@eila.univ-paris-diderot.fr Terminologija i specijalizirano prevođenje u službi međukulturne strukovne Komunikacij – August 22-23 2014 – University of Zadar

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