Specialized%20translation%20teaching%20methodology%20combining%20documentary%20research,%20corpus%20linguistics%20and%20terminology

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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 prevodenje u
službi medukulturne strukovne Komunikacij
August 22-23 2014 University of Zadar
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Outline
1 ESP and specialised translation multiple
skills 2 Creating semi-experts 3 Documentary
research 4 Corpus linguistics 5 Terminology 6
Perspectives and conclusions
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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
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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
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? 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
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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
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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.

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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

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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)

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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
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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 sessaiement
• Ex. Seismic or aseismic à qui la fault
• - prepare the oral presentation of the poster to
  visitors during exposition which takes place in
  February

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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

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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)

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5 Terminology

• Design of tree diagrams

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5 Terminology
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5 Terminology

• Construction of terminological records within
  ARTES database

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5 Terminology

• The type of lexical information stored in ARTES DB

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5 Terminology

• The type of lexical information stored in ARTES DB

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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.)

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5 Terminology

• collocations (eg. man-made greenhouse gases)

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5 Terminology

• collocations (eg. man-made greenhouse gases)

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5 Terminology

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

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5 Terminology

• evaluation and validation of the compiled data

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5 Terminology

• user interface freely available online

https//artes.eila.univ-paris-diderot.fr
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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
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6 Perspectives and conclusion
Documetary research
Corpus linguistics
ST
Terminology
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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_at_eila.univ-par
is-diderot.fr gbordet_at_eila.univ-paris-diderot.fr
Terminologija i specijalizirano prevodenje u
službi medukulturne strukovne Komunikacij
August 22-23 2014 University of Zadar