Teaching materials and techniques for the communicative translation class

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Teaching materials and techniques

for the communicative translation classDr. Constanza Gerding Salas

Universität Leipzig – Universidad de Concepción, May 2012

General teaching techniques

Leipzig – Concepción, 2012

Brainstorming


Brainstorming A process for generating new ideas

Useful for finding solutions for specific translation problems by gathering ideas spontaneously without prior judgment or comment

A good starting point for bridging the gap between students’ current knowledge and desired results (Shreve, 1997)

It fosters relaxation, a state of mind linked to the incubation stage of problem solving (Kussmaul, 1995)


Relaxed discussion atmosphere


Relaxed discussion atmosphere Facilitates the creative process

Lowers affective filters that may inhibit and feedback

Affective filters are impediments to learning or acquisition caused by negative emotional ("affective") responses to one's environment


Discussions in the SL/TL?


Discussions in the TL (Colina, 2003)

Foster students’ self-confidence

Encourage paraphrasing

Facilitate the association of words


Discussions in the TL (Colina, 2003)

Foster students’ self-confidence

Encourage paraphrasing

Facilitate the association of words


The translation brief


The translation brief It may be a complete set of parameters for

translators to follow up to the word

It may consist of an incomplete list of requirements

There may not be an explicit translation commission; so translators should have to find out missing information, determine key situational elements, etc.


Basic translation activities (Colina, 2003)

Basic translation activities (Colina, 2003)

1. Pre-translation activities2. Reading comprehension3. Focus on language4. Post-translation activities


1. Pre-translation activities They should allow for consideration of

pragmatic factors for the ST and TT They must include a transition brief to help

determine contextual factors for the TT They should encourage sense translating

and discourage word-for-word translation They should deal with all sorts of transfer

issues Source text analysis (text type & genre,

function, format, style, readers, situation...) brief in mind

Research and documentation; expert advice; glossary creation; parallel text analysis; terminological searches.


2. Reading comprehension


2. Reading comprehension Completion of incomplete schemas Understanding unclear/new terminology Following cohesion clues Use of context Understanding text formats and non-textual

clues Identifying main points and secondary ideas Telling facts from opinions Predicting Paraphrasing and summarizing Answering the journalist's questionsLeipzig – Concepción, 2012

3. Focus on language Focus on smaller units of translation Focus on language use Negative transfer: lexical or structural

calque, false friends, inadequate register, etc.

Comments on relevant language issues Avoiding unjustified transfer Reminding students of the importance of

accuracy (grammar, spelling, format, etc.)Leipzig – Concepción, 2012

4. Post-translation activities Developing the translator’s self-concept and

self-confidence Fostering professional awareness and

behavior

Examples A new brief can be set up to discuss its

implications on the new TT. Discussion on the constraints of dictionary

use Sharing ways of solving problems Sharing resources Analysis of textual organization differences


Outside of class Pre-translation activities should be assigned

one or two class periods before the date scheduled for the start of the discussion.

Pre-translation and translation activities themselves should be done outside of class.

Pre-translation activities are given more emphasis at initial stages of learning.

Post-translation production of clean versions for portfolio


The importance of analysisRobinson (2006) proposes the following:

Never assume perfect understanding of ST Always pay close attention to translation

commission Always find out who the TT readership will be Always analyze for text type, genre, register,

rhetorical functions, non-linguistic clues Always analyze the syntactic, semantic and

pragmatic relationship between ST and TTLeipzig – Concepción, 2012

In class Oral introductory summary reported by

students. Gradual reading aloud of TT (text/s on screen) Contrast with various other versions Discussion of problems and comments on

solutions Analysis of pragmatic changes Comments on special difficulties Correction of errors Analyzing translation decisions Sharing new information sources Sharing tools employedLeipzig – Concepción, 2012

Useful translation techniques Vocabulary building exercises (L2 learning):

multiple choice, open cloze, roots and affixes, in- and out-of- context synonyms, opposites, etc. (Colina, 2003)

L1 intra-linguistic translation (other ways to say it)

Re-organizing paragraphs for text coherence Paraphrasing in the SL (Nord, 1996: 332) Summarizing orally in the TL Précis writing in the SL / TL


Useful translation techniques Comparing translated text based on different

briefs Changing register or function Peer proof-reading and editing MT editing Contextual equivalents (Hurtado Albir, 1996) Peer translation correction according to a

rubric (Hurtado Albir, 1996: 49-50)


Constructivism in translation

Summing up, according to Lazo & Zachary (2008: 180) constructivist learning theories point at: creating adequate learning environments for

collaborative work and communication activating previous knowledge encouraging active learning contextualizing learning developing autonomy (learning to learn) fostering the development of communicative

competence performing tasks based on professional reality promoting learning diversity fostering intercultural understanding Leipzig – Concepción, 2012


Teaching materials and techniques for the communicative translation class

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