Professional Documents
Culture Documents
Corpus Use and Translating
Corpus Use and Translating
Corpus Use and Translating
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Te learning process in the use of corpora in translator education 14
containing fve preselected translation problems of diferent kinds was prepared
in order to obtain information on the steps taken by the students to solve the
aforementioned problems. Knowing exactly what corpora and sofware tools
were available to the students in the fnal task, and in the knowledge that no other
documentary resources were to be consulted, the teacher was able to prepare very
specifc questions related to the learning objectives that the students were sup-
posed to have achieved during the teaching unit. Assessing the students transla-
tions and their answers to the questions therefore gave direct information on the
actual achievement of the learning objectives in question. Te following example
is taken from the questionnaire prepared for the evaluation of the use of corpora
to solve a terminological problem in the source text (see Table 2).
As can be seen, the questionnaire contains questions related to the previously
selected items, which, in turn, are related to the previously selected learning ob-
jectives. In the case of the example referred to earlier (see Table 2), the questions
would be as shown below (see Table 3).
In the interests of data manageability, only fve translation problems were
studied. Te translation problems were selected on the basis of variety and the
possibility of solving them using the corpora provided. While it may have been
interesting to refrain from preselecting translation problems and to observe the
Table 2. Questionnaire to be flled in by the student with regard to his/her use
of corpora to solve a translation problem
problem 3 (Terminology): habn
question answer
What word or string of words or characters have you searched for? In
which corpus/corpora have you searched?
search 1: corpus:
search 2: corpus:
search 3: corpus:
Have you restricted your search in any way (regional variant, oral or
written mode, date, etc.)?
Have you re-sorted the concordances alphabetically?
Have you re-sorted the concordances alphabetically to the right or to
the lef of the keyword? Specify the sorting criterion used (e.g. L1, R1).
State whether you have used other functions from WordSmith Tools
(Grow, Shrink, Clusters, Collocates, etc.).
Write down the various translation solutions you had considered before
making your fnal choice.
Justify your solution.
solution suggested by the student: your solution
144 Patricia Rodrguez Ins
real problems the students needed to solve with the help of corpora, doing so
would have constituted a completely diferent study requiring a diferent perspec-
tive. In our case, we were interested in seeing how the students applied what they
had learned to using the corpora available (if they used them at all) for the pur-
pose of solving various problems (the same problems for every student).
..5 Evaluation scale
We developed an evaluation scale based on the list of items referred to earlier, i.e.
items liable to be evaluated in the process of translating a text using corpora. Tis
scale ranges from 0 to 2 points, which are assigned on the basis of whether each
step taken by the student when using a corpus to solve a translation problem was
incorrect (0), improvable (1) or correct (2). It should be noted that the evaluation
scale is not applied to the item acceptability of the equivalent proposed, which is
always assessed using the values right () or wrong (X).
Te data arising from the questionnaire and from the translations produced
by the students are placed in the following chart (see Table 4).
Te evaluation scale can be applied once the items to be evaluated have been
selected and assigned a percentage value, and the problems to be studied chosen
from the source text (see Figure 3). As stated previously, the sources of the data
entered in the chart are the translated text and, above all, the students answers
to each translation problem in the questionnaire. Te questionnaire constitutes a
record of what each student has done with the corpora and the related sofware
provided, enabling us to assess whether the procedure followed has been correct
or incorrect, or might be improved. Te evaluation scale is based on the idea that
taking the right steps should lead to the right solution (or one of the possible right
solutions). It is for this reason that the equivalent proposed is evaluated as a sepa-
rate category and deemed to be correct or incorrect, thus serving as a control vari-
able. Te following example illustrates certain prototypical cases (see Table 5).
Table 3. Example of correlation between elements within the evaluation proposal
contained herein
Learning objective Item to be
assessed
Question/s
(from questionnaire)
To identify the importance
of looking on both sides of
a keyword or term in order
to extract conceptual or col-
locational information
Appropriateness of
the sorting of results
Have you re-sorted the concordances
alphabetically?
Have you re-sorted the concordances
alphabetically to the right or to the
lef of the keyword? Specify the
sorting criterion used (e.g. L1, R1)
Te learning process in the use of corpora in translator education 145
Table 5. Example of a completed chart, combining data from a students translation
results and questionnaire
Key:
Problem 1: Qu le sucede a mi...?
Problem 2: Son indicativas de pioderma... / Es indicativo de Pnfgo Foliceo...
Problem 3: Habn
Problem 4: Tumor: masas neoplsicas tanto benignas como malignas. Se utiliza cuando hay
ndulos muy grandes.
Problem 5: estrato crneo / basal
Item 1: Appropriateness of the corpus/corpora selected
Item 2: Appropriateness of the search string entered
Item 3: Appropriateness of the search restrictions applied
Item 4: Appropriateness of the sorting of results
Item 5: Appropriateness of the use of available sofware functions
0: Incorrect
1: Improvable
2: Correct
Acceptability (of the equivalent proposed)
: Right
X: Wrong
Table 4. Chart for combining the data extracted from each students translation
and questionnaire
Student A Problem
1
Problem
2
Problem
3
Problem
4
Problem
5
PARTIAL
MARK
(afer appli-
cation of %)
FINAL MARK
(out of 10 afer
application
of %)
Item 1
(value X %)
0/1/2 0/1/2 0/1/2 0/1/2 0/1/2
Item 2
(value X %)
0/1/2 0/1/2 0/1/2 0/1/2 0/1/2
Item 3
(value X %)
0/1/2 0/1/2 0/1/2 0/1/2 0/1/2
Item 4
(value X %)
0/1/2 0/1/2 0/1/2 0/1/2 0/1/2
Item 5
(value X %)
0/1/2 0/1/2 0/1/2 0/1/2 0/1/2
Acceptability / X / X / X / X / X
14 Patricia Rodrguez Ins
Table 5 (continued)
Student A Problem
1
Problem
2
Problem
3
Problem
4
Problem
5
PARTIAL
MARK
FINAL MARK
(out of 10 afer
application of %)
Item 1
(value 20%)
2 2 2 2 8/8 = 1 9.2
Item 2
(value 20%)
2 2 2 2 8/8 = 1
Item 3
(value 20%)
2 0 2 4/6 = 0.6
Item 4
(value 20%)
2 2 2 6/6 = 1
Item 5
(value 20%)
2 2 2 2 6/6 = 1
Acceptability X
As can be seen in the table where the resolution of Problem 1 is concerned,
the fact that the student did not use the corpora provided is not penalised in any
way, due to the fact that an appropriate solution was obtained (i.e. the empty
cells represent steps that were not taken, but their omission is not penalised).
Te same applies in the case of Problem 3, where the student omitted some of
the possible steps but still obtained an appropriate solution. In the cases of Prob-
lem 2 and Problem 5, the student followed all the steps and, likewise, obtained
a correct solution. As for Problem 4, looking at the last item (Acceptability of
the equivalent proposed) tells us that the solution provided by the student was
wrong, resulting in a score of 0 in each of the empty cells in the column in ques-
tion. In this case, we deduce that the omission of a step, namely the sorting of
results, led the student to produce an incorrect answer. Our interpretation of the
data is that had the student sorted the concordances extracted from the corpus,
he/she would have been able to extract relevant information that would have
led him/her to the right answer. We can also interpret this data as meaning that,
in all likelihood, the student in question needs further training in the sorting
of results, as well as that the importance of looking at the keywords immediate
context should be emphasised by means of new tasks designed to accomplish the
corresponding learning objective.
4. Results
Te teaching unit presented here was tested on a group of 26 fnal-year Spanish
students taking a course in specialised translation into English. At the end of this
Te learning process in the use of corpora in translator education 147
unit, students were asked to fll in 2 questionnaires. Te aim of the frst was for
them to rate, on a scale of 1 to 10, their acquisition of the competences to which
the unit was geared and the benefts of using corpora to translate. Te purpose of
the second was to collect their opinions and comments on their level of satisfac-
tion with the contents of the unit and the methodology used. Te results from the
frst questionnaire showed that most students were confdent that they had ac-
quired the competences to which the unit was geared. For example, the students
average rating for premises such as I am able to use a monolingual comparable
corpus in order to translate a text and Using corpora has helped me to feel
more confdent about my translation solutions were 7.9 and 8.3 respectively. Te
students evaluation of the units contents and methodology was also positive, for
example, they stressed that using corpora enabled them to save time when trans-
lating. While collecting quality texts to build a corpus may take some time, the
resulting resource helps to solve many of the translation problems that arise. Fur-
thermore, students said that learning how to use the program WordSmith Tools
helped them a great deal in terms of reaping the full benefts of parallel texts (i.e.
fnding terms using cotextual information, appropriate use of these terms, use of
authentic English syntax, etc.).
5. Conclusions
Tis paper has asserted the need for evolution and the adoption of new method-
ologies in translation teaching. As stated, working with corpora brings authentic
material and empirical data to language and translation research and teaching.
More than ever, the use of corpora has made it possible to focus on the student,
the translation task and the resources used, rather than on the teacher. Further-
more, corpora (as resources) and corpus linguistics (as a methodology and a new
way of approaching language work) promote a sense of discovery that increases
motivation and student autonomy, in addition to encouraging the use of IT tools
and the processing of information in electronic format.
Looking ahead, a task-based approach that revolves around learning ob-
jectives linked to competences can provide a methodological framework for
teaching translation with corpora, i.e. a teaching method that is systematic and
comprehensive in that it allows for the integration of all the elements involved in
education, making the processes of teaching and learning more coherent. Learn-
ing corpus use to translate is not just about teaching/learning how to use tools,
but also about following a methodology that makes the process more systematic.
14 Patricia Rodrguez Ins
As stated previously in this paper, if using tools is a learning objective, this learn-
ing should be evaluated.
Despite the fact that the type of evaluation suggested here needs to be per-
fected, it is also true that, with certain limitations, it can provide information about
the process of using a corpus and the origin of a students translation errors, as well
as data that can be used to improve teaching/learning, given that it helps to reveal
where a learning objective has yet to be fully achieved. If this is the case, the teacher
can then go back and modify the task corresponding to the learning objective in
question, or even design new tasks to make sure that the objective is fulflled.
References
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A
adequate translation 16, 25, 45
C
collocate 19, 31, 32, 40, 67, 68,
102, 113, 141
communicative competence 13
comparable corpus 10, 21,
32, 51, 60, 64, 65, 71, 93, 94,
103, 137
concordance 10, 18, 20, 21, 37,
43, 56, 100, 122
constructivism 12, 132
corpus-based and driven 40
corpus ad hoc 10, 16, 78, 80,
115, 140
corpus design 88
corpus in translation teaching
9, 10, 30, 78, 133, 136
corpus linguistics methodology
40, 116, 133
creativity 19, 68
CULT 45, 132
cultural competence 110
D
discourse marker 18
disposable corpus 10, 115
do-it-yourself corpus 115
documentation competence
102
documentation resource 93,
115, 130
documentation skills 111
domain-specifc competence
110
E
equivalence 19, 33, 52, 72, 141
European Space for Higher
Education 131, 135
evaluation of corpus 88
explicitation 48
G
genre conventions 122
I
instrumental competence 110,
134, 136
intuition 39, 40, 64, 72, 120, 130
L
language teaching 32, 77, 133
learner corpus 16
literary translation 12, 51, 62
M
metaphor 35, 60, 63
N
native-speaker 39, 60
P
parallel corpus 10
parallel texts 113, 147
pedagogy 12, 22, 32, 132
Q
quantitative data 21, 51, 57
S
search engines 83, 116, 130
semantic prosody 31, 32, 40, 66
specialised translation 78, 109,
110, 146
T
teaching methodology 13, 33,
132, 147
teaching unit 13, 133, 137
terminological competence 110
translation competence 10,
102, 109, 111, 131, 132, 134
translation profession 12, 111,
115, 130, 131
translation teaching 32, 92,
130134, 138, 147
translation technologies 112,
130
translation universals 47
translator education 47, 57, 131
translator training 912, 16, 22,
77, 102, 109114, 119, 126, 135
Subject index
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