Corpora in translator education by Federico Zanettin, Silvia Bernardini, Dominic Stewart

By Federico Zanettin, Silvia Bernardini, Dominic Stewart

The use of language corpora as a source in linguistics and language-related disciplines is now well-established. one of many many fields the place the effect of corpora has been transforming into in recent times is translation, either at a descriptive and a pragmatic point. The papers during this quantity, which grew out of displays on the convention Cult2k (Bertinoro, Italy, 2000), the second one within the sequence Corpus Use and studying to Translate, are mostly excited by using corpora as assets for the translator and as instructing and studying aids within the context of the interpretation classroom.

 

This booklet deals a cross-section of analysis via a few best students within the box, who supply bills of first-hand adventure and theoretical insights into some of the methods of creating and utilizing acceptable corpora in translation educating, for the advantage of lecturers and newcomers alike. many of the contributions offer a wealthy resource of idea for different researchers and practitioners excited by 'corpora in translator education'.

 

Contributors contain Stig Johansson, Tony McEnery, Kirsten Malmkjær, Jennifer Pearson, Lynne Bowker, Krista Varantola, Belinda Maia and several other scholars.

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Learning to use corpora and corpus-query tools can give future translators the technical skills that were usually not associated with translation, but which seem to be more and more necessary, especially in technical translation. Current work involves collecting more specialized corpora on various subjects. Postgraduate students have to collect corpora for their terminology and translation projects. They are therefore required to digitize them, 42 Corpora and LSP Translation when necessary, and tag them so that they can be integrated into our Webbased tools.

Where the objective is that of obtaining information about a specialized field and extracting terminology, the first problem to be faced is that of finding appropriate texts from both languages to include in the corpus, be this parallel or comparable in nature. There are four main possible sources, each of which has its own limits. Belinda Maia • • • • 1 47 Encyclopædias, dictionaries and general reference texts. Our experience in using these to introduce students to a specialised subject and its terms in English and Portuguese has not been happy.

The market tendency is towards specialization in translation. The methodology involved in making corpora and extracting terminology should be part of the teaching curriculum – not an optional extra – particularly given the pressure on translators to use computer-assisted tools. If students have this training, translation memories and terminological databases will make sense to them, and they will be better prepared for a market that has never been kind. In Porto we have now started a Master’s degree in “Terminology and Translation”, explicitly focussed on non-literary texts, in which teachers of engineering, history and geography will help students to produce specialized corpora and termbanks.

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