Using bilingual parallel corpora in translation methodology: an analysis of students’ translation competences in the UCMA-MUST corpus (English-Spanish)
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2019
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Universitat de València. Facultat de Filologia, Traducció i Comunicació
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Braga Riera, Jorge & Maroto, Nava. 2019. “Using bilingual parallel corpora in translation methodology: an analysis of students’ translation competences in the UCMA-MUST corpus (English-Spanish)”. Quaderns de Filologia: Estudis Lingüístics XXIV: 39-58. doi: 10.7203/QF.24.16298
Abstract
RESUMEN: El proyecto MUST (MUltilingual Student Translation) (Granger y Lefer, 2018: 72) tiene como objetivo compilar un corpus paralelo multilingüe de traducciones realizadas por estudiantes sin experiencia en el campo de la traducción. En el marco de este proyecto, el equipo UCMA (de la Universidad Complutense de Madrid) aporta un subcorpus bilingüe de textos especializados traducidos por estudiantes en los ámbitos audiovisual y de las humanidades, entre otros. Teniendo en cuenta las cinco subcompetencias propias de la adquisición de la competencia traductora (lingüística, extralingüística, de transferencia, profesional, psicofisiológica y estratégica [PACTE, 2001 y 2003]), este estudio persigue detectar las debilidades y fortalezas presentes en las tareas de traducción inglés-castellano de los estudiantes. Para ilustrarlas, se ha utilizado el sistema de anotación TAS propuesto por Granger y Lefer (2018) y Granger, Lefer y Penha Marion (2018), junto con una muestra de textos humanísticos a cargo de traductores en formación universitaria (postgrado) que se encuentran almacenados en el corpus UCMA.
ABSTRACT: The Multilingual Student Translation (MUST) Project (Granger & Lefer, 2018: 72) aims to compile a multilingual parallel corpus of translations carried out by inexperienced learners. Within this project, the MUST partner UCMA (Complutense University of Madrid) contributes to the global MUST project with a bilingual subcorpus containing student-translated specialised texts in the fields of media and humanities, among others. Bearing in mind the five sub-competences that contribute to the acquisition of a translation competence, namely linguistic, extra-linguistic, transfer, professional, psychophysiological and strategic (PACTE 2001, 2003), this study aims to detect the weaknesses and strengths present in the students’ tasks when translating from English into Spanish. To do so, the TAS annotating system put forward by Granger & Lefer (2018) and Granger, Lefer & Penha Marion (2018), together with a sample of humanistic texts translated by trainee translators at a university (postgraduate) level and retrieved from the UCMA corpus has been used as means of exemplification.
ABSTRACT: The Multilingual Student Translation (MUST) Project (Granger & Lefer, 2018: 72) aims to compile a multilingual parallel corpus of translations carried out by inexperienced learners. Within this project, the MUST partner UCMA (Complutense University of Madrid) contributes to the global MUST project with a bilingual subcorpus containing student-translated specialised texts in the fields of media and humanities, among others. Bearing in mind the five sub-competences that contribute to the acquisition of a translation competence, namely linguistic, extra-linguistic, transfer, professional, psychophysiological and strategic (PACTE 2001, 2003), this study aims to detect the weaknesses and strengths present in the students’ tasks when translating from English into Spanish. To do so, the TAS annotating system put forward by Granger & Lefer (2018) and Granger, Lefer & Penha Marion (2018), together with a sample of humanistic texts translated by trainee translators at a university (postgraduate) level and retrieved from the UCMA corpus has been used as means of exemplification.