Teaching materials for the communicative
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Transcript Teaching materials for the communicative
Teaching materials
and techniques
for the communicative translation class
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Dr. Constanza Gerding Salas
Universität Leipzig – Universidad de Concepción, May 2012
General
teaching
technique
s
Leipzig – Concepción, 2012
Brainstorming
Leipzig – Concepción, 2012
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)
Leipzig – Concepción, 2012
Relaxed discussion atmosphere
Leipzig – Concepción, 2012
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
Leipzig – Concepción, 2012
Discussions in the SL/TL?
Leipzig – Concepción, 2012
Discussions in the TL (Colina, 2003)
Foster students’ self-confidence
Encourage paraphrasing
Facilitate the association of words
Leipzig – Concepción, 2012
Discussions in the TL (Colina, 2003)
Foster students’ self-confidence
Encourage paraphrasing
Facilitate the association of words
Leipzig – Concepción, 2012
The translation brief
Leipzig – Concepción, 2012
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.
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Basic translation activities
(Colina, 2003)
Basic translation activities
(Colina, 2003)
1. Pre-translation activities
2. Reading comprehension
3. Focus on language
4. Post-translation activities
Leipzig – Concepción, 2012
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.
Leipzig – Concepción, 2012
2. Reading comprehension
Leipzig – Concepción, 2012
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 questions
Leipzig – 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 selfconfidence
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
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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
Leipzig – Concepción, 2012
The importance of analysis
Robinson (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 TT
Leipzig – 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 employed
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Useful translation techniques
Vocabulary building exercises (L2 learning):
multiple choice, open cloze, roots and affixes, inand 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
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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)
Leipzig – Concepción, 2012
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
Leipzig – Concepción, 2012