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7500817
John Benjamins Publishing Company
Marketing Department / Karin Plijnaar, Pieter Lamers
onix@benjamins.nl
201608250346
ONIX title feed
eng
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EUR
885007295
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John Benjamins Publishing Company
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9789027291066
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0929-7316
Benjamins Translation Library
82
01
Corpus Use and Translating
Corpus use for learning to translate and learning corpus use to translate
01
btl.82
01
https://benjamins.com
02
https://benjamins.com/catalog/btl.82
1
B01
Allison Beeby
Beeby, Allison
Allison
Beeby
Universitat Autònoma de Barcelona
2
B01
Patricia Rodríguez-Inés
Rodríguez-Inés, Patricia
Patricia
Rodríguez-Inés
Universitat Autònoma de Barcelona
3
B01
Pilar Sánchez-Gijón
Sánchez-Gijón, Pilar
Pilar
Sánchez-Gijón
Universitat Autònoma de Barcelona
01
eng
164
x
151
LAN023000
v.2006
CFP
2
24
JB Subject Scheme
LIN.CORP
Corpus linguistics
24
JB Subject Scheme
TRAN.TRANSL
Translation Studies
06
01
Professional translators are increasingly dependent on electronic resources, and trainee translators need to develop skills that allow them to make the best use of these resources. The aim of this book is to show how CULT (Corpus Use for Learning to Translate) methodologies can be used to prepare learning materials, and how novice translators can become autonomous users of corpora. Readers interested in translation studies, translator training and corpus linguistics will find the book particularly useful. Not only does it include practical, technical advice for using and learning to use corpora, but it also addresses important issues such as the balance between training and education and how CULT methodologies reinforce student autonomy and responsibility. Not only is this a good introduction to CULT, but it also incorporates the latest developments in this field, showing the advantages of using these methodologies in competence-based learning.
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Miscellaneous
1
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List of editors and contributors
10
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JB code
btl.82.01for
ix
x
2
Miscellaneous
2
01
Foreword
1
A01
Guy Aston
Aston, Guy
Guy
Aston
University of Bologna at Forlì, Italy
10
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JB code
btl.82.02int
1
8
8
Miscellaneous
3
01
Introduction
1
A01
Allison Beeby
Beeby, Allison
Allison
Beeby
Universitat Autònoma de Barcelona, Spain
2
A01
Patricia Rodríguez-Inés
Rodríguez-Inés, Patricia
Patricia
Rodríguez-Inés
Universitat Autònoma de Barcelona, Spain
3
A01
Pilar Sánchez-Gijón
Sánchez-Gijón, Pilar
Pilar
Sánchez-Gijón
Universitat Autònoma de Barcelona, Spain
10
01
JB code
btl.82.03mar
9
28
20
Article
4
01
Using corpora and retrieval software as a source of materials for the translation classroom
1
A01
Josep Marco
Marco, Josep
Josep
Marco
Universitat Jaume I
2
A01
Heike van Lawick
Lawick, Heike van
Heike
van
Lawick
Castelló de la Plana, Spain
20
autonomous learning
20
cloze test
20
concordancing
20
corpora
20
corpus-based
20
corpus-driven
20
COVALT
20
multiple choice exercise
20
task-based approach
20
Translator training
01
This article starts from a twofold distinction: that between corpora as documentation tools and corpora as a source of materials for the translation classroom, and that between corpus-based and corpus-driven approaches. Then a pedagogic framework for translator training is outlined in which the notion of objective is central and a task-based methodology is used. Within such a framework, four kinds of corpus-related tasks are presented and illustrated: cloze tests based on a bilingual corpus, multiple choice exercises based on a learner corpus, translation of short passages yielded by the concordancer and concordance analysis. The first three are corpus-based, whereas the last one is more corpus-driven and can be used to promote autonomous learning and discovery strategies.
10
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JB code
btl.82.04ste
29
46
18
Article
5
01
Safeguarding the lexicogrammatical environment: Translating semantic prosody
1
A01
Dominic Stewart
Stewart, Dominic
Dominic
Stewart
University of Macerata, Italy
20
empirical data
20
intuition
20
lexicogrammatical environment
20
semantic prosody
20
Translation teaching
01
This paper discusses a module taught to final year students at the School for Interpreters and Translators at Forlì, University of Bologna, examining the role of semantic prosody in translation from English to Italian and the way in which we as corpus analysts use our intuitions about language to seek insights into semantic prosody and to convert corpus data into evidence of semantic prosody. These issues are considered primarily from the point of view of a teacher of translation wishing to sensitise students to the opportunities afforded by corpora for translators.
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JB code
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58
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Article
6
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Are translations longer than source texts?: A corpus-based study of explicitation
1
A01
Ana Frankenberg-Garcia
Frankenberg-Garcia, Ana
Ana
Frankenberg-Garcia
Instituto Superior de Línguas e Administração, Lisboa and Fundação para a Computação Científica Nacional, Portugal
20
corpora
20
Explicitation
20
text length
20
translation universals
20
translator education
01
Explicitation is the process of rendering information which is only implicit in the source text explicit in the target text, and is believed to be one of the universals of translation (Blum-Kulka 1986, Olohan and Baker 2000, Øverås 1998, Séguinot 1988, Vanderauwera 1985). The present study uses corpus technology to attempt to shed some light on the complex relationship between translation, text length and explicitation. An awareness of what makes translations longer (or shorter) and more explicit than source texts can help trainee translators make more informed decisions during the translation process. This is felt to be an important component of translator education.
10
01
JB code
btl.82.06phi
59
73
15
Article
7
01
Arriving at equivalence: Making a case for comparable general reference corpora in translation studies
1
A01
Gill Philip
Philip, Gill
Gill
Philip
University of Bologna, Italy
20
creativity
20
General reference corpora
20
synonymy
20
translation equivalence
01
When multilingual corpora are used in translation studies, it is usually assumed that they are either translated (parallel) or comparable, or both; and that their size and text composition are analogous. As general reference corpora become more widely available, it is inevitable that these too should be used to compare and contrast SL norms, thus extending the definition of comparability to include text collections whose size and content may vary considerably, and which are nevertheless considered representative of their languages. This paper addresses the contribution of comparable reference corpora to the identification of translation equivalence. Focusing in particular on native-speaker norms, it demonstrates how the effect of creative and idiosyncratic language can be identified and reproduced by the translator.
10
01
JB code
btl.82.07cor
75
107
33
Article
8
01
Virtual corpora as documentation resources: Translating travel insurance documents (English-Spanish)
1
A01
Gloria Corpas Pastor
Corpas Pastor, Gloria
Gloria
Corpas Pastor
Universidad de Málaga (Spain)
2
A01
Miriam Seghiri
Seghiri, Miriam
Miriam
Seghiri
Universidad de Málaga (Spain)
20
Corpus compilation and representativeness
20
legal translation
20
specialized corpora
01
The inclusion of documentation as a core subject in the curriculum of Translation and Interpretation degrees clearly underlines its importance to translators. Training in this discipline is considered essential for a translator given that only sufficient and conscientious work on documentation will allow an adequate translation of a specialised text. The sources of information that may be utilised by the translator are extremely varied, ranging from an oral consultation with an expert to a search using specialised glossaries and dictionaries. However, in the field of translation perhaps the most relevant documentation activity today involves the use of the Internet and, closely related to this, the compilation and management of virtual corpora.<br />In this chapter, we present a systematic methodology for corpus compilation based on electronic resources available on the Internet. The methodology is illustrated through the creation of a virtual corpus of travel insurance in English and Spanish, whose representativeness is subsequently determined by using a computer programme-called <i>ReCor </i>specifically designed for this purpose. Finally, some specific examples of possible uses in direct and inverse translations of this type of document are given.
10
01
JB code
btl.82.08san
109
127
19
Article
9
01
Developing documentation skills to build do-it-yourself corpora in the specialised translation course
1
A01
Pilar Sánchez-Gijón
Sánchez-Gijón, Pilar
Pilar
Sánchez-Gijón
Universitat Autònoma de Barcelona, Spain
20
documentation skills
20
Do-it-yourself corpora
20
specialised translation
20
specialised translation training
20
translation training
01
This chapter presents the case for systematic use of do-it-yourself corpora in specialised translation courses, focusing in particular on the use of corpora as a documentation resource. An overview is given of the importance of documentation in professional translation, its place in different translation competence models and the advantages and disadvantages of how it is taught in different translator training centres. Having reached the conclusion that documentation skills for translation are best acquired in a translation course as a tool to solve specific translation problems, the author suggests a protocol to help students create their own DIY corpus in specialised translation courses. The proposal is illustrated by examples of problems related to the translation of an instruction manual for an air conditioning system.
10
01
JB code
btl.82.09rod
129
149
21
Article
10
01
Evaluating the process and not just the product when using corpora in translator education
1
A01
Patricia Rodríguez-Inés
Rodríguez-Inés, Patricia
Patricia
Rodríguez-Inés
Universitat Autònoma de Barcelona, Spain
20
corpus use
20
evaluation
20
learning process
20
translator education
01
Electronic corpora and corpus analysis tools are resources that can improve the way students acquire translation competence. If, as translator trainers, we wish to develop our students’ competence to solve translation problems, then we need to provide them with strategies to use existing resources and tools, to create new ones and to reap the maximum benefit possible from them. We advocate a type of training that facilitates the development of students’ strategies, and attempts to evaluate the acquisition of these strategies.<br />Our methodological approach is based on translation tasks organised around learning objectives and includes evaluation of the translation process and product. This methodology is student-centred, since it allows the student to be the focus of the learning process, and comprehensive, in that it takes into account the objectives and all aspects of the learning context in order to develop appropriate materials and evaluation.<br />We suggest that if one of the learning objectives within a translation course is to grasp how to use corpora, evaluation of this objective should include the process and not be limited to the overall quality of the product – the translation. Examples are given of how the use of corpora and corpus-related software can be evaluated other than by simply examining the final translation. The results of some of the students’ own evaluations of the methodology are included.
10
01
JB code
btl.82.10ind
151
1
Miscellaneous
11
01
Subject index
02
JBENJAMINS
John Benjamins Publishing Company
01
John Benjamins Publishing Company
Amsterdam/Philadelphia
NL
04
20090311
2009
John Benjamins
02
WORLD
13
15
9789027224262
01
JB
3
John Benjamins e-Platform
03
jbe-platform.com
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WORLD
21
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EUR
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71.00
GBP
Z
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128.00
USD
S
230007294
03
01
01
JB
John Benjamins Publishing Company
01
JB code
BTL 82 Hb
15
9789027224262
13
2008041947
BB
01
BTL
02
0929-7316
Benjamins Translation Library
82
01
Corpus Use and Translating
Corpus use for learning to translate and learning corpus use to translate
01
btl.82
01
https://benjamins.com
02
https://benjamins.com/catalog/btl.82
1
B01
Allison Beeby
Beeby, Allison
Allison
Beeby
Universitat Autònoma de Barcelona
2
B01
Patricia Rodríguez-Inés
Rodríguez-Inés, Patricia
Patricia
Rodríguez-Inés
Universitat Autònoma de Barcelona
3
B01
Pilar Sánchez-Gijón
Sánchez-Gijón, Pilar
Pilar
Sánchez-Gijón
Universitat Autònoma de Barcelona
01
eng
164
x
151
LAN023000
v.2006
CFP
2
24
JB Subject Scheme
LIN.CORP
Corpus linguistics
24
JB Subject Scheme
TRAN.TRANSL
Translation Studies
06
01
Professional translators are increasingly dependent on electronic resources, and trainee translators need to develop skills that allow them to make the best use of these resources. The aim of this book is to show how CULT (Corpus Use for Learning to Translate) methodologies can be used to prepare learning materials, and how novice translators can become autonomous users of corpora. Readers interested in translation studies, translator training and corpus linguistics will find the book particularly useful. Not only does it include practical, technical advice for using and learning to use corpora, but it also addresses important issues such as the balance between training and education and how CULT methodologies reinforce student autonomy and responsibility. Not only is this a good introduction to CULT, but it also incorporates the latest developments in this field, showing the advantages of using these methodologies in competence-based learning.
04
09
01
https://benjamins.com/covers/475/btl.82.png
04
03
01
https://benjamins.com/covers/475_jpg/9789027224262.jpg
04
03
01
https://benjamins.com/covers/475_tif/9789027224262.tif
06
09
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https://benjamins.com/covers/1200_front/btl.82.hb.png
07
09
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https://benjamins.com/covers/125/btl.82.png
25
09
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27
09
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https://benjamins.com/covers/3d_web/btl.82.hb.png
10
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JB code
btl.82.01lis
vii
viii
2
Miscellaneous
1
01
List of editors and contributors
10
01
JB code
btl.82.01for
ix
x
2
Miscellaneous
2
01
Foreword
1
A01
Guy Aston
Aston, Guy
Guy
Aston
University of Bologna at Forlì, Italy
10
01
JB code
btl.82.02int
1
8
8
Miscellaneous
3
01
Introduction
1
A01
Allison Beeby
Beeby, Allison
Allison
Beeby
Universitat Autònoma de Barcelona, Spain
2
A01
Patricia Rodríguez-Inés
Rodríguez-Inés, Patricia
Patricia
Rodríguez-Inés
Universitat Autònoma de Barcelona, Spain
3
A01
Pilar Sánchez-Gijón
Sánchez-Gijón, Pilar
Pilar
Sánchez-Gijón
Universitat Autònoma de Barcelona, Spain
10
01
JB code
btl.82.03mar
9
28
20
Article
4
01
Using corpora and retrieval software as a source of materials for the translation classroom
1
A01
Josep Marco
Marco, Josep
Josep
Marco
Universitat Jaume I
2
A01
Heike van Lawick
Lawick, Heike van
Heike
van
Lawick
Castelló de la Plana, Spain
20
autonomous learning
20
cloze test
20
concordancing
20
corpora
20
corpus-based
20
corpus-driven
20
COVALT
20
multiple choice exercise
20
task-based approach
20
Translator training
01
This article starts from a twofold distinction: that between corpora as documentation tools and corpora as a source of materials for the translation classroom, and that between corpus-based and corpus-driven approaches. Then a pedagogic framework for translator training is outlined in which the notion of objective is central and a task-based methodology is used. Within such a framework, four kinds of corpus-related tasks are presented and illustrated: cloze tests based on a bilingual corpus, multiple choice exercises based on a learner corpus, translation of short passages yielded by the concordancer and concordance analysis. The first three are corpus-based, whereas the last one is more corpus-driven and can be used to promote autonomous learning and discovery strategies.
10
01
JB code
btl.82.04ste
29
46
18
Article
5
01
Safeguarding the lexicogrammatical environment: Translating semantic prosody
1
A01
Dominic Stewart
Stewart, Dominic
Dominic
Stewart
University of Macerata, Italy
20
empirical data
20
intuition
20
lexicogrammatical environment
20
semantic prosody
20
Translation teaching
01
This paper discusses a module taught to final year students at the School for Interpreters and Translators at Forlì, University of Bologna, examining the role of semantic prosody in translation from English to Italian and the way in which we as corpus analysts use our intuitions about language to seek insights into semantic prosody and to convert corpus data into evidence of semantic prosody. These issues are considered primarily from the point of view of a teacher of translation wishing to sensitise students to the opportunities afforded by corpora for translators.
10
01
JB code
btl.82.05fra
47
58
12
Article
6
01
Are translations longer than source texts?: A corpus-based study of explicitation
1
A01
Ana Frankenberg-Garcia
Frankenberg-Garcia, Ana
Ana
Frankenberg-Garcia
Instituto Superior de Línguas e Administração, Lisboa and Fundação para a Computação Científica Nacional, Portugal
20
corpora
20
Explicitation
20
text length
20
translation universals
20
translator education
01
Explicitation is the process of rendering information which is only implicit in the source text explicit in the target text, and is believed to be one of the universals of translation (Blum-Kulka 1986, Olohan and Baker 2000, Øverås 1998, Séguinot 1988, Vanderauwera 1985). The present study uses corpus technology to attempt to shed some light on the complex relationship between translation, text length and explicitation. An awareness of what makes translations longer (or shorter) and more explicit than source texts can help trainee translators make more informed decisions during the translation process. This is felt to be an important component of translator education.
10
01
JB code
btl.82.06phi
59
73
15
Article
7
01
Arriving at equivalence: Making a case for comparable general reference corpora in translation studies
1
A01
Gill Philip
Philip, Gill
Gill
Philip
University of Bologna, Italy
20
creativity
20
General reference corpora
20
synonymy
20
translation equivalence
01
When multilingual corpora are used in translation studies, it is usually assumed that they are either translated (parallel) or comparable, or both; and that their size and text composition are analogous. As general reference corpora become more widely available, it is inevitable that these too should be used to compare and contrast SL norms, thus extending the definition of comparability to include text collections whose size and content may vary considerably, and which are nevertheless considered representative of their languages. This paper addresses the contribution of comparable reference corpora to the identification of translation equivalence. Focusing in particular on native-speaker norms, it demonstrates how the effect of creative and idiosyncratic language can be identified and reproduced by the translator.
10
01
JB code
btl.82.07cor
75
107
33
Article
8
01
Virtual corpora as documentation resources: Translating travel insurance documents (English-Spanish)
1
A01
Gloria Corpas Pastor
Corpas Pastor, Gloria
Gloria
Corpas Pastor
Universidad de Málaga (Spain)
2
A01
Miriam Seghiri
Seghiri, Miriam
Miriam
Seghiri
Universidad de Málaga (Spain)
20
Corpus compilation and representativeness
20
legal translation
20
specialized corpora
01
The inclusion of documentation as a core subject in the curriculum of Translation and Interpretation degrees clearly underlines its importance to translators. Training in this discipline is considered essential for a translator given that only sufficient and conscientious work on documentation will allow an adequate translation of a specialised text. The sources of information that may be utilised by the translator are extremely varied, ranging from an oral consultation with an expert to a search using specialised glossaries and dictionaries. However, in the field of translation perhaps the most relevant documentation activity today involves the use of the Internet and, closely related to this, the compilation and management of virtual corpora.<br />In this chapter, we present a systematic methodology for corpus compilation based on electronic resources available on the Internet. The methodology is illustrated through the creation of a virtual corpus of travel insurance in English and Spanish, whose representativeness is subsequently determined by using a computer programme-called <i>ReCor </i>specifically designed for this purpose. Finally, some specific examples of possible uses in direct and inverse translations of this type of document are given.
10
01
JB code
btl.82.08san
109
127
19
Article
9
01
Developing documentation skills to build do-it-yourself corpora in the specialised translation course
1
A01
Pilar Sánchez-Gijón
Sánchez-Gijón, Pilar
Pilar
Sánchez-Gijón
Universitat Autònoma de Barcelona, Spain
20
documentation skills
20
Do-it-yourself corpora
20
specialised translation
20
specialised translation training
20
translation training
01
This chapter presents the case for systematic use of do-it-yourself corpora in specialised translation courses, focusing in particular on the use of corpora as a documentation resource. An overview is given of the importance of documentation in professional translation, its place in different translation competence models and the advantages and disadvantages of how it is taught in different translator training centres. Having reached the conclusion that documentation skills for translation are best acquired in a translation course as a tool to solve specific translation problems, the author suggests a protocol to help students create their own DIY corpus in specialised translation courses. The proposal is illustrated by examples of problems related to the translation of an instruction manual for an air conditioning system.
10
01
JB code
btl.82.09rod
129
149
21
Article
10
01
Evaluating the process and not just the product when using corpora in translator education
1
A01
Patricia Rodríguez-Inés
Rodríguez-Inés, Patricia
Patricia
Rodríguez-Inés
Universitat Autònoma de Barcelona, Spain
20
corpus use
20
evaluation
20
learning process
20
translator education
01
Electronic corpora and corpus analysis tools are resources that can improve the way students acquire translation competence. If, as translator trainers, we wish to develop our students’ competence to solve translation problems, then we need to provide them with strategies to use existing resources and tools, to create new ones and to reap the maximum benefit possible from them. We advocate a type of training that facilitates the development of students’ strategies, and attempts to evaluate the acquisition of these strategies.<br />Our methodological approach is based on translation tasks organised around learning objectives and includes evaluation of the translation process and product. This methodology is student-centred, since it allows the student to be the focus of the learning process, and comprehensive, in that it takes into account the objectives and all aspects of the learning context in order to develop appropriate materials and evaluation.<br />We suggest that if one of the learning objectives within a translation course is to grasp how to use corpora, evaluation of this objective should include the process and not be limited to the overall quality of the product – the translation. Examples are given of how the use of corpora and corpus-related software can be evaluated other than by simply examining the final translation. The results of some of the students’ own evaluations of the methodology are included.
10
01
JB code
btl.82.10ind
151
1
Miscellaneous
11
01
Subject index
02
JBENJAMINS
John Benjamins Publishing Company
01
John Benjamins Publishing Company
Amsterdam/Philadelphia
NL
04
20090311
2009
John Benjamins
02
WORLD
01
245
mm
02
164
mm
08
445
gr
01
JB
1
John Benjamins Publishing Company
+31 20 6304747
+31 20 6739773
bookorder@benjamins.nl
01
https://benjamins.com
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WORLD
US CA MX
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49
32
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JB
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JB
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bebc
+44 1202 712 934
+44 1202 712 913
sales@bebc.co.uk
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GB
21
32
02
02
JB
1
00
71.00
GBP
Z
01
JB
2
John Benjamins North America
+1 800 562-5666
+1 703 661-1501
benjamins@presswarehouse.com
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https://benjamins.com
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US CA MX
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128.00
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