219-7677 10 7500817 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 201608250346 ONIX title feed eng 01 EUR
885007295 03 01 01 JB John Benjamins Publishing Company 01 JB code BTL 82 Eb 15 9789027291066 06 10.1075/btl.82 13 2008041947 DG 002 02 01 BTL 02 0929-7316 Benjamins Translation Library 82 <TitleType>01</TitleType> <TitleText textformat="02">Corpus Use and Translating</TitleText> <Subtitle textformat="02">Corpus use for learning to translate and learning corpus use to translate</Subtitle> 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 01 https://benjamins.com/covers/1200_front/btl.82.hb.png 07 09 01 https://benjamins.com/covers/125/btl.82.png 25 09 01 https://benjamins.com/covers/1200_back/btl.82.hb.png 27 09 01 https://benjamins.com/covers/3d_web/btl.82.hb.png 10 01 JB code btl.82.01lis vii viii 2 Miscellaneous 1 <TitleType>01</TitleType> <TitleText textformat="02">List of editors and contributors</TitleText> 10 01 JB code btl.82.01for ix x 2 Miscellaneous 2 <TitleType>01</TitleType> <TitleText textformat="02">Foreword</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Using corpora and retrieval software as a source of materials for the translation classroom</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Safeguarding the lexicogrammatical environment: Translating semantic prosody</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Are translations longer than source texts?: A corpus-based study of explicitation</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Arriving at equivalence: Making a case for comparable general reference corpora in translation studies</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Virtual corpora as documentation resources: Translating travel insurance documents (English-Spanish)</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Developing documentation skills to build do-it-yourself corpora in the specialised translation course</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Evaluating the process and not just the product when using corpora in translator education</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Subject index</TitleText> 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 09 WORLD 21 01 00 85.00 EUR R 01 00 71.00 GBP Z 01 gen 00 128.00 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 <TitleType>01</TitleType> <TitleText textformat="02">Corpus Use and Translating</TitleText> <Subtitle textformat="02">Corpus use for learning to translate and learning corpus use to translate</Subtitle> 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 01 https://benjamins.com/covers/1200_front/btl.82.hb.png 07 09 01 https://benjamins.com/covers/125/btl.82.png 25 09 01 https://benjamins.com/covers/1200_back/btl.82.hb.png 27 09 01 https://benjamins.com/covers/3d_web/btl.82.hb.png 10 01 JB code btl.82.01lis vii viii 2 Miscellaneous 1 <TitleType>01</TitleType> <TitleText textformat="02">List of editors and contributors</TitleText> 10 01 JB code btl.82.01for ix x 2 Miscellaneous 2 <TitleType>01</TitleType> <TitleText textformat="02">Foreword</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Using corpora and retrieval software as a source of materials for the translation classroom</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Safeguarding the lexicogrammatical environment: Translating semantic prosody</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Are translations longer than source texts?: A corpus-based study of explicitation</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Arriving at equivalence: Making a case for comparable general reference corpora in translation studies</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Virtual corpora as documentation resources: Translating travel insurance documents (English-Spanish)</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Developing documentation skills to build do-it-yourself corpora in the specialised translation course</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Evaluating the process and not just the product when using corpora in translator education</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Subject index</TitleText> 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 01 WORLD US CA MX 21 49 32 01 02 JB 1 00 85.00 EUR R 02 02 JB 1 00 90.10 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 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 01 https://benjamins.com 01 US CA MX 21 32 01 gen 02 JB 1 00 128.00 USD