Publication details [#13459]

Publication type
Article in jnl/bk
Publication language
Edition info
No page numbers available.


CAT tools – especially translation memories – are gaining popularity in translation teaching. At the same time, most translators tend to regard translation memories as the ultimate tool for any kind of translation; be it individual or group translation. However, group translation needs specific co-operation skills and these skills can be improved by understanding the underlying principles and by being able to think as any participant in the translation process: a project manager/translation administrator, a terminologist, a translator, a proofreader, an editor or even the audience. In order to train translators who are able to handle any kind of job, the time must be taken to help them realize that translation does not start when a translator receives the file and possibly a glossary, and does not end when they submit the text in the target language – and team-player translators bear this in mind throughout the fulfilment of their job. During the course on group translation, students have to find critical tasks and map the dependencies between different activities. They also have to compare their translations (both of the same text and of another segment of a longer text) and identify those characteristics that make the audience think that the text was not translated (or even created) by one person. Existing translation workflow management software is also examined and their advantages and limitations are found out. Making translators aware of the principles of group translation and the different layers of inconsistency (terminology, style, background, audience, etc.) results in reduced workload and cost – synergy exploited.
Source : Based on abstract in book