It is a well-acknowledged fact in legal translation studies that when searching for terminological equivalents, translators should make use of comparative conceptual analysis (e.g. Sandrini 1996; Chromá 2014; Engberg 2015). Thus, legal translation trainees should be equipped with the necessary tools to carry out such analysis, but the question remains: are they? This paper is a follow-up to a study published in 2017 (Klabal, Knap-Dlouhá and Kubánek 2017), where modified think aloud protocols were used to explore the following research question: to what degree are university students doing a course in legal and economic translation able to apply the methods of comparative conceptual analysis to translation of terms not accounted for sufficiently in legal dictionaries or terms with no straightforward equivalents. The results showed that major issues involve non-linearity of the analysis carried out and insufficient use of the resources available. The present study involves a different group of 29 BA students of the same course two years later, who were assigned the same task. As the retrospective protocols fail to simulate real-life conditions, this study uses screen recording and keystroke logging to track the processes leading to the identification of the conceptual equivalent in a more detailed and less subject-dependent manner. The results suggest that the steps most challenging for students include identification of relevant (essential) features defining the source and target language concepts, comparison of these features and selection, or creation, of an equivalent term reflecting the results of the analysis. Students also frequently show Google-driven searching, which influences the order of the steps performed in their analyses and the sources used. To address these challenges, translation training should include a range of tailor-made exercises focusing on the critical steps of the analysis as well as on improving web searching skills.

Abstract:The article presents the discussion on the wording of the new Civil Code of the Czech Republic which becomes effective on January 1, 2014. Some critics claim that the Code contains many newly coined or re-introduced terms which are unknown to the general public and may even feel archaic. Inspired by this debate, a survey was carried out in which a group of students was asked to assess the perceived familiarity with ten terms selected from the new Code and also mark the terms with respect to their perceived stylistic features. All the terms had been analysed with respect to their relative frequency in various text types using the Czech National Corpus. Only one term was assessed as known by more than 40% of the subjects. The same portion of the subjects marked six terms as archaic and five terms as strangely formed. The results show that the debate on the wording was justified. Nevertheless, the requirement for accessibility of legal documents to the general public should be seen with due consideration to various functions, situations and contexts in which individual genres and text types are used. KEYWORDS: legal drafting, plain language, term motivation, archaism, Civil Code SROZUMITELNOST NEBO ARCHAI NOST: NOVÝ OB ANSKÝ ZÁKONÍK POPÍRÁ TRENDY Abstrakt (Czech / esky): V úvodu lánek seznamuje s diskuzí o zn ní nového ob anského zákoníku eské republiky, který nabývá ú innosti 1. ledna 2014. Podle n kterých kritických ohlas zákon obsahuje mnoho nov utvo ených nebo zp tn zavedených termín , které ve ejnost nezná a které mohou dokonce p sobit archaicky. Na základ této diskuze byl proveden výzkum, v rámci kterého m la skupina student za úkol ozna it deset termín vybraných z nového zákona s ohledem na to, zda si myslí, že jejich význam je jim známý, a dále ozna it, jak tyto termíny vnímají s ohledem na jejich stylistickou hodnotu. U všech termín byla provedena analýza se zam ením na jejich relativní frekvenci v r zných typech text s využitím eského národního korpusu. Pouze jeden termín byl ozna en jako známý více než 40 % ú astník výzkumu. Stejný podíl ú astník ozna il šest termín za archaické a p t termín za neobvykle utvo ené. Výsledky nazna ují, že diskuse o zn ní zákona byla oprávn ná. Nicmén požadavek na všeobecnou Abstrakt: J zyk nowego czeskiego kodeksu cywilnego, który wejdzie w ycie w styczniu 2014, wywołał w Czechach dyskusj . Niektórzy krytycy twierdz , e kodeks ten zawiera wiele nowo utworzonych lub wprowadzonych ponownie terminów, które s powszechnie niezrozumiałe i mog brzmie archaicznie. Debata ta dała powód do przeprowadzenia badania, w którym poproszono studentów o okre lenie stopnia znajomo ci wybranych terminów z nowego kodeksu oraz okre lenie ich cech stylistycznych. Wszytkie terminy zostały przeanalizowane pod k tem cz stotliwo ci wyst powania przy u yciu Narodowego Korpusu J zyka Czeskiego. Tylko jeden z badanych terminów został oceniony jako zrozumiały przez 40% respondentów. Taka sama liczba badanych okre liła sze terminów jako archaiczne i pi jako utworzone w dziwny sposób. Wyniki poka...

This paper discusses a situation in a course on economic translation for BA students, and tries to show how exposure to professional discourse helps master the "lingo" of the professional community. An experiment was carried out to show what impact, if any, exposure to professional discourse has on the terminological and phraseological quality as well as on the overall acceptability of translation in this domain. In controlled classroom settings, students were assigned to translate a text on macroeconomic outlook from English to Czech. The first group of participants was asked to translate the text immediately. The second group was first exposed to three TV interviews on the same topic, and then asked to translate the text. The third group was presented with three newspaper articles on the same topic, and then asked to translate the text. The student translations were then assessed with respect to selected rich points to see if there were any differences between the groups. The results suggest that exposure to professional discourse in written form increases the use of idiomatic terminology and phraseology as well as the overall acceptability of the translation while the oral form only increases the overall acceptability of the translation. The potential of using such exercises in specialized translation classroom is discussed.