Corpus-based Activities in Legal Translator Training

Nebot, Esther Monzó

doi:10.1080/1750399x.2008.10798775

Cited by 67 publications

(8 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Although translators have begun to become aware that corpus approaches may support their day-to-day professional practice (e.g. VARELA-VILA, 2009), the uptake of these approaches is still relatively reduced (see, for instance, BOWKER, 2004;FRÉROT 2016;GALLEGO-HERNÁNDEZ, 2015a;JÄÄSKELÄINEN;MAURANEN, 2006;MELLANGE, 2006). Similar to pre-service translator education (cf.…”

Section: In-service Translator Educationmentioning

confidence: 99%

“…There are, however, some positive prospects in the integration of CL in in-service translator education. The survey of 1,015 translators and interpreters around the world in the Multilingual eLearning in LANGuage Engineering Project (MELLANGE, 2006) revealed some promising aspects: 20.2% of the respondents had used concordancers, and 82.0% would be interested to learn more about corpus-based translation skills. Gallego-Hernández's (2015a) survey equally indicates promising results: nearly half of the 526 participants indicated that they engaged in corpus exploration in their translation practice at a frequency that varied from 'sometimes' to 'very often'.…”

Section: In-service Translator Educationmentioning

confidence: 99%

See 1 more Smart Citation

Linguística de corpus e formação profissional contínua

Viana

2024

Rev. Est. Ling.

View full text Add to dashboard Cite

Previous studies on the application of corpus linguistics (CL) to education have primarily examined language-related contexts where students are pursuing a formal degree (e.g. undergraduate and Master’s programs). Little do we know about the informal learning of CL especially by (but not limited to) academics/professionals who are not educated and/or do not work in language-oriented fields. The present study addresses these research gaps by examining the perspective of participants in a non-credit-bearing continuous professional development (CPD) project aimed at academics/professionals in a range of disciplines, who did not need to have any prior knowledge of CL. More specifically, we administered a questionnaire to 28 participants of a UK-based CPD project on CL with a view to researching four main aspects: (i) these participants’ CL background; (ii) their motivations to participate in this type of project; (iii) the advantages and barriers of employing CL in their teaching practice; and (iv) their appraisal of corpus analysis integration in their research practice. The results point out to the role of CPD projects in democratizing access to CL education both to language-oriented and non-language oriented academics/professionals and in potentially raising their interest in CL learning. Lack of knowledge is perceived to be the main barrier in embedding corpus approaches to teaching and research, thus reinforcing the relevance of developing formal and informal CL learning opportunities for academics/professionals in different fields.Keywords: corpus linguistics; continuous professional development; educational corpus integration; evaluation of corpus use in professional practices; corpus application to teaching and research; language teacher education; translator education; interdisciplinarity.Resumo: Estudos sobre a aplicação da linguística de corpus (LC) à educação examinaram uma série de contextos diferentes – principalmente aqueles em que os alunos recebem um diploma de colação de grau (por exemplo, cursos de graduação e mestrado). No entanto, pouco se sabe a respeito da aprendizagem informal da LC, especialmente por (mas não se limitando a) acadêmicos/profissionais que não tem uma formação educacional e/ou não trabalham em áreas relacionadas aos estudos da linguagem. A presente pesquisa preenche essas lacunas, examinando a perspectiva dos participantes de um projeto de formação profissional contínua destinado a acadêmicos/profissionais de várias disciplinas, que não precisavam ter conhecimento prévio de LC. Mais especificamente, administramos um questionário a 28 participantes de um projeto de formação profissional contínua na área de LC realizado no Reino Unido com o objetivo de pesquisar quatro aspectos principais: (i) a formação educacional em LC dos participantes; (ii) suas motivações para participar desse tipo de projeto; (iii) as vantagens e barreiras de empregar a LC em suas práticas pedagógicas; e (iv) suas avaliações sobre a integração da análise de corpus em suas práticas de pesquisa. Os resultados apontam para o papel dos projetos de formação profissional contínua na democratização do acesso à educação em LC para profissionais tanto da área de estudos da linguagem quanto de outras áreas e no potencial aumento do interesse desses profissionais na aprendizagem de LC. A falta de conhecimento é percebida como a principal barreira para a incorporação de abordagens de corpus para o ensino e a pesquisa, reforçando assim a relevância do desenvolvimento de oportunidades de aprendizagem formal e informal para acadêmicos/profissionais em diferentes áreas.Palavras-chave: línguística de corpus; formação profissional contínua; integração educacional de corpora; avaliação do uso de corpora em práticas profissionais; aplicação de corpora no ensino e na pesquisa; formação de professores de línguas; formação de tradutores; interdisciplinaridade.

show abstract

Section: In-service Translator Educationmentioning

confidence: 99%

Section: In-service Translator Educationmentioning

confidence: 99%

Linguística de corpus e formação profissional contínua

Viana

2024

Rev. Est. Ling.

View full text Add to dashboard Cite

show abstract

“…The issue of exercises and tasks for translator training has been touched upon in a number of papers (Nebot, 2008;Kenny, 2008;Calvo, 2015;Motta, 2016;Bowker & McBride, 2017;Li, 2017) and monographs (see, for example, Gile, 2009). However, in spite of the undoubted value of exercises and tasks suggested in the said sources, it seems that they deal rather with a list of them than with a systemic approach.…”

Section: Introductionmentioning

confidence: 99%

Teaching Non-Fiction Translation: The System of Exercises and Tasks

Chernovaty

Kovalchuk

2019

View full text Add to dashboard Cite

Basing on the analysis of the general system of exercises and tasks for translator/interpreter training, the authors offer a threecomponent system of exercises and tasks for teaching non-fiction translation. The components discrimination is based upon their aims, which fall into one of the three categories. The first one is related to the acquisition of skills and subskills, which are required for the translation process, but do not involve translation proper. The second category includes the translation actions and operations that can be automatised, while the third one incorporates translation skills, which are based on the actions and operations of the first two categories. Taking into account the said discrimination, the authors suggest a system composed of three subsystems: (1) preparatory exercises, (2) those intended for the translation automatic components formation, and (3) for the development of translation skills. The authors offer a list of skills and subskills required at each stage of the translation process (the source text analysis, the translation proper and the target text editing), as well as describe the content of groups, types and subtypes of exercises within each subsystem. The prospects of further research are outlined.

show abstract

“…Hjort-Pedersen and Faber 2005;Monzó Nebot 2008;Biel 2010), or with the comparative textual (terminological, linguistic and extralinguistic) analysis of legal language (e.g. Hjort-Pedersen and Faber 2005;Monzó Nebot 2008;Biel 2010), or with the comparative textual (terminological, linguistic and extralinguistic) analysis of legal language (e.g.…”

Section: Introductionmentioning

confidence: 99%

A critical account of the concept of ‘basic legal knowledge’: theory and practice

Ordóñez-López

2015

The Interpreter and Translator Trainer

View full text Add to dashboard Cite

Corpus-based Activities in Legal Translator Training

Cited by 67 publications

References 30 publications

Linguística de corpus e formação profissional contínua

Linguística de corpus e formação profissional contínua

Teaching Non-Fiction Translation: The System of Exercises and Tasks

A critical account of the concept of ‘basic legal knowledge’: theory and practice

Contact Info

Product

Resources

About