The UPF learner translation corpus as a resource for translator training

Espunya, Anna

doi:10.1007/s10579-013-9260-1

Cited by 34 publications

(5 citation statements)

References 3 publications

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“…Interest in LTCs has recently seen a revival after the pioneering projects of the 1990's and 2000's (Bowker and Bennison, 2003;Castagnoli, Ciobanu, Kübler, Kunz, and Volanschi 2006). Several corpora have since seen the light, including the UPF learner translation corpus (English/Catalan; Espunya, 2014), the Russian Learner Translator Corpus (Kutuzov and Kunilovskaya, 2014), the Undergraduate learner translator corpus (Arabic; Alfuraih, 2020), and the Multilingual Student Translation corpus (MUST, Granger and Lefer, 2020).…”

Section: Learner Translation Corpora As a Subset Of Learner Corporamentioning

confidence: 99%

Comparing collocations in translated and learner language

Ferraresi

Bernardini

2023

IJLCR

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This paper compares use of collocations by Italian learners writing in and translating into English, conceptualising the two tasks as different modes of constrained language production and adopting Halverson’s (2017) revised Gravitational Pull Hypothesis as a theoretical model. A particular focus is placed on identifying a method for comparing datasets containing translations and essays, assembled opportunistically and varying in size and structure. The study shows that lexical association scores for dependency-defined word pairs are significantly higher in translations than essays. A qualitative analysis of a subset of collocations shared and unique to either mode shows that the former set features more collocations with direct cross-linguistic links (connectivity), and that the source/first language seems to affect both modes similarly. We tentatively conclude that second/target language salience effects are more visible in translation than second language use, while connectivity and source language salience affect both modes of bilingual processing similarly, regardless of the mediation variable.

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Section: Learner Translation Corpora As a Subset Of Learner Corporamentioning

confidence: 99%

Comparing collocations in translated and learner language

Ferraresi

Bernardini

2023

IJLCR

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“…The pioneering MeLLange project (Castagnoli et al 2011) 1 inspired half a dozen other learner translator corp s initiatives (W rm 2013;Lapshinova-Kolt nski 2013;Stepankova 2014;Esp nya 2014;K nilovskaya 2014, Fict mova et al 2017), many of which carry error annotation. More recent additions to this family of corpora are described in Granger and Lefer (2018) and Alf raih (2020).…”

Section: Error-annotated Learner Translator Corporamentioning

confidence: 99%

Source language difficulties in learner translation

Kunilovskaya

Ilyushchenya

Morgoun

et al. 2022

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This study uses an error-annotated, mass-media subset of a sentence-aligned, multi-parallel learner translator corpus to reveal source-language items that are challenging in English–Russian translation. Our data includes multiple translations of the most challenging source sentences, drawn from a large collection of student translations on the basis of error statistics. This sample was subjected to manual contrastive-comparative analysis, which resulted in a list of English items that were difficult for students. The outcome of the analysis was compared to the topics discussed in translation textbooks that are recommended for BA and specialist-degree students in Russia. We discuss items that deserve more prominence in training as well as items that call for improvements to traditional learning activities. This study presents evidence that a more empirically motivated design of the practical translation syllabus as part of translator education is required.

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“…While the idea of building up a dataset of longitudinal student translator data is not new, longitudinal corpora of student translation are still very rare ( Göpferich, 2013 ). The existing student translator corpora are at best cross-sectional ( Espunya, 2014 ; Alfuraih, 2020 ; Granger and Lefer, 2020 ). In the following section, we will discuss a longitudinal database of student translation in construction for ecological assessment purposes.…”

Section: Toward An Ecological Approach To Translation Assessmentmentioning

confidence: 99%

“…A module will be designed, and taxonomy will be provided for manual annotation of translation errors. The module allows researchers or teachers to customize the taxonomy of translation errors for annotation purposes (e.g., Espunya, 2014 ; Zhao et al, 2018 ; Granger and Lefer, 2020 ; Qian et al, 2022 ). The advantage of the module is that it is open, and the coding system will be developed and revised iteratively as the annotation process proceeds.…”

Section: Constructing a Longitudinal Corpus Of Student Translationmentioning

confidence: 99%

Contextualizing assessment feedback in translation education: A corpus-assisted ecological approach

et al. 2022

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Despite its powerful influence on student learning, assessment feedback has received relatively less attention in translation education. The mainstream assessment practices in translation education have relied mainly on a static approach to translation competence. The consequences of a static approach include a partial representation of translation competence development and a deficit view of students and their learning. Alternatively, this paper argues for an ecological approach to contextualize assessment feedback in translation education. The ecological approach emphasizes the spatial and temporal context for translation assessment. While detailed contextual information is essential to the ecological assessment approach, assessing translation performance across tasks and time is a considerable challenge. In response to such a challenge, this conceptual paper proposes a corpus-assisted approach to translation assessment. It discusses how a longitudinal student translation corpus can be developed to assist ecological assessment feedback on translation performance. A project in progress based on a translation education program is reported as a case in point for illustrative purposes. The paper has suggested ways forward for future assessment feedback practice and research in translation education.

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The UPF learner translation corpus as a resource for translator training

Cited by 34 publications

References 3 publications

Comparing collocations in translated and learner language

Comparing collocations in translated and learner language

Source language difficulties in learner translation

Contextualizing assessment feedback in translation education: A corpus-assisted ecological approach

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