Teaching materials and techniques for the communicative translation class

1. Teaching materials and techniques for the communicative translation class Dr. Constanza Gerding Salas Universität Leipzig – Universidad de Concepción, May 2012

2. General teaching techniques Leipzig – Concepción, 2012

3. Brainstorming Leipzig – Concepción, 2012

4. Aprocess for generating new ideas • Useful for finding solutions for specific translation problems by gathering ideas spontaneously without prior judgment or comment • A good starting point for bridging the gap between students’ current knowledge and desired results (Shreve, 1997) • It fosters relaxation, a state of mind linked to the incubation stage of problem solving (Kussmaul, 1995) Brainstorming Leipzig – Concepción, 2012

5. Relaxed discussion atmosphere Leipzig – Concepción, 2012

6. Facilitates the creative process • Lowers affective filters that may inhibit and feedback • Affective filters are impediments to learning or acquisition caused by negative emotional ("affective") responses to one's environment Relaxed discussion atmosphere Leipzig – Concepción, 2012

7. Discussions in the SL/TL? Leipzig – Concepción, 2012

8. Foster students’ self-confidence • Encourage paraphrasing • Facilitate the association of words Discussions in the TL (Colina, 2003) Leipzig – Concepción, 2012

9. Foster students’ self-confidence • Encourage paraphrasing • Facilitate the association of words Discussions in the TL (Colina, 2003) Leipzig – Concepción, 2012

10. The translation brief Leipzig – Concepción, 2012

11. It may be a complete set of parameters for translators to follow up to the word • It may consist of an incomplete list of requirements • There may not be an explicit translation commission; so translators should have to find out missing information, determine key situational elements, etc. The translation brief Leipzig – Concepción, 2012

12. Basic translation activities (Colina, 2003)

13. Pre-translation activities Reading comprehension Focus on language Post-translation activities Basic translation activities (Colina, 2003) Leipzig – Concepción, 2012

14. They should allow for consideration of pragmatic factors for the ST and TT • They must include a transition brief to help determine contextual factors for the TT • They should encourage sense translating and discourage word-for-word translation • They should deal with all sorts of transfer issues • Source text analysis (text type & genre, function, format, style, readers, situation...) brief in mind • Research and documentation; expert advice; glossary creation; parallel text analysis; terminological searches. 1. Pre-translation activities Leipzig – Concepción, 2012

15. 2. Reading comprehension Leipzig – Concepción, 2012

16. Completion of incomplete schemas • Understanding unclear/new terminology • Following cohesion clues • Use of context • Understanding text formats and non-textual clues • Identifying main points and secondary ideas • Telling facts from opinions • Predicting • Paraphrasing and summarizing • Answering the journalist's questions 2. Reading comprehension Leipzig – Concepción, 2012

17. Focus on smaller units of translation • Focus on language use • Negative transfer: lexical or structural calque, false friends, inadequate register, etc. • Comments on relevant language issues • Avoiding unjustified transfer • Reminding students of the importance of accuracy (grammar, spelling, format, etc.) 3. Focus on language Leipzig – Concepción, 2012

18. Developing the translator’s self-concept and self-confidence • Fostering professional awareness and behavior • Examples • A new brief can be set up to discuss its implications on the new TT. • Discussion on the constraints of dictionary use • Sharing ways of solving problems • Sharing resources • Analysis of textual organization differences 4. Post-translation activities Leipzig – Concepción, 2012

19. Pre-translation activities should be assigned one or two class periods before the date scheduled for the start of the discussion. • Pre-translation and translation activities themselves should be done outside of class. • Pre-translation activities are given more emphasis at initial stages of learning. • Post-translation production of clean versions for portfolio Outside of class Leipzig – Concepción, 2012

20. Robinson (2006) proposes the following: • Never assume perfect understanding of ST • Always pay close attention to translation commission • Always find out who the TT readership will be • Always analyze for text type, genre, register, rhetorical functions, non-linguistic clues • Always analyze the syntactic, semantic and pragmatic relationship between ST and TT The importance of analysis Leipzig – Concepción, 2012

21. Oral introductory summary reported by students. • Gradual reading aloud of TT (text/s on screen) • Contrast with various other versions • Discussion of problems and comments on solutions • Analysis of pragmatic changes • Comments on special difficulties • Correction of errors • Analyzing translation decisions • Sharing new information sources • Sharing tools employed In class Leipzig – Concepción, 2012

22. Vocabulary building exercises (L2 learning): multiple choice, open cloze, roots and affixes, in- and out-of- context synonyms, opposites, etc. (Colina, 2003) • L1 intra-linguistic translation (other ways to say it) • Re-organizing paragraphs for text coherence • Paraphrasing in the SL (Nord, 1996: 332) • Summarizing orally in the TL • Précis writing in the SL / TL  Useful translation techniques Leipzig – Concepción, 2012

23. Comparing translated text based on different briefs • Changing register or function • Peer proof-reading and editing • MT editing • Contextual equivalents (HurtadoAlbir, 1996) • Peer translation correction according to a rubric (HurtadoAlbir, 1996: 49-50) Useful translation techniques Leipzig – Concepción, 2012

24. Summing up, according to Lazo & Zachary (2008: 180) constructivist learning theories point at: • creating adequate learning environments for collaborative work and communication • activating previous knowledge • encouraging active learning • contextualizing learning • developing autonomy (learning to learn) • fostering the development of communicative competence • performing tasks based on professional reality • promoting learning diversity • fostering intercultural understanding Constructivism in translation Leipzig – Concepción, 2012

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