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Translation Challenges: From Training to Profession

Translation Challenges: From Training to Profession. Hammamet , Tunisia, 28-29 November Abou Nawas Hotel. Small parallel corpora in an English – Arabic translation classroom: No need to reinvent the wheel in the era of Globalization. Hammouda Ben Ammar Salhi

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Translation Challenges: From Training to Profession

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  1. Translation Challenges: From Training to Profession Hammamet, Tunisia, 28-29 November AbouNawas Hotel www.freewebs.com/hsalhi

  2. Small parallel corpora in an English – Arabic translation classroom: No need to reinvent the wheel in the era of Globalization Hammouda Ben AmmarSalhi Institut Supérieur des Langues Appliquées et d‘Informatique de Nabeul (ISLAIN) Hammouda_s@hotmail.com www.freewebs.com/hsalhi

  3. The Cry!: Where are you my teacher? • Experience in Africa (UPU) • The Academic and Professional Gap (APG) • Where are you my teacher? • Alternative teachers: the Internet and technology and much motivation and work www.freewebs.com/hsalhi

  4. Aims • To show how corpora are of immediate and critical importance in the English - Arabic classroom without the use of too much technology • To illustrate how a collaborative approach is urgently needed • to show how to bridge the Academic and Professional Gap (APG) in Translator Training in Tunisia www.freewebs.com/hsalhi

  5. Presentation structure • Tracking the new requirements and changes in the current translation market • Report on an experiment conducted at the Faculty of Arts and Humanities of Sousse www.freewebs.com/hsalhi

  6. Translation and Technology: The new frontier • Three Phases • Advantages brought about by technology • Translation memory systems • Terminology databases • Electronic corpora • Concordancers and Alignment tools • New changes and requirements in the profession • Advantages of corpora • Virtual Meeting Collaboration (VMC): a Powerful Collaboration Tool • www.Translatorscafe.com • www.Proz.com www.freewebs.com/hsalhi

  7. The professional translator workstation: Massive Online Collaboration (MOC)is changing the rules of the game • Online Proofreading, Editing, Reviewing and Revising Services e.g. Didawi (2005:54-61) • “Violations of sexual integrity” Before revision: الانتهاكات ضد الحرمة الجنسية After revision: انتهاك الحرمة الجنسية • “Military armed cars arrived at his home with over 50 men” Before revision: جاءت سيارات مدرعة إلى بيته يرافقها أكثر من 50 رجلا After revision: 50 نفرا (ما يربو على) وعلى متنها أكثر (مصفحة)سيارات وصلت إلى بيته • Online consultation of Experts: www.freewebs.com/hsalhi

  8. State of the translation classroom in Tunisia • A typical case • The Academic and Professional Gap (APG) in Translator Training in Tunisia www.freewebs.com/hsalhi

  9. The Experiment • When it all started? • Motivating Students • How the Collaborative Approach was implemented • Creation of small glossaries of translated words phrases, technicalterms www.freewebs.com/hsalhi

  10. Results of the experiment • Quantitative Results • Qualitative Results www.freewebs.com/hsalhi

  11. Grading Translation exams 1 • Coordination Meetings • A meeting before courses start • A second meeting before the exam • A final meeting after the exam • Grading • Understanding: (x) 5 points deducted out of 100 points • Language: (L) 4 points out a total of 100 points • Wording, expressions, and structures:(-) mark1 point • Omission: (O)punished by 5 points deduction • Good translations: (+) worth 3 points www.freewebs.com/hsalhi

  12. Grading Translation exams 2 • Provisional Score PS = Total of positive points – Total of negative points www.freewebs.com/hsalhi

  13. Quantitative Results 1 • Mean Marks= • 2005/6: (with 501 as a total number of students) 8.11 out of 20 • 2007/8: (with 439 as a total number of students) 9.82 out of 20 • Absent students= • 2005/6: out of the 501 students, 09 did not sit for the exam and got zero • 2007/8: out of the 439 students, 28 did not sit for the exam and got zero www.freewebs.com/hsalhi

  14. Quantitative Results 2 www.freewebs.com/hsalhi

  15. Qualitative Results • Motivation • Getting rid of the “bête noire” misconception about translation • Clear willingness to attend translation classes www.freewebs.com/hsalhi

  16. Limitations of the experiment • Marks are not always a good indicator of the competence and skills of a student • Technology is not heavily used • a good number of students are still not motivated enough www.freewebs.com/hsalhi

  17. Recommendations for students • Translation students must have a minimum of formal training in computer science • Students must take the initiative to access online virtual forums, such as translatorscafe.com, and must be encouraged to create their own forums www.freewebs.com/hsalhi

  18. Recommendations for teachers • Teachers must be aware that students need less education and more training. • Courses must respond to changing conditions in the world of professional translation. www.freewebs.com/hsalhi

  19. Final Message Technology and collaboration are enough to reduce the pitch of the APG cry and save us fromreinventing the wheel. But alonethey are not enough to makestudentsinto good and professional translators Thank You www.freewebs.com/hsalhi

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