Suchergebnisse

Polysemes are words that have multiple meanings. They exist in all languages as in Arabic جناح عين صوت جدول and English base, plant, system, present, left. A sample of Arabic and English polyseme translation errors was collected from homework-assignments and exams to explore the difficulties that student-translators have in translating English and Arabic polysemes. Data analysis showed that the students made more errors in translating Arabic polysemes to English than English polysemes to Arabic. They made more errors in translation polysemous compounds than single-word polysemes and the equivalent compounds had collocation errors. The students utilized different faulty strategies in translating polysemes, especially in source texts which have one-to-many equivalents (system, affairs). They tend to overgeneralize the equivalent they know to all contexts (develop, system), not the one suitable for a particular context/domain (*chemical plants; under president). They resorted to literal translation, i.e., word for word translation rather than using fixed formulaic equivalents that are dissimilar in structure to the source polyseme. They also overgeneralized the same equivalent to all contexts (develop, system; association), although each shade of meaning has a different equivalent. Faulty translation of polysemic words may be due to inadequate L1 competence such as the availability of different regional Arabic designations for 'parliament' and the different designations used in American and British English for (وكيل وزارة الخارجية الامريكي); lack of proficiency in EFL, i.e. limited vocabulary knowledge; unfamiliarity with specialized meanings (*chemical plants) and commonly used equivalents for 'affairs; resources'; lack of world knowledge (exchange programs; الاتحاد الأوروبي) and others. The study recommends that translation instructors develop students' vocabulary knowledge, word knowledge accuracy, schemata and world knowledge, metacognitive skills, i.e., thinking processes while translating, word and context ...

تبحث هذه الدراسة التجريبية المعنية بعملية الترجمة استراتيجيات الترجمة التي يعتمدها الطلبة المترجمون في نقل التداخل النصي في النصوص الادارية. فهي تحلل علاقات التداخل النصي و كيفية نقلها للغة الهدف. و للتحقق من هذه المشكلة تتبع الدراسة، جزئياً، نموذج نورد (2005). و لذا تسخر 45 مشاركاً من طلبة المرحلة الثالثة ممن اكملو سنة تدريب على الترجمة الادارية و التجارية. بعد ان تم اعلامهم بمتطلبات المشاركة في الدراسة، ترجم الطلبة نصاً ادارياً مختاراً من مقوّم الدراسة، و ذلك للتعرف على استراتيجيات الترجمة المتبعة. و من ثم خضعو لمقابلة استرجاعية للوقوف على بعض المعلومات الخاصة بالتجربة التي خاضوها. و تستخدم اجابات المقابلة لغرض دعم النتائج المستحصلة من اختبار الترجمة. و بناءً على ذلك، تتبنى الدراسة اداتان للبحث و هما اختبار الترجمة و المقابلة الاسترجاعية للحصول على بيانات اكثر اعتمادية (الفيز 2003). و اثبتت الدراسة فاعلية نموذج نورد (2005) في استحصال استراتيجيات الترجمة التناصية. حيث ان استراتيجية الاستعارة هي الاكثر استخداماً من قبل الطلبة المترجمين لنقل العلاقات التناصية المستحكمة في النصوص الادارية. كذلك فإن اعادة الصياغة و التوضيح و الحذف هي من الاستراتيجيات المتبعة ايضاً في مثل هذه النصوص الا انها محدودة النطاق. و علاوة على ذلك، فإن الطلبة المترجمون يواجهون تحديات لغوية نتيجة اتباع خطى النص الاصلي. حيث تتطلب المقاربة الحرفية للنص ان يكون المترجم قادراً على الموازنة ما بين النظامين اللغويين المعنيين في ترجمة النص. فمثل هذه الموازنة اللغوية تهادن اللغة المستخدمة لترجمة النص الاصلي و بالتالي تحفظ هويته و خصوصيته في اللغة الهدف.

In the former Soviet Union translators/interpreters-to-be were trained only in a few field-specific linguistic (and in a couple of military institutions. Later, in XXI, Russia signed the Bologna Declaration, Russian institutes and universities got an opportunity to choose what they teach, were allowed to provide commercial services and many introduced both short-term training courses for translators/interpreters and long-term BA / MA translator training programs as the social demand for translators increased. This paper discusses various ways and means of translator/interpreter training both in Russia and abroad together with those practiced in Samara State University of Social Sciences and Education. The paper also presents the results of regular anonymous questionnaires among the students dealing with links between our teaching and students' views in order to facilitate both students' professional training and to make the curriculum more adaptive to the present-day situation on the job market.The results showed that though most students' views on their future profession are rather vague, most of them are not disappointed in the profession chosen. Bachelors' and masters' attitudes and assessments, however, differ as senior students have more experience and can critically evaluate their future career perspectives. Master students value their university and practical experience more than bachelor students, they know more of the situation in the job market and are ready to face the challengers of this profession. The authors conclude that the existing BA / MA programs need changes considering both students' and their potential employers' interests and demands.

In the former Soviet Union translators/interpreters-to-be were trained only in a few field-specific linguistic (and in a couple of military institutions. Later, in XXI, Russia signed the Bologna Declaration, Russian institutes and universities got an opportunity to choose what they teach, were allowed to provide commercial services and many introduced both short-term training courses for translators/interpreters and long-term BA / MA translator training programs as the social demand for translators increased. This paper discusses various ways and means of translator/interpreter training both in Russia and abroad together with those practiced in Samara State University of Social Sciences and Education. The paper also presents the results of regular anonymous questionnaires among the students dealing with links between our teaching and students' views in order to facilitate both students' professional training and to make the curriculum more adaptive to the present-day situation on the job market.The results showed that though most students' views on their future profession are rather vague, most of them are not disappointed in the profession chosen. Bachelors' and masters' attitudes and assessments, however, differ as senior students have more experience and can critically evaluate their future career perspectives. Master students value their university and practical experience more than bachelor students, they know more of the situation in the job market and are ready to face the challengers of this profession. The authors conclude that the existing BA / MA programs need changes considering both students' and their potential employers' interests and demands.

"This bestselling coursebook introduces current understanding about culture and provides a model for teaching culture to translators, interpreters and other mediators. The approach is interdisciplinary, with theory from translation studies and beyond, while authentic texts and translations illustrate intercultural issues and strategies adopted to overcome them. This new edition has been thoroughly revised to update scholarship and examples and now includes new languages such as Arabic, Chinese, German, Japanese, Russian, and Spanish, and examples from interpreting settings. The third edition revisits the chapters based on recent developments in scholarship in intercultural communication, cultural mediation, translation and interpreting. It aims to achieve a more balanced representation of written and spoken communication by giving more attention to interpreting than the previous editions, especially in interactional settings. Enriched with discussion of key recent scholarly contributions, each practical example has been revisited and/or updated. Complemented with online resources, which may be used by both teachers and students, this is the ideal resource for all students of translation and interpreting, as well as for any reader interested in communication across cultural divides. Additional resources are available on the Routledge Translation Studies Portal: http://routledgetranslationstudiesportal.com"--

Abstract
The main focus of the study lies on the challenges, procedures and consequences in personal and interpersonal
competence development in university translation and interpreting (T&I) students during the COVID-19 pandemic. It reflects the
significant change in learning conditions in Slovakia after shifting from campus-based to remote learning throughout the three
waves of the pandemic, considering the personal and interpersonal competence an integral part of the curricula. The attention of
the authors centres on the students' perspective – their insight and evaluation of the applied training procedures in selected
personal (self-assessment, time management, compliance with instructions and deadlines) and interpersonal (teamwork, collaborative
tasks, communication with the client/assignor) skills. The year-on-year comparison of students' responses shows improvement in
training and learning strategies in almost all observed aspects of personal and interpersonal competence development and
demonstrates students' general adaptation to the changed learning environment. The findings of the research, however, raise
several concerns related to students' well-being and potential risks of mental health issues which appear to result from the
overall crisis situation, social distancing, but also increased workload and work-life imbalance.

Introduction. Erratology is a new section of linguistics related to the study of different mistakes. Erratology in the sphere of translation is of particular practical interest since translation errors have a particularly strong effect on areas not even related to linguistics.Methodology and sources. The author analyzed the results of the final test task and developed a typology of the main mistakes of novice technical translators. The classification was not based on a single principle; instead, a comprehensive approach was used. The final classification includes the following types: speech errors, semantic errors, incoherent sentences, terminological errors (incorrect terms and non-unified use of terms), omissions, grammatical errors, misprints, punctuation errors. Since 2014, the author has been conducting e-learning courses on the theory and practice of technical translation for novice and experienced translators who want to improve their skills. Most of the course students were already engaged in translations or planned to start translation activities. For 4 years, 60 people completed most of their homework and the final test task (translation of a technical, medical or legal text (2500 characters with spaces)). The results of the final test task were analyzed and the main types of errors of novice technical translators were identified.Results and discussion. The resulting distribution of the error types is the following: speech errors – 47; semantic errors – 19; incorrect terms – 13; not unified use of terms – 13; omissions – 11; grammatical errors – 7; not unified expression of obligation – 7; misprints – 5; incoherent sentences – 4. The domination of speech errors is caused by a low level of philological literacy of modern Russian society as well as by the removal of proofreaders and editors from the publication process due to cost reduction. Semantic errors are caused by an insufficient level of knowledge in a particular field of knowledge. Other errors are stipulated because of a lack of self-control skills.Conclusion. As a result of the analysis of the test works of novice translators, a practical typology of translation errors was developed. As can be seen from the analyzed examples, all the errors of novice translators can be described using the rule of three "I": inattention, ignorance, inexperience.

Language barrier impedes team performance among employees working in a multilingual environment. Guided by the Technology Acceptance Model this study seeks; to determine the effect of machine translators on team efficiency, collaboration, trust building, and training among students on work-study jobs in Hungary. International students (N=105) from the University of Debrecen participated in the study. Findings indicate that machine translators significantly and positively contributed to team performance by boosting efficiency, collaboration, trust, and training. Every unit increase in use of Machine Translators translated to a corresponding increase in team efficiency, collaboration, trust, and training: a significant finding that indicates their instrumental role in breaking the language barrier in a linguistically diverse workplace. This study recommends the full adoption of machine translators to bridge the communication gap arising from language barriers in any multicultural environment consisting of multi-lingual team members.

This paper aims to explore the challenges of the Ukrainian system of translators training caused by modern technology advancement. The paper applies established ideas in practical approaches to the improvement of translators training system with respect to new technological requirements for the professionals. The relevant data were obtained by the analysis of questionnaire results. The problems of education of translators in Ukraine under the conditions of dramatic social and political changes are considered. The lack of training in the sphere of technology application for professional development is pointed out on the basis of the research results analysis. The research has also shown the contradictions between the needed level of technological skills of the students of the translation department and modern professional standards. The changes of certification standards for translators in terms of information literacy skills, ethics, and management as related to technological advancement are shown. The paper discusses the results of the original survey involving high school graduates, students, and faculty staff. The recommendations proposed are based on the critical study of the peculiarities of the system of translators training in Ukraine.

12th International Technology, Education and Development Conference. Valencia, 5-7 de marzo, 2018. ; Website localization constitutes a new field of study and professional intervention. Localization can be described as a global process in which globalization and internationalization come together in an effort to prepare a particular product for a particular locale. We could define locale as the collection of features of the user's environment that is dependent on language, country/region, and cultural conventions. Locales usually provide more information about cultural conventions than about languages. As a result, the term localization remains irremediably linked to the concept of culture. Correct localization cannot be achieved without knowing and bearing in mind the locale to which it is directed. It is also necessary to point out that localization is a modality of translation. Localization involves translation of textual content into language and textual conventions of the target locale and adaptation of non-textual content as well as input, output and delivery mechanisms to take into account the cultural, technical and regulatory requirements of that locale. In sum, localization is not so much about specific tasks as it is about the processes by which products are adapted. The translation process requires language professionals to perform various roles, completing each stage on time and undertaking multiple tasks in order to meet the conditions for delivery of the translation in accordance with a series of quality parameters [1-10]. For its part, localization involves a variety of agents in the localization process, though their number may vary from a single person responsible for the entire process to a multiplicity of agents in large organizations, including business managers, localization managers, localization engineers, terminologists, locators, quality control operators and freelance translators, among others. The process also varies considerably depending on the nature of the project, the technologies involved, the resources available and even the type of translation process employed. The particularities of this translation modality make the use of translation tools, also known by the acronym CAT (Computer Assisted Translation) tools, a necessity. Furthermore, we should not forget that these particularities complicate the translation process in terms of the time and effort required. In order to raise the students of the Bachelor's Degree in Translation and Interpretation to the level required by this hyper-competitive market, production times must be reduced, and this is where CAT tools come into their own. While professional website translators-localisers form part of a complex team, they often do not participate in the decisions taken in the primary stages of web localization. With this in mind we must forget the concept of the localiser as an isolated element and begin to see them as an integral part of a complex production chain. With the right training a web content translator may be qualified to carry out several of these functions. In any case they would always have a wide range of CAT tools available to make the job easier. Bearing this in mind, the primary objective of our research t is to define and analyse CAT tools that are useful for training web content translators-localisers at any stage of the translation project. We have done a classification of the best Localization tools according to the different stage of the process. ; Spanish "Ministry of Science and Innovation" for supporting this study, in the framework of the research Project CSO2015-64532-R, partially funded by the FEDER program of the European Union.

Language barrier impedes team performance among employees working in a multilingual environment. Guided by the Technology Acceptance Model this study seeks; to determine the effect of machine translators on team efficiency, collaboration, trust building, and training among students on work-study jobs in Hungary. International students (N=105) from the University of Debrecen participated in the study. Findings indicate that machine translators significantly and positively contributed to team performance by boosting efficiency, collaboration, trust, and training. Every unit increase in use of Machine Translators translated to a corresponding increase in team efficiency, collaboration, trust, and training: a significant finding that indicates their instrumental role in breaking the language barrier in a linguistically diverse workplace. This study recommends the full adoption of machine translators to bridge the communication gap arising from language barriers in any multicultural environment consisting of multi-lingual team members

Abstract
This article explores the teaching methods used in university classes of Translation and Interpreting with visually impaired students. It is the first essay on this topic applied to the context of Romania. Therefore, it offers basic suggestions of implementing international teaching methods for visually impaired students in Translation and Interpreting in Romanian universities, while also raising awareness about the challenges they face. The literature review is divided into two categories: digital skills and professional skills. In presenting the most essential digital skills a visually impaired translator and interpreter must acquire, the article makes reference to Kornacki's model which groups technologies according to the necessary skills. The professional skills are discussed in three articles from two different universities, namely the University of Trieste in Italy and the University of Mainz/Germersheim in Germany. The German study described in two articles – one in German and its shorter version in English – gives a detailed perspective on the topic, being the core of the theoretical ideas mentioned in this article. The knowledge acquired by reading this article will most certainly lead Romanian professors to using the optimal approach when teaching emerging visually impaired translators and interpreters. The teaching methods can be put into practice if the right equipment is available and accessibility is implemented in all aspects regarding translation and interpreting.

The article seeks to investigate the gender differences of individuals in foreign language learning and reveals the peculiarities of the implementation of linguistic behaviour in the context of a gender role approach in the process of foreign language teaching to future translators. The purpose of the article is to analyze the gender differences in the implementation of future interpreters' linguistic behavior, to develop and check the program of their foreign language skills development, and to make practical recommendations for improving the professional training, taking into account the gender peculiarities. Methods of research: theoretical, empirical, psychodiagnostic, and testing methods. The study reveals the main gender differences in the teaching of both male and female students, with a focus on the peculiarities of their perception, thinking, and foreign language abilities in general. The program and practical recommendations to foreign language instructors on the foreign language ability development of future interpreters are presented in the article based on a gender approach. The results of the research indicate that gender does affect foreign language learning styles. It has been found that considerable attention should be paid to overcoming the gender gap in the educational achievements of male and female future translators. Therefore, the authors consider it appropriate to teach a foreign language in mixed groups without dividing male and female students into separate subgroups. Doi: 10.28991/ESJ-2022-SIED-014 Full Text: PDF

Partners -- Students on an island of understanding -- Marine combat interpreters -- Navy distant listeners -- Warriors transformed -- Instruments of surrender -- Instruments of peace -- Bridge builders