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Teaching Translation and Interpreting Teaching Translation and Interpreting: Challenges and Practices Edited by Łukasz Bogucki Teaching Translation and Interpreting: Challenges and Practices, Edited by Łukasz Bogucki This book first published 2010 Cambridge Scholars Publishing 12 Back Chapman Street, Newcastle upon Tyne, NE6 2XX, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2010 by Łukasz Bogucki and contributors All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-4438-2500-X, ISBN (13): 978-1-4438-2500-9 Table Of Contents Introduction……………………………………………………… 1 Fiorenza Mileto and Luigi Muzii Teaching computer-assisted translation and localization: a projec t based approach…………………………………………………… 3 Michał Kornacki Teaching “computer translation skills” to English philology students at the University of Łódź…………………………… ….…………… 15 Łucja Biel The textual fit of legal translations: focus on collocations in translato r training……………………………………………………………….… 25 Aleksander Gomola Teaching translation of religious discourse in Poland…………………. 41 Janusz Wróblewski Sensitizing learners to multiple equivalence……………………… … 51 Marcin Zabawa Teaching translation at the university: should students be taught thei r native language? 69 Adam Sitarek Criteria for the selection of lexical items that are false friends b etween English and German, German and Polish, and Polish and English fo r the curriculum of translator training in the Polish educational system 81 Joanna Janecka and Magdalena Kizeweter Perils or perks? Teaching translation as part of Practical English curriculum for undergraduate English Studies…………………… …. 99 Paulina Pietrzak and Mikołaj Deckert Teaching translation to evening students at the University of Łódź – a perspective on directionality…………………………………… … 121 Table of Contents vi Michał B. Paradowski From catering college to the naked chef – teaching LSP and culinar y translation……………………………………………… ……………. 137 Jolanta Sak-Wernicka Interpretation and interpreting – how does it work in Relevance Theory? 167 Janusz Sikorski Interpreter aptitude in testing procedures 179 Andrzej Łyda, Alina Jackiewicz and Krystyna Warchał To get what you want. Triggering agentlessness in the consecutive mode…………………………………………………………………… 193 Zuzanna Łopacińska Dealing with speakers’ errors in interpreting – indispensable skill for a well-trained interpreter………………………………………………… 213 List of Contributors………………………………………………… 239 INTRODUCTION Translator and interpreter training has recently received ample attention, manifested in numerous articles, books and conference papers. However, many central issues still appear controversial. Should translation and interpreting be taught within the curricula of language studies or independently? What is translator competence made up of? Which of its elements can be developed through practice and which require coaching? What kind of translators and interpreters, if any, are "born, not made"? In an attempt to address these and other questions as well as to exchange experience and expertise regarding translation curricula in Poland and abroad, the Department of Translation Theory and Practice, part of the Chair of English Language and Applied Linguistics at Lodz University, has organised two conferences under the title "Teaching Translation and Interpreting"; the first was held in April 2008, the second almost exactly a year later. The present volume is an outcome of these two events. It is meant as a response to the developments in translation didactics which result from the recognition of the role of the translator/interpreter and the consolidating status of Translation Studies. The rationale behind the publication is manifold. First, there is evidently a need among translation scholars and translators to exchange information on the process of becoming a translator – issues like the optimum profile of a translation adept, the most efficient methods for guiding students who wish to pursue the career or balancing formal education with practical training. What is more, the volume hopes to offer an opportunity to discuss the design of translation and interpreting teaching tracks as they actually function in different institutions within Poland and across Europe. The contributions talk about the challenges and solutions in a translation and interpreting classroom by combining theory and practice, hence allowing for implementation of the different methods in real-life situations. As the authors come from a number of institutions and countries, the volume offers varied perspectives on analogous issues to arrive at a comprehensive up-to-date account but also to discuss outlooks for the future. The volume contains thirteen papers delivered at the aforementioned events plus one invited contribution. The first two articles address an issue of increasing relevance, that is teaching computer-assisted translation, contrasting the Italian perspective (Fiorenza Mileto and Luigi Muzii) with 2 Introduction the local one (Michał Kornacki). The paper by Łucja Biel focuses on collocations in legal translation. Aleksander Gomola tackles the rarely addressed topic of religious discourse in translation. Janusz Wróblewski offers a variety of instances of ambiguity at word level and discusses problems trainee translators may face. Marcin Zabawa discusses the role of students‘ first language in translation classes. Adam Sitarek offers a comprehensive outline of false friends and ensuing translation problems in German, English and Polish. Joanna Janecka and Magdalena Kizeweter talk about teaching translation to undergraduates as part of the practical English programme. Mikołaj Deckert and Paulina Pietrzak follow up with a discussion of translation courses offered to postgraduates. Michał B. Paradowski comments on LSP in translation on the example of culinary language. The remaining four papers concern interpreting studies. This section opens up with a paper by Jolanta Sak-Wernicka on the application of Relevance Theory. Janusz Sikorski tackles the issue of aptitude for interpreting. Andrzej Łyda, Alina Jackiewicz and Krystyna Warchał focus on consecutive interpreting and agentlessness. Finally, Zuzanna Łopacińska embarks on coping with speaker’s errors in interpretation. Thanks are due to Professor Piotr Stalmaszczyk, Dean of the Faculty of Philology as well as Professor Barbara Lewandowska-Tomaszczyk, Head of the Chair of English Language and Applied Linguistics, for their support. Michał Kornacki, the technical editor, has put in a lot of effort into preparing the volume. while Paulina Pietrzak, Mikołaj Deckert and Janusz Wróblewski assisted with both events and the publication itself. Most importantly, however, all the contributors ought to be given credit for their valuable and relevant work. Łukasz Bogucki Łódź 2010 CHAPTER ONE T EACHING COMPUTER-ASSISTED TRANSLATION AND LOCALIZATION: A PROJECT BASED APPROACH F IORENZA MILETO AND LUIGI MUZII Introduction Tell me and I forget. Show me and I remember. Let me do and I understand. Confucius Globalization has become a synonym for commoditization of work, including knowledge work. In this framework, universities should be the place for continuing education, incubators of new ideas, approaches and solutions. Unfortunately, in our experience as students first, then as professional translators and localizers, and finally as trainers and teachers, we observed that, especially over the last few years, translation schools in Italy have become sterile conservatories for accepted ideas, and the level of expertise offered by graduates is far from the realities and requirements of the workplace. This does not mean that translation schools should churn out instantly productive professionals like so many human widgets, yet we believe that students should not be considered only diploma products. The approach used for teaching computer-assisted translation and localization at the faculty of interpreting and translation at the “S. Pio V” University in Rome is aimed at helping each student’s skills emerge by shifting his or her focus from grades to experience. In fact, the common theoretical “conduit” view of learning still predominates in translator education, and students generally tend to focus to exams and grades rather than actual learning but when they get into business, they blame the university since they become impotent witnesses of the unwillingness of employers abdicating their responsibility to Chapter One 4 educate and train their employees. On the other hand, the widespread practice of ceasing hiring in favor of short-term contracts confirms that certificates and diplomas are tickets to nowhere. As business is the mainstay of modern translation practice, to help the development of translator competence, and the comprehension of all aspects of the translation process learning should be carried within the context of real translation projects. This paper is a report of a five-year teaching experience starting with a post-graduate course in localization to continue in the curricular courses of computer-assisted translation and localization. The teaching approach comes from professional experience and industry knowledge as well as from the continuous exchange of ideas with colleagues and students at LUSPIO and during seminars, workshops, and conferences. We came up with a “formula” to exploit class teaching at best, and help students to get accustomed to goal setting as they will typically bump into on the workplace. The purpose of this paper is to outline our approach for student- centered classroom activity, with no theoretical or methodological claims. The paper presents a parallel structure reflecting our individual experiences in a common effort to improve each one’s approach to teaching and evaluation. In this respect, special attention is given to the differences in the evaluation systems to appraise the students’ level of competence and maturity. PBL Project-based learning (PBL) is a constructivist pedagogy approach for classroom activity that emphasizes learning activities that are long-term, interdisciplinary and student-centered. This approach is generally less structured than traditional, teacher-led classroom activities; it is designed to be used for complex issues that require students to investigate in order to understand: in a project-based class, students often must organize their own work and manage their own time. Within the PBL framework students are asked to team up, work together, take on social responsibilities, and find solutions to real problems. The students’ choices lead to artifacts representing what is being learned. The approach is based on two key assumptions: − learning is enhanced when knowledge is activated; [...]... mnemonic learning: translation tools alone are not enough to solve the problems arising and fulfill the assignments; students must understand the business and operation logic behind them to use them actively and usefully The most ambitious goal, which results in greater satisfaction and durability, is the development of an integrated approach to translation tools and language and technical and management... training translators and trainers for the GILT industry as well as organizations and academic institutions This approach is aimed at reconciling education and work-linked training The computer-assisted translation course is aimed at introducing students to a working methodology different from “Word and dictionary” and based on translation tools as an integral and indivisible part of the translation process... study on translation teaching in Italy, and no figures are available to tell this is a universal practice; nevertheless, students attending the computer-assisted translation course and the localization course at LUSPIO are graduates from the major academic institutions in Italy In our experience, translation buyers and employers have definite expectations of new graduates in translation, and they are... computer-assisted translation course and the localization course are proficiently and satisfactorily working in the GILT industry, in Italy and abroad The computer-assisted translation course Computer-assisted translation is increasingly made the object of study nowadays A lot has been said and published on TEnT’s, while little has been written on their application to training Teaching methodologies as to translation. .. students receive basic instructions to enable them to use their skills and knowledge confidently, flexibly, appropriately, and autonomously During the course, students are taught to devise and implement an overall project strategy that makes translation requirements easier to collect and understand and even apparent, although they are not, and help disambiguation Finally, every time, in every project, something... communication and collaborative relationships, and engages and motivates bashful or indifferent students Students are encouraged to take risks and fight frustrations; their responses and enthusiasm can be overwhelming, but their increased output and productivity become a reward in itself; at the same time autonomy help them build confidence and consciousness of skills learnt Finally, translation courses... economics, and tools are a means to get those costs under control, and are leading to a collaborative, interactive, real-time production environment Translation tools are evolving fast Many free technologies are available now to manage huge projects in a much more efficient way than using standard tools One is machine translation, and the big factor for making machine translation systems profitable and convenient... aspects (collaboration and sharing through social networks, 2 3 wikis and blogs) in a “Wikinomics” or crowdsourcing perspective, and translation students should be introduced to web-based translation environments, controlled languages, content management, and workflow management systems References Barkley E., K P Cross and Major C Howell 2004 Collaborative Learning Techniques: A Handbook for College Faculty,... knowledge, and are usual at ruling Teamwork skills are pivotal in a traditional localization project made up of hundred thousands of words and limited time, and it is what market is requiring: not only does collaborative learning help students learn from each other, it helps students develop problem-solving attitudes, and become more creative Group assignments bring “free riders” and slackers to emerge and. .. Teaching Computer-Assisted Translation And Localization 9 The teacher can exploit the students’ curiosity to prevent them to approach translation tools in the future to mechanically reproduce a few tasks with no apparent convenience The most immediate and rewarding achievement is the abandonment of the exams -and- grades logic: the students’ efforts turn to be goal-oriented Running a translation project requires . exchange experience and expertise regarding translation curricula in Poland and abroad, the Department of Translation Theory and Practice, part of the Chair of English Language and Applied Linguistics. COMPUTER-ASSISTED TRANSLATION AND LOCALIZATION: A PROJECT BASED APPROACH F IORENZA MILETO AND LUIGI MUZII Introduction Tell me and I forget. Show me and I remember. Let me do and I understand Teaching Translation and Interpreting Teaching Translation and Interpreting: Challenges and Practices Edited by Łukasz Bogucki Teaching Translation