Translation B-A 2 (French-Spanish)
Code: 101337Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Translation and Interpreting | OB | 2 |
Contact lecturer
- Name :
- Pau Joan Hernández De Fuenmayor
- Email :
- paujoan.hernandez@uab.cat
Teaching staff (external to UAB)
- Andrés Felipe Daza
Group languages
You can consult this information at the end of the document.
Prerequisites
At the beginning of the course students should be able to:
- Show that they know and understand the basic methodological principles governing translation, its professional aspects, basic instrumentals, and the main contrastive problems encountered in this linguistic combination.
- Apply this knowledge to solving basic translation problems in a variety of non-specialised texts written in standard language.
Note for exchange students. Students taking this course should have Upper Intermediate / Advanced language skills in the language combination. See instructor for more specific details concerning eligibility.
Objectives
The aim of this module is to consolidate the ability to solve translation problems in different nonspecialised texts written in standard language (narrative, descriptive, conceptual, argumentative and instructive).
- Show that they know and understand the basic methodological principles governing translation, its professional aspects, basic instrumental aspects and the main contrastive problems encountered in this language combination.
- Apply this knowledge to solving basic translation problems in a variety of non-specialised texts written in standard language.
- Assimilate knowledge to form opinions and make judgments regarding the translation of a variety of non-specialised texts.
Learning outcomes
- Implementing strategies in order to produce written texts of different fields and with specific communicative purposes: Implementing strategies in order to produce different kinds of non-specialised written texts in standard dialect.
- Producing written texts that are appropriate to their context and possess linguistic correctness: Producing different kinds of non-specialised written texts in standard language that are appropriate to their context and possess linguistic correctness.
- Producing written texts from different fields and with specific communicative purposes: Producing different kinds of non-specialised written texts in standard dialect with specific communicative purposes.
- Solving interferences between the working languages: Solving interferences between the working languages.
- Applying lexical, morphosyntactic, textual, rhetorical and linguistic variation related knowledge: Applying graphic, lexical, morphosyntactic, textual and linguistic variation related knowledge.
- Implementing strategies in order to understand written texts from different fields: Implementing strategies in order to comprehend different kinds of non-specialised written texts in standard dialect.
- Comprehending the communicative purpose and sense of written texts of several fields: Comprehending the communicative purpose and sense of different types of non-specialised written texts in standard dialect.
- Students must demonstrate they know the technological resources needed to translate: Students must demonstrate they know the technological resources needed to translate.
- Students must demonstrate they know the technological resources needed to translate: Students must demonstrate they know the basic technological resources needed to edit different types of non-specialised written texts in standard dialect.
- Applying technological resources in order to solve translation problems: Applying the basic technological resources in order to solve different types of translation problems of non-specialised written texts in standard language.
- Formulating the appropriate informative needs in order to translate: Formulating the appropriate informational needs in order to translate different types of non-specialised written texts in standard dialect.
- Identifying the existing (digital and analogue) information sources in order to translate: Identifying the existing (digital and analogue) information sources in order to translate different types of non-specialised written texts in standard dialect.
- Successfully interrogating the documentation sources in order to translate: Successfully interrogating the documentation sources in order to translate different types of non-specialised written texts in standard dialect.
- Assessing the obtained results in the information retrieval process in order to translate: Assessing the obtained results in the information retrieval process in order to translate different types of non-specialised written texts in standard dialect.
- Applying the documentation resources in order to solve translation problems: Applying the documentation resources in order to translate different types of non-specialised written texts in standard dialect.
- Identifying the specific translation problems of non-specialised texts: Identifying the basic translation problems of different types of non-specialised written texts in standard dialect.
- Appropriately following the different phases for the creation of a translation and carrying out the assigned tasks: Appropriately following the different phases for the translation of different types of basic (narrative and descriptive) non-specialised written texts in standard dialect.
- Using the appropriate strategies and techniques in order to solve translation problems: Using the fundamental strategies and techniques in order to solve basic translation problems of different types of non-specialised written texts in standard dialect.
- Finding the most appropriate translation solution in each case: Finding the most appropriate translation solution in each case.
- Learning in a strategic, independent and continuous manner: Questioning and widening the acquired knowledge.
Contents
- The resolution of translation problems of non-specialized narrative genres in standard language: fragment of history book, brief biography, short story, etc.
- The resolution of translation problems of non-specialized descriptive genres in standard language: fragment of tourist guide, descriptions of houses, kitchens, etc. in decoration magazines, descriptions of characters or situations in novels, descriptions of entities (international organizations, associations of translators, etc.).
- The resolution of translation problems of non-specialized exhibition genres in standard language: query encyclopedia entry, essay fragment, etc.
- The resolution of translation problems of non-specialized argumentative genres in standard language: editorial on a current topic, opinion article on a current topic, formal complaint letter, etc.
- The resolution of translation problems of non-specialized instructional genres in standard language: medicine leaflet, frequently used instruction manual, advertising text, etc.
- Use of tools (technological and documentation) for the translation of non-specialized texts in standard language of different types: The same as first cours (initiation to translation) + Analogical dictionaries of synonyms and antonyms, of placements, of difficulty, etc. Encyclopedias Style books. Parallel texts.
- Use of general corpora. Forums and general blogs. Distribution lists.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Translation activities | 49 | 1.96 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 |
| Correction of student translation tasks | 9 | 0.36 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 |
| Preparation of exercises | 10 | 0.4 | 1, 2, 3, 4, 5, 6, 7, 10, 11, 12, 13, 14, 15 |
| Search for documentation | 15 | 0.6 | 4, 5, 6, 8, 9, 10 |
| Debates and reflection activities on relevant aspects of translation | 5 | 0.2 | 6, 7 |
| Preparation of translations and works | 40 | 1.6 | 1, 2, 3, 4, 5, 6, 7, 10, 11 |
| Expansion of knowledge | 15 | 0.6 | 1, 2, 4, 5, 6, 7, 8, 9, 10 |
The teaching methodology and the evaluation that are proposed may undergo some modification depending on the restrictions imposed by the health authorities.
To achieve the established objectives, this subject mainly involves practical classes.
Students must keep abreast of the news and information published on te Virtual Campus / Moodle or other virtual teaching platforms.
All activity deadlines will be indicated in the subject's schedule as well as in the Virtual Campus / Moodle
Learning activities are organised into three categories based on the degree of student autonomy involved:
- Directed activities: carried out according to a set timetable and, if possible, in the presence of a lecturer.
- Supervised activities: carried out under the supervision of a lecturer or tutor.
- Autonomous activities: carried out by students without supervision, requiring them to organise their own time and work (either in groups or individually).
The list that follows, shows various possible methodologies that will be specified and adapted to the circumstances in due course:
- Carrying out translation tasks
- Realization of translation projects
- Resolution of exercises
- Presentation of individual / group work
- Debates (in person or in forums)
- Cooperative learning techniques.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| On-site translation test | 30% | 1.5 | 0.06 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 |
| Individual annotated translation | 20% | 2 | 0.08 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 16, 18, 20 |
| On-site translation test | 30% | 1.5 | 0.06 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 |
| Group annotated translation + oral presentation | 20% | 2 | 0.08 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 15, 17, 19 |
Ongoing assessment
Assessment is continuous. Students must demonstrate their progress by performing on-site or off-site activities and tests. The due dates for these activities are indicated on the first days of class.
The information about the evaluation, the type of evaluation activity and its weight are informative and subject to possible changes. The faculty responsible for the course will specify the ongoing assessment activities at the beginning of the teaching period.
On-site tests
The on-site tests will be conducted in hard copy format, with conventional dictionaries and without access to digital tools. They will consist of the translation of a text, among two to choose from.
Review
At the time of providing the grade prior to the final record, the person in charge of the subject will communicate in writing a date and time for the review. The revision of the different evaluation activities will be agreed between the teachers and the students.
Arrear exam
Students who have submitted activities whose weight is equivalent to at least 66.6% (two thirds) of the total and who have obtained a weighted average grade of 3.5 or higher will have access to the arrear exam. At the time of communicating the final grade prior to the final record of the course, the teacher will inform in writing about the arrear exam procedure. A supplementary test may be proposed for each failed or failed activity, or several activities may be grouped in a single test. In no case may the arrear exam consist of a single final assessment activity equivalent to 100% of the grade.
Consideration of “not evaluable”
Non-assessable will be assigned when the assessment evidence provided by the student is equivalent to a maximum of one quarter of the total grade of the subject.
Irregularities in assessment activities
In case of irregularity (plagiarism, copying, impersonation, etc.) in an evaluation activity, the qualification of this evaluation activity will be 0. In the event of irregularities in various assessment activities, the final grade for the subject will be 0.
Evaluation activities in which irregularities have occurred (such as plagiarism, copying, impersonation) are excluded from arrear.
ABOUT COPYING AND PLAGIARISM
In the event of several irregularities in the evaluation activities of the same subject, the final grade for this subject will be 0. Suspended tests for copying or plagiarism are excluded from note recovery.
It is considered as a “copy” a work that reproduces all or a large part of the work of another colleague, and as a “plagiarism” the fact of presenting part or an entire text of an author as one’s own, that is, without citing the sources, whether published on paper or in digital form on the Internet. Copying and plagiarism are intellectual robberies and, therefore, constitute a fault that will be sanctioned with the note “zero” (0). In the case of copying between two students, if it is not possible to know who has copied who, the sanction will be applied to both students.
Single assessment
This subject provides single assessment in the terms established in the academic regulations of the UAB and the evaluation criteria of the FTI.
The student must submit the electronic application within the calendar established by the faculty and send a copy to the teacher responsible for the subject.
The single assessment will be done in person on a single day of week 16 or 17 of the semester. Academic Management will publish the date and time on the faculty's website.
On the day of the single assessment, students must present a valid identity document with a recent photo (ID card or passport).
Type of single assessment test
The single assessment will consist of the on-site translation of a minimum of three texts of different types. The single assessment test will be done in paper format, with paper dictionaries and without access to digital tools.
The processes of review of the grades and recovery of the subject (as appropriate) are the same that apply to the ongoing assessment. See above in this teaching guide.
Bibliography
1. Diccionaris i obres de consulta bàsiques
DICCIONARIS EN FRANCÈS:
- Nouveau petit Robert de la langue française 2010, París: Le Robert, Cd-Rom.
- Le petit Robert des noms propres, París: Le Robert, 2010
GRAMÀTIQUES :
- CHARAUDEAU, Patrick: Grammaire du sens et de l’expression, Hachette, Paris, 1992.
- GREVISSE, M. Le bon usage, París: Duculot, 1986
- WAGNER, R.L. Grammaire du français classique et moderne, París: Hachette, 1991
ENCICLOPÈDIES:
-Encyclopédie Universalis, Cd-Rom
DICCIONARIS EN ESPANYOL:
- CASARES, J. Diccionario ideológico de la lengua española, Barcelona: Gili, 1999
- MOLINER, M. Diccionario de uso del español, Madrid: Gredos, 2 vol., 2ª ed., 1998 (MOLINER, M. Diccionario de uso del español, Cd-Rom)
- R.A.E. Diccionario de la lengua española, Madrid: Espasa Calpe, 2 vol., 22ª ed., 2001, Cd-Rom (www. rae.es)
- R.A.E. Diccionario Panhispánico de dudas, Madrid, Santillana 2ª ed., 2006 (www. rae.es)
- SECO, M. ; ANDRES, O.; RAMOS, G. Diccionario del español actual, Madrid: Aguilar, 1999
MANUALS D'ORTOGRAFIA:
- MARTÍNEZ DE SOUSA, J. Ortografía y ortotipografía del español actual, Oviedo: Trea, 2004
- R.A.E. Ortografía de la lengua española, Madrid: Espasa Calpe, 2003
GRAMÀTIQUES:
- ALARCOS LLORACH, E. Gramática de la lengua española, Madrid: Espasa Calpe-R.A.E., 1994
- GILI GAYA, S. Curso superior de sintaxis española, Barcelona: SPES, 1993, 15ªed.
- R.A.E. Nueva gramática de la lengua española, Madrid: Santillana, 2 vol. 2009
ALTRES DICCIONARIS:
-BOSQUE, I. (dtor.) Redes. Diccionario combinatorio del español contemporáneo, Madrid: SM, 2004
- CORRIPIO, F. Diccionario de ideas afines, Barcelona; Herder, 2000,7ª ed.
- MARSA, F. Diccionario normativo y guía práctica de la lengua española, Barcelona: Ariel, 1990
- MARTÍNEZ DE SOUSA, J. Diccionario de usos y dudas del español actual, Barcelona: Bibliograf, 1998, 2ª ed.
- SECO, M. Diccionario de dudas y dificultades de la lengua española, Madrid: Espasa Calpe, 2000, 10 ed.
MANUALS DE REDACCIÓ I D’ESTIL:
· AGENCIA EFE, Manual de español urgente, Madrid: Cátedra, 1998, 12ª ed. (www.efe.es)
· MARTÍNEZ DE SOUSA, J. Manual de estilo de la lengua española, Oviedo: Trea, 1999
· MONTOLIO, E. (coord.) Manual de escritura académica, Barcelona: Ariel, 3 vol., 1999-2000
· PAIS, EL, Libro de estilo, Madrid: Ediciones El País S.A., 1994
ENCICLOPÉDIES:
- Enciclopedia Universal Larousse, 2003, Cd-Rom
OBRES DE REFERÈNCIA:
- ORTEGA, G.; ROCHEL, G. Dificultades del español, Barcelona: Ariel, 1995
- LÁZARO CARRETER, F. El dardo en la palabra, Barcelona: Círculo de lectores, 1997
- LÁZARO CARRETER, F. El nuevo dardo en la palabra, Madrid: Aguilar, 2003
DICCIONARIS BILINGÜES (FRANCÈS – ESPANYOL):
- ALLOA, H.D.; de Torres, S.M. Hacia una lingüística contrastiva francés – español, Córdoba(Argentina): Comunicarte editorial.
- Dictionnaire moderne français-espagnol, espagnol-français (García-Pelayo/Jean Tedstas), Librairie larousse, París: 1967
- ROCHEL, G.; POZAS ORTEGA, M.N. Dificultades gramaticales de la traducción al francés, Barcelona: Ariel, 2001
CERCADORS EN FRANCÈS:
· www.google.fr
· www.google.ca
· www.yahoo.fr
· www.voila.fr
· www.nomade.fr
· www.altavista.fr
· www.francesurf.net
· www.afrik.com
DICCIONARIS EN FRANCÈS (EN LÍNIA):
- Trésor de la langue française www.inalf.fr/cgi-bin/mep.exe?HTML=mep_tlfi.txt
· www.le-dictionnaire.com
· www.dicorama.com
· www.dicoweb.levillage.org
ENCICLOPÈDIES EN FRANCÈS:
- Encyclopédie Universalis www.universalis-edu.com
· http://www.quid.fr
DICCIONARIS EN ESPANYOL (en línia):
* www.rae.es
· www.elmundo.es/diccionarios
· tradu.scig.uniovi.es
2.ARTICLES I ASSAJOS SOBRE TRADUCCIÓ.
-BERMAN, Antoine. 1985. “La Traduction et la lettre ou l’auberge du lointain”, Les tours de Babel. Mauvezin, Trans-Europ-Repress: 35-150.
-BERMAN, Antoine. 1985. «El Albergue de lo lejano» (trad. N. d’Asprer). DOLETIANA, REVISTA DE TRADUCCIÓ LITERATURA I ARTS . Nº 4 “ Filosofia i traducció”, 2013 [http://webs2002.uab.es/doletiana/Catala/Doletiana4/Doletiana4.html].
-COSERIU, Eugenio. “Alcance y límites de la traducción”. LEXIS. Vol. XXI. W 2. 1997. http://revistas.pucp.edu.pe/index.php/lexis/article/view/7350/7568
-COSERIU, Eugenio (1977) : Lo erróneo y lo acertado en la teoría de la traducción. In : Eugenio Coseriu. El hombre y su lenguaje: Estudios de teoría y metodología lingüística. (Traducido por Marcos Martínez Hernández) Madrid: Gredos, 214-239.
-D’ASPRER, Núria. “Vers une critique du sens : sémiose en traduction”. Meta. Journal des traducteurs. Volume59, Issue1, Avril 2014, p. 8–23
-DELISLE, Jean. L’analyse du discours comme méthode de traduction, Ottawa, Editions de l’Université d’Ottawa, Cahiers de traductologie, 1980, nº 2.
- GARCÍA YEBRA, Valentín. En torno a la traducción. Teoría, Crítica, Historia, Madrid, Gredos, “Biblioteca Románica Hispánica”, 1983.
-HURTADO Albir, Amparo. Aprender a traducir del francés al español. Competencias y tareas para la iniciación a la traducción. Serie Aprender a traducir 6: Publicaciones de la Universidad Jaume I. 2015.
- LADMIRAL, Jean-René. Théorèmes pour la traduction, Paris, Payot, 1979
-MESCHONNIC, Henri. Poétique du traduire. Paris: Verdier, 1999
- MOUNIN, Georges. Les Belles Infidèles [Paris, Cahiers du Sud, 1955], Lille, Presses Universitaires de Lille, 1994.
- MOUNIN, Georges. Les problèmes théoriques de la traduction (1963), Paris, Gallimard, col.l. Tel, 1990.
- MUÑOZ Martin, Ricardo. Lingüística para la traducción, Vic, Eumo, Biblioteca de Traducció i Interpretació, 1995
- NIDA, E,/Taber,Ch. Towards a Theory and practice of Translation, Leiden, Bull, 1974.
-PYM, Anthony. Epistemological Problems in Translation and its Teaching, Calaceite: Caminade, 1993.
-PYM, Anthony. 2016. Translation solutions for many languages. Histories of a flawed dream. London:Bloomsbury.
-PYM, Anthony. 2018. “A typology of translation solutions”. Journal of Specialised Translation 30 (2018): 41-65
-PYM, Anthony. Exploring Translation Theories. London and New York; Routledge. 2010. Second edition: 2014. Google Books version here.
Spanish translation, Teorías contemporáneas de la traducción. Materiales para un curso universitario, Tarragona: Intercultural Studies Group, 2012; second edition 2016
-RASTIER, François (2006) : La traduction : interprétation et genèse du sens. In : Marianne Lederer et Centre de recherche en traductologie (Paris), dir. Le Sens en traduction. Caen : Lettres modernes Minard, 37-49.
- RICOEUR, Paul (2004) : Sur la traduction. Paris : Bayard.
- RODRÍGUEZ MONROY, Amalia. El saber del traductor, Barcelona, Montesinos, 1999.
-STECCONI, Ubaldo (2001) : Un mapa de la semiótica y sus aplicaciones a los estudios de traducción. Tonos digital. Revista electrónica de estudios filológicos. 2. Consulté le 21 mars 2011, http://www.um.es/tonosdigital/znum2/estudios/StecconiTonos2B.htm.
- STEINER, George. Después de Babel(Aspectos del lenguaje y la traducción), Mexico- Madrid-Buenos Aires, Fondo de Cultura Económica, 1981.
- TRICÁS PRECKLER, M. Manual de traducción francés-castellano, Barcelona: Gedisa, 1995
- VINAY, J-P/Dalbernet,J. Stylistique comparée du français et de l’anglais (1959), París, Didier, 1976.
Software
Just virtual platforms for teaching purposes: Moodle and Teams.
Word utilities for editing and correction of translation works
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (PAUL) Classroom practices | 1 | Spanish | second semester | morning-mixed |