Foreign language and translation C3 (Japanese)
Code: 101389Credits: 9
| Degree programme | Type | Course |
|---|---|---|
| Translation and Interpreting | OB | 3 |
Contact lecturer
- Name :
- Tomoko Umemoto
- Email :
- tomoko.umemoto@uab.cat
Group languages
You can consult this information at the end of the document.
Prerequisites
At the beginning of the course the student will have to be able to:
- Understand written texts about everyday issues. (MCRE-FTI A2.2.)
- Produce written texts on everyday issues. (MCRE-FTI A2.2.)
- Understand information from short and simple oral texts on issues related to the concrete and immediate environment. (MCRE-FTI A1.2.)
- Produce very short and simple oral texts on issues related to the concrete and immediate environment. (MCRE-FTI A1.2.)
Objectives
This course aims to continue developing the student’s communicative competences in Japanese Language, as well as to initiate the student in the translation of simple non-specialized texts in standard language.
6 credits will be dedicated to Language and 3 credits to Translation.
At the end of the course the student should be able to:
- Understand written texts on personal issues and general issues of known fields. (MCRE-FTI B1.1.)
- Produce written texts on personal issues and general issues of known fields. (MCRE-FTI B1.1.)
- Understand simple and clear oral texts about everyday issues. (MCRE-FTI A2.1.)
- Produce simple oral texts about everyday issues. (MCRE-FTI A2.1.)
- Solve basic problems of translation of simple non-specialized texts in standard language: narrative and descriptive texts.
Learning outcomes
- Applying lexical, morphosyntactic, textual, rhetorical and linguistic variation related knowledge: Applying graphic, lexical, morphosyntactic and textual related knowledge.
- Applying lexical, morphosyntactic, textual, rhetorical and linguistic variation related knowledge: Applying graphical, lexical, morphosyntactic, textual, rhetorical and linguistic variation related knowledge.
- Implementing strategies in order to produce written texts of different fields and with specific communicative purposes: Implementing strategies in order to produce non-specialised written texts from different fields and of different functions, with problems of linguistic variation and cultural references.
- Producing written texts that are appropriate to their context and possess linguistic correctness: Producing non-specialised written texts with problems of linguistic variation and cultural references, from several fields and with several functions, 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.
- Implementing strategies in order to understand written texts from different fields: Implementing strategies in order to comprehend different kinds of non-specialised written texts from different fields and of different functions, with problems of linguistic variation and cultural references.
- 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 non-specialised written texts from different fields and of different functions with problems of linguistic variation and cultural references.
- 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 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 translation as an act of communication that is addressed to a recipient: Identifying the translation as an act of communication that is addressed to a recipient.
- 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.
- Working effectively in teams: Working effectively in teams.
Contents
Language:
- Consolidate the fundamental knowledge of phonetics, kanji and grammar of the Japanese language acquired during the previous two years;
- Expand this knowledge with the acquisition of new vocabulary and with the learning of new grammatical aspects;
- Guide and systematize various processes that make up the learning of the Japanese language;
- Stimulate interest in the study of the Japanese language and culture; including gender perspective.
- Gradual study of kanji and vocabulary.
Translation:
-Solving translation problems in simple, non-specialized narrative genres written in standard language.
-Solving translation problems in simple, non-specialized descriptive genres written in standard language.
-Use of technological and documentation tools for the translation of simple, non-specialized texts written in standard language.
-We will use the readings from Lessons 1 to 5 of Tobira. Gateway to Advanced Japanese. Learning through Content and Multimedia, as well as other texts.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| master class | 15 | 0.6 | 1, 6 |
| Produce written texts | 10 | 0.4 | |
| Grammar exercises | 6 | 0.24 | |
| master the methodological principles that govern translation | 10 | 0.4 | 7, 8 |
| Solve basic problems of translation of simple non-specialized texts | 27.5 | 1.1 | 1, 8, 9 |
| Translation activities | 7.5 | 0.3 | |
| Produce written texts | 25 | 1 | |
| Reading activities | 25 | 1 | 1, 6 |
| Understand simple and clear oral texts Produce simple oral texts | 14 | 0.56 | 1 |
| Understand simple and clear oral texts | 8 | 0.32 | |
| master class | 6.5 | 0.26 | |
| Supervision and review of oral and written activities | 7.5 | 0.3 | |
| Comprehensive and analytical reading | 10 | 0.4 | |
| Produce simple and clear oral texts produce | 2 | 0.08 | |
| Supervision and review of exercises | 10 | 0.4 | 1 |
Language:
The course will focus on the Tobira textbook, from the Kuroshio publishing house.
• First steps: a pre-reading section that facilitates access to the thematic content of the chapter
through the debate, the collection of information through the internet and other activities;
• Reading + vocabulary list;
• Dialogue / debate exercises + vocabulary list;
• Conversation and / or presentation: oral expression exercises, using work in pairs, role plays and student presentations;
• Grammatical notes;
• Gradual study of vocabulary and kanji;
• Language notes;
• Cultural notes: aspects of culture, including the gender perspective.
Translation:
• Problem-Based Learning (PBL, problem solving);
• Case studies;
• Cooperative learning.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Language knowledge application tests | 30 | 3 | 0.12 | 1, 2 |
| Writing and reading activities | 20 | 10 | 0.4 | 1, 2, 3, 4, 5, 7, 8, 9, 10 |
| Comment on individual translation | 10 | 6 | 0.24 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23 |
| Kanji revisions exams | 10 | 3 | 0.12 | 1, 2 |
| Individual translations | 10 | 7.5 | 0.3 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22 |
| Speaking and listening activities | 10 | 10 | 0.4 | 1, 2, 9, 10 |
| Translation Test | 10 | 1.5 | 0.06 | 1 |
Continuous assessment
Students must provide evidence of their progress by completing various tasks and tests. These activities are detailed in the table at the end of this section of the Study Guide.
Translation: 35% of the total of the subject; Language: 65% of the total of the subject.
Review
When publishing final marks prior to recording them on students' transcripts, the lecturer will provide written notification of a date and time for reviewing assessment activities. Students must arrange reviews in agreement with the lecturer.
Missed/failed assessment activities
Students may retake assessment activities they have failed or compensate for any they have missed, provided that those they have actually performed account for a minimum of 66.6% (two thirds) of the subject's final mark and that they have a weighted average mark of at least 3.5.
The lecturer will inform students of the procedure involved, in writing, when publishing final marks prior to recording them on transcripts. The lecturer may set one assignment per failed or missed assessment activity or a single assignment to cover a number of such activities. Under no circumstances may an assessment activity worth 100% of the final mark be retaken or compensated for. In case of retaking, maximum grade will be 5 (Pass).
Classification as \"not assessable\"
In the event of the assessment activities a student has performed accounting for just 25% or less of the subject's final mark, their work will be classified as \"not assessable\" on their transcript.
Misconduct in assessment activities
Students who engage in misconduct (plagiarism, copying, personation, etc.) in an assessment activity will receive a mark of “0” for theactivity in question. In the case of misconduct in more than one assessment activity, the student involved will be given a final mark of “0” for the subject. Assessment activities in which irregularities have occurred (e.g. plagiarism, copying, impersonation) are excluded from recovery.
In this course, the use of Artificial Intelligence (AI) technologies may or may not be permitted depending on the activity. The permitted and prohibited uses in each case will be detailed in the course introduction. Students must clearly identify which parts were generated using AI technologies, specify the tools used, and include a critical reflection on how these tools influenced the process and the final result of the activity. A lack of transparency regarding the use of AI in graded assignments will be considered a breach of academic integrity and may result in a partial or total penalty on the assignment grade, or more severe sanctions in serious cases.
Single assessment
This subject may be assessed under the single assessment system in accordance with the terms established in the academic regulations of the UAB and the assessment criteria of the Faculty of Translation and Interpreting.
Students must make an online request within the period established by the faculty and send a copy to the teacher responsible for the subject, for the record.
Single assessment will be carried out in person on one day during week 16 or 17 of the semester. The Academic Management Office will publish the exact date and time on the faculty website.
On the day of the single assessment, teaching staff will ask the student for identification, which should be presented as a valid identification document with a recent photograph (student card, DNI/NIE or passport).
Single assessment activities
The final grade for the subject will be calculated according to the following percentages:
Grammar Test: 30%
Kanji & Vocabulary test: 20%
Written expression: 12,5%
Oral test: 12,5%
Individual Translation Test in classroom (12,5%)
Individual Translation and Comment (12,5%)
Bibliography
OKA, Mayumi, TSUTSUI, Michio. Jyôkyû e no Tobira: Tobira Getway to Advanced Japanese Learning Through Content and Multimedia. Tòquio, Kuroshio, 2012.
Oka, Mayumi. Kitaeyô: kanjiryoku. Tobira: Power Up Your Kanji. Tòquio, Kuroshio, 2010.
Nihongo Tadoku Kenkyūkai. Reberu betsu Nihongo tadoku raiburarī = Japanese graded readers. Tōkyō: Kabushiki Kaisha Asuku, 2006-.
NPO Tagengo Tadokukanshū. Nihongo tadoku bukkusu = Taishukan Japanese readers. Tōkyō: Taishūkan Shoten, 2015-.
HADAMITZKY, W.; SPAHN, M. Kanji & Kana: a Handbook of the Japanese Writing System. Tòquio: Tuttle Language Library, 1997.
NELSON, A. N. The Modern Reader’s Japanese-English Character Dictionary. 2a ed. Tòquio: Tuttle, 1974.
HALPERN, J. New Japanese-English character dictionary. Tòquio: Kenkyusha, 1990.
SEICHI, M.; TSUTSUI, M.A. A Dictionary of Basic Japanese Grammar. Tòquio: The Japan Times, 1995.
SEICHI, M.; TSUTSUI, M.A. A Dictionary of Intermediate Japanese Grammar. Tòquio: The Japan Times, 1995.
MIYAGI, N.; CONTRERAS, E. Diccionario japonés-español. Tòquio: Hakusuisha, 1979.
ENCICLOPÈDIA CATALANA. Diccionari de la llengua catalana. 4a. Ed. Barcelona: Enciclopèdia Catalana, 1998.
ALCOVER, Antoni; MOLL, Francesc de B. Diccionari català-valencià-balear. Palma de Mallorca: Moll, 1988.
COROMINES, Joan. Diccionari etimològic i complementari de la llengua catalana. Barcelona: Curial, 1980.
CASARES, J. Diccionario ideológico de la lengua española. Barcelona: Gili, 1999.
MOLINER, María. Diccionario de uso del español. Madrid: Gredos, 2vol., 2ªed., 1998.
R.A.E. Diccionario de la lengua española. 21ª ed., 2 vol., Madrid: Espasa-Calpe, 1999.
Recursos on-line:
Diccionaris japonès-castellà
https://japanknowledge-com.are.uab.cat/library/
http://www.nichiza.com/rui/rui.php
Diccionaris japonès-anglès
Lectures graduades
https://tadoku.org/japanese/free-books/
https://kansai.jpf.go.jp/clip/yomyom/index.html
OPTIMOT: http://www14.gencat.cat/llc/AppJava/index.jsp
APTIC (Associació Professional de Traductors i Intèrprets de Catalunya) http://apticblog.wordpress.com/enllacos/
ASETRAD (Asociación Española de Traductores, Correctores e Intérpretes) http://www.asetrad.org/
FUNDÉU BBVA. Buscador urgente de dudas. http://www.fundeu.es/
Software
No software is used.
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 | Japanese | first semester | morning-mixed |