Edited By Maria Lluisa Gea-Valor, Isabel García-Izquierdo and Maria José Esteve
Accordingly, the contributions in this volume cover topics of special interest to scholars and researchers in the fields of linguistics and translation, such as the popularisation and transmission of scientific knowledge via ICTs; terminology and corpus-based studies in scientific discourse; genres and discourse in scientific and technical communication; the history and evolution of scientific language; and translation of scientific texts.
Section II. Translation and Scientific Knowledge 195
Section II. Translation and Scientiﬁc Knowledge TOMÁS CONDE Tacit Technique on the Evaluation of Technical Texts 1. Introduction Over the last few years, translation training has been arranged in many ways. Broadly speaking, texts on various subject matters are believed to require different skills, for they belong to ﬁelds that do not coincide with each other as regards terminology, syntax, history and their addressees’ level of demand. In some training programs, a slight distinction is made between specialised translation and non-specialised translation or, as it is usually (and wrongly) called, ‘general’ translation. In other programs, specialised translation is subdivided into broad branches that seem to result from vocational approaches rather than from market demands. These branches consist of legal, ofﬁcial, ﬁnancial and commercial translation, as opposed to scientiﬁc and technical translation – the latter usually includes computer translation and localisation. Irrespective of the suitability of one approach or the other, the specialisation of training involves the specialisation of the corresponding teachers. Do the revision and assessment of students’ translations depend on whether these texts are ‘general’ or technical? As a rule, texts are distinguished either by their level of difﬁculty or by their nature. In both cases, research is still scarce, at least in the translation ﬁeld. In fact, Orozco (2001) laments the little empirical research undertaken on texts’ difﬁculty, for there are studies about the difﬁculty in reading texts, but not in translating them (Darwish 2001). As a consequence, improving the reliability of...
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