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Linguistic and Translation Studies in Scientific Communication

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Edited By Maria Lluisa Gea-Valor, Isabel García-Izquierdo and Maria José Esteve

This volume offers a collection of papers which seek to provide further insights into the way scientific and technical knowledge is communicated (i.e., written, transmitted, and translated) nowadays, not only in the academic sphere but also in society as a whole. Language in science has traditionally been valued for prioritising objective, propositional content; however, interpersonal and pragmatic dimensions as well as translation perspectives are worth exploring in order to better understand the mechanisms of specialised communication.
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.

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Section II. Translation and Scientific Knowledge 195

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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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