A Practical Guide
The present book in fact aims at providing readers with comprehensive information about corpora in translation studies in general, and corpora in translator education in particular. It further offers researchers and practitioners a comprehensive and up-to-date survey of studies done on corpora in translator education and provides a rich source of information on pros and cons of using different types of corpora as translation aids in the context of translation classrooms.
5 Corpora and Translation Teachers 107
Chapter 5: Corpora and Translation Teachers In the previous chapters, we elaborated on the applications of different types of corpora as translation aids for students of translation. It was explained that corpora in general can provide translators with information beyond what conventional translation resources have to offer. Corpora, among other things, were shown to provide trainee translators with terminological information (Zanettin 1998), collocational information (Stewart 2000; Kubler 2003), phraseological information (Machniewski 2006), information on cognates, false friends (Zanettin 2001) and semantic prosody (Bowker 2000) and finally contrastive knowledge about the two languages involved (Zanettin 2001; Schmied 2002) Furthermore, translations produced with the help of corpora were shown to be of a higher quality in terms of subject field understanding, correct term choice and idiomatic expression compared to translations produced using conventional resources available to translators such as dictionaries (Bowker 1998). In this chapter, we will elaborate on the implications of incorporating corpora into translation classrooms for teachers of translation. We start our discussion by arguing that the role translation teachers adopt in corpus-based translation classes should be different from their traditional role as the absolute authority in the class. We further explain how corpora can be used as teaching and testing resources by teachers of translation and how translation teachers can extract various types of corpora from students’ translations. Finally, the last section briefly elaborates on the issues translation teachers need to take into account in deciding about using corpora in their classes. 5.1. Translation Teacher as a Guide A...
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