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LSP in Colombia

Advances and challenges


Edited By Gabriel Quiroz Herrera and Pedro Patino Garcia

Studies in LSP in Colombia began in the 1990’s, mainly in the discipline of terminology. Since then, studies in translation, terminology, and LSP have spread out throughout the country. Many papers have been written since then in national and international journals by Colombian authors. This book comprises a set of 20 chapters derived from M.A. and Ph.D. theses of Colombian authors written in Austria, Chile, Colombia, France, Norway, and Spain. The multidisciplinary view of this book includes scholars from translation, linguistics, computer engineering, philosophy, and library and information science. These chapters deal with linguistic, phraseological, terminological, didactic, and textual issues related to terminology, translation, corpus linguistics, and computational linguistics from the Universidad de Antioquia, Universidad de Medellín, Universidad Nacional de Medellín, Universidad Autónoma de Manizales, Universidad EAFIT, Wake Forest University, NHH Norwegian School of Economics, Université Grenoble Alpes, and Université Paris VII.
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Translation Subcompetences and Terminological Implication Levels in Professional Translators: Olga Umaña, Mercedes Suárez



Translation Subcompetences and Terminological Implication Levels in Professional Translators


Studies on translation competence and subcompetences, which have been described by PACTE (Proceso de Adquisición de la Competencia Traductora y Evaluación) (2009), and terminological implication levels proposed by Cabré (2006), show a need to delve deeper into this matter at an experimental level.

This chapter aims to present the results of a quasi-experiment with six professional translators who carried out two translation tasks – one direct and one inverse – using specialized texts. We measured their translation subcompetences and their terminological implication levels. These were the selection criteria for the participants: (1) translation training at least at an undergraduate level, (2) practicing translator, (3) minimum three years of experience, and (4) high proficiency in Spanish and in English.

This measurement was made through a translation task and a questionnaire about that translation process. Subsequently, the test was scored and a structured interview was conducted in order to determine translation subcompetences and terminological implication levels. The contributions of Nord (1991) and Orozco (2000), in terms of the definition and classification of translation problems were the bases of the analysis. The results showed that this group of profes ← 183 | 184 → sional translators had differences regarding the type of translation subcompetence they displayed, whereas all of them reached the first terminological implication level in the task.

2.Theoretical framework

2.1.Translation competence

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