cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.7506530.v1
title: REVISITING CORPUS CREATION AND ANALYSIS TOOLS FOR TRANSLATION TASKS

description: Abstract Many translation scholars have proposed the use of corpora to allow professional translators to produce high quality texts which read like originals. Yet, the diffusion of this methodology has been modest, one reason being the fact that software for corpora analyses have been developed with the linguist in mind, which means that they are generally complex and cumbersome, offering many advanced features, but lacking the level of usability and the specific features that meet translators’ needs. To overcome this shortcoming, we have developed TranslatorBank, a free corpus creation and analysis tool designed for translation tasks. TranslatorBank supports the creation of specialized monolingual corpora from the web; it includes a concordancer with a query system similar to a search engine; it uses basic statistical measures to indicate the reliability of results; it accesses the original documents directly for more contextual information; it includes a statistical and linguistic terminology extraction utility to extract the relevant terminology of the domain and the typical collocations of a given term. Designed to be easy and intuitive to use, the tool may help translation students as well as professionals to increase their translation quality by adhering to the specific linguistic variety of the target text corpus.
DOI: 10.6084/m9.figshare.7507157
title: USING CORPORA IN SCIENTIFIC AND TECHNICAL TRANSLATION TRAINING: RESOURCES TO IDENTIFY CONVENTIONALITY AND PROMOTE CREATIVITY

description: Abstract Since the first Corpus Use and Learning to Translate (CULT) Conference in Bertinoro (Italy) in 1997, the usefulness of corpora for translators and trainee translators has been highlighted. From an initial approach where translators compiled ad hoc corpora in their hard drive for a subsequent study with lexical analysis software, there emerged a new trend towards the use of the Internet as corpus. In this second approach, the Web is perceived as a huge corpus which is accessed by means of online tools which produce monolingual wordlists and concordances from texts available from the Internet or pre-existing corpora, or by means of bilingual or multilingual concordancers displaying aligned texts from international institutions’ parallel corpora. Bilingual concordancers and translation memories are widely used by translators and trainee translators because of the immediate translation solutions they offer, but these tools can restrain creativity by offering conventional solutions and eliminating layout and multimodal elements in texts. The aim of this article is to describe the exploitation of quality corpora in a scientific and technical translation course, focusing on texts on health translated from English into Spanish, and on terminological variation as a reflection of creativity in language.
DOI: 10.6084/m9.figshare.7507157.v1
title: USING CORPORA IN SCIENTIFIC AND TECHNICAL TRANSLATION TRAINING: RESOURCES TO IDENTIFY CONVENTIONALITY AND PROMOTE CREATIVITY

description: Abstract Since the first Corpus Use and Learning to Translate (CULT) Conference in Bertinoro (Italy) in 1997, the usefulness of corpora for translators and trainee translators has been highlighted. From an initial approach where translators compiled ad hoc corpora in their hard drive for a subsequent study with lexical analysis software, there emerged a new trend towards the use of the Internet as corpus. In this second approach, the Web is perceived as a huge corpus which is accessed by means of online tools which produce monolingual wordlists and concordances from texts available from the Internet or pre-existing corpora, or by means of bilingual or multilingual concordancers displaying aligned texts from international institutions’ parallel corpora. Bilingual concordancers and translation memories are widely used by translators and trainee translators because of the immediate translation solutions they offer, but these tools can restrain creativity by offering conventional solutions and eliminating layout and multimodal elements in texts. The aim of this article is to describe the exploitation of quality corpora in a scientific and technical translation course, focusing on texts on health translated from English into Spanish, and on terminological variation as a reflection of creativity in language.
DOI: 10.6084/m9.figshare.7509155
title: LEARNER CORPORA, CORPORA OF PROFESSIONAL TRANSLATIONS AND CREATIVE WRITING IN A COURSE ON TRANSLATION OF GENERAL TEXTS: AN ACTION RESEARCH PROJECT

description: Abstract This paper describes the design of a small action research project conducted in a course on translation of general texts from German into Spanish. The project methodology combines creative writing techniques with those of data-driven learning put forward by Johns (1991) for foreign language learning and applied by Laviosa (2014, in press) to translator training, as well as with the methods of corpus use for learning to translate proposed by Marco and Van Lawick (2009). The aim of the project is threefold: (i) raising the students’ awareness on the possibility of interference between German and Spanish past tenses when translating narrative sequences; (ii) allowing the students practicing data-driven learning about translation issues, and (iii) observing if these interventions bring about a qualitative change in their translation performance, specifically in the decrease of interference when translating narrative sequences with past tenses from German into Spanish. In the paper, special attention will be paid to the theoretical basis of the project, as well as to the methodological decisions involved in its design.
DOI: 10.6084/m9.figshare.7509155.v1
title: LEARNER CORPORA, CORPORA OF PROFESSIONAL TRANSLATIONS AND CREATIVE WRITING IN A COURSE ON TRANSLATION OF GENERAL TEXTS: AN ACTION RESEARCH PROJECT

description: Abstract This paper describes the design of a small action research project conducted in a course on translation of general texts from German into Spanish. The project methodology combines creative writing techniques with those of data-driven learning put forward by Johns (1991) for foreign language learning and applied by Laviosa (2014, in press) to translator training, as well as with the methods of corpus use for learning to translate proposed by Marco and Van Lawick (2009). The aim of the project is threefold: (i) raising the students’ awareness on the possibility of interference between German and Spanish past tenses when translating narrative sequences; (ii) allowing the students practicing data-driven learning about translation issues, and (iii) observing if these interventions bring about a qualitative change in their translation performance, specifically in the decrease of interference when translating narrative sequences with past tenses from German into Spanish. In the paper, special attention will be paid to the theoretical basis of the project, as well as to the methodological decisions involved in its design.
DOI: 10.6084/m9.figshare.7515035
title: DOMESTICATION AND FOREIGNIZATION IN TWO ENGLISH TRANSLATIONS OF A PAIXÃO SEGUNDO G. H., BY CLARICE LISPECTOR

description: Abstract This article aims to compare the English translation realized by Ronald W. Sousa (LISPECTOR, 2010) with the retranslation by Idra Novey (LISPECTOR, 2012) of A Paixão Segundo G.H., by Clarice Lispector, published in the United States, in order to quantitatively verify Berman’s so called “retranslation hypothesis” (1990), whereby the first translation of a literary work is more ethnocentric than the retranslations. Therefore, we use Francis H. Aubert’s (1998) Modalities of Translation Method (MMT), derived from Jean-Paul Vinay and Jean Darbelnet’s technical procedures published in 1958 (1995). The theoretical framework presents some ideas on retranslation, from the 1990s to the present, and Venuti’s (1992, 1995) concepts of domestication and foreignization, taking into account their ethical implications.
DOI: 10.6084/m9.figshare.7515035.v1
title: DOMESTICATION AND FOREIGNIZATION IN TWO ENGLISH TRANSLATIONS OF A PAIXÃO SEGUNDO G. H., BY CLARICE LISPECTOR

description: Abstract This article aims to compare the English translation realized by Ronald W. Sousa (LISPECTOR, 2010) with the retranslation by Idra Novey (LISPECTOR, 2012) of A Paixão Segundo G.H., by Clarice Lispector, published in the United States, in order to quantitatively verify Berman’s so called “retranslation hypothesis” (1990), whereby the first translation of a literary work is more ethnocentric than the retranslations. Therefore, we use Francis H. Aubert’s (1998) Modalities of Translation Method (MMT), derived from Jean-Paul Vinay and Jean Darbelnet’s technical procedures published in 1958 (1995). The theoretical framework presents some ideas on retranslation, from the 1990s to the present, and Venuti’s (1992, 1995) concepts of domestication and foreignization, taking into account their ethical implications.
DOI: 10.6084/m9.figshare.7508681
title: USE OF MONOLINGUAL AND COMPARABLE CORPORA IN THE CLASSROOM TO TRANSLATE ADVERBIAL CONNECTORS

description: Abstract Research in terminology has traditionally focused on nouns. Considerably less attention has been paid to other grammatical categories such as adverbs. However, these words can also be problematic for the novice translator, who tends to use the translation correspondences in bilingual dictionaries without realizing that formal equivalence is not necessarily the same as textual equivalence. However, semantic values, acquired in context, go far beyond dictionary meaning and are related to phenomena such as semantic prosody and preferences of lexical selection that can vary, depending on text type and specialized domain. This research explored the reasons why certain adverbial discourse connectors, apparently easy to translate, are a source of translation problems that cannot be easily resolved with a bilingual dictionary. Moreover, this study analyzed the use of parallel corpora in the translation classroom and how it can increase the quality of text production. For this purpose, we compared student translations before and after receiving training on the use of corpus analysis tools
DOI: 10.6084/m9.figshare.7508681.v1
title: USE OF MONOLINGUAL AND COMPARABLE CORPORA IN THE CLASSROOM TO TRANSLATE ADVERBIAL CONNECTORS

description: Abstract Research in terminology has traditionally focused on nouns. Considerably less attention has been paid to other grammatical categories such as adverbs. However, these words can also be problematic for the novice translator, who tends to use the translation correspondences in bilingual dictionaries without realizing that formal equivalence is not necessarily the same as textual equivalence. However, semantic values, acquired in context, go far beyond dictionary meaning and are related to phenomena such as semantic prosody and preferences of lexical selection that can vary, depending on text type and specialized domain. This research explored the reasons why certain adverbial discourse connectors, apparently easy to translate, are a source of translation problems that cannot be easily resolved with a bilingual dictionary. Moreover, this study analyzed the use of parallel corpora in the translation classroom and how it can increase the quality of text production. For this purpose, we compared student translations before and after receiving training on the use of corpus analysis tools
DOI: 10.6084/m9.figshare.7517705
title: TRANSLATION MODALITIES: AN INVESTIGATION OF THE TRANSLATED SHORT STORY “DEZ DE DEZEMBRO”

description: Abstract During the translation process translators adopt linguistic strategies in order to make decisions that help to render a translated text suitable to the target language and culture. The translation modalities proposed by Aubert (105-10) constitute a tool that enables one to identify some of these strategies. In addition, they permit to measure the level of linguistic differentiation between a source text and a target text verifying the distance or the proximity of the target text to the linguistic and cultural issues of the source text. Thus, this paper aims to investigate the translation modalities in the short story “Dez de dezembro” (Saunders 204-38), a translation of the short story “Tenth of December” (Saunders 215-51). For quantifying the translation modalities in the translated text the noun phrases from the source text were selected and their counterparts in the target text were classified and annotated within Notepad++ software. The most recurrent translation modalities in the corpus were Literal Translation and Transposition, categories considered intermediate ones in the rank proposed by Aubert (105-10). Therefore, a relation of equivalence can be established between the target and the source texts.
DOI: 10.6084/m9.figshare.7517705.v1
title: TRANSLATION MODALITIES: AN INVESTIGATION OF THE TRANSLATED SHORT STORY “DEZ DE DEZEMBRO”

description: Abstract During the translation process translators adopt linguistic strategies in order to make decisions that help to render a translated text suitable to the target language and culture. The translation modalities proposed by Aubert (105-10) constitute a tool that enables one to identify some of these strategies. In addition, they permit to measure the level of linguistic differentiation between a source text and a target text verifying the distance or the proximity of the target text to the linguistic and cultural issues of the source text. Thus, this paper aims to investigate the translation modalities in the short story “Dez de dezembro” (Saunders 204-38), a translation of the short story “Tenth of December” (Saunders 215-51). For quantifying the translation modalities in the translated text the noun phrases from the source text were selected and their counterparts in the target text were classified and annotated within Notepad++ software. The most recurrent translation modalities in the corpus were Literal Translation and Transposition, categories considered intermediate ones in the rank proposed by Aubert (105-10). Therefore, a relation of equivalence can be established between the target and the source texts.
DOI: 10.6084/m9.figshare.7516568
title: INTERDISCIPLINARITY IN TRANSLATION TEACHING: COMPETENCE-BASED EDUCATION, TRANSLATION TASK-BASED APPROACH, CONTEXT-BASED TEXT TYPOLOGY

description: Abstract In the context of competence-based teaching, this paper draws upon the model of Translation Competence (TC) put forward by the PACTE group (2003) to establish a dialogue between cognitive-constructivist paradigms for translation teaching and the model of the Context-based Text Typology (MATTHIESSEN et al., 2007). In this theoretical environment, it proposes a model for the design of a Teaching Unit (TU) for the development of the bilingual competence in would-be-translators. To this end, it explores translation as a cognitive, communicative and textual activity (HURTADO ALBIR, 2011) and considers its teaching from the translation task-based approach (HURTADO ALBIR, 1999). This approach is illustrated through the practical example of the design of a TU elaborated for the subject ‘Introduction to Specialized Translation’, part of the curricular grid of the program ‘Secretariado Executivo’ at Universidade Federal de Santa Catarina. Aspects such as the establishment of learning objectives and their alignment with the translation tasks composing the TU are addressed for this specific pedagogical situation. We argue for the development of textual competences by means of the acquisition of strategies derived from the Context-based Text Typology to solve problems arising from the translation of different text types and contextual configurations.
DOI: 10.6084/m9.figshare.7516568.v1
title: INTERDISCIPLINARITY IN TRANSLATION TEACHING: COMPETENCE-BASED EDUCATION, TRANSLATION TASK-BASED APPROACH, CONTEXT-BASED TEXT TYPOLOGY

description: Abstract In the context of competence-based teaching, this paper draws upon the model of Translation Competence (TC) put forward by the PACTE group (2003) to establish a dialogue between cognitive-constructivist paradigms for translation teaching and the model of the Context-based Text Typology (MATTHIESSEN et al., 2007). In this theoretical environment, it proposes a model for the design of a Teaching Unit (TU) for the development of the bilingual competence in would-be-translators. To this end, it explores translation as a cognitive, communicative and textual activity (HURTADO ALBIR, 2011) and considers its teaching from the translation task-based approach (HURTADO ALBIR, 1999). This approach is illustrated through the practical example of the design of a TU elaborated for the subject ‘Introduction to Specialized Translation’, part of the curricular grid of the program ‘Secretariado Executivo’ at Universidade Federal de Santa Catarina. Aspects such as the establishment of learning objectives and their alignment with the translation tasks composing the TU are addressed for this specific pedagogical situation. We argue for the development of textual competences by means of the acquisition of strategies derived from the Context-based Text Typology to solve problems arising from the translation of different text types and contextual configurations.
DOI: 10.6084/m9.figshare.5861295
title: LITERARY BRAZIL IN FRANCE (1950-2000): INTERNATIONALIZATION AND RECEPTION STUDIES

description: Abstract This article provides an analysis of the position of Brazilian literature in France. In fact it continues the work of Pierre Rivas (Rivas, 1976) and Marie-Hélène Torres (Torres, 2001) while widening the scope (Torres, 2001). It seems indeed that we owe our progress of work and, at the same time, a major confrontation. It appears that their exploration of Brazilian literature in France deserves to be redefined for the second half of the twentieth century as a chapter of the globalization of literature, especially since the concepts developed by Pascale Casanova (Casanova, 1999). The well-known case studies focusing on international literary reception cannot simply be used any more as stories between two countries only, they illustrate the combination of binary (largely national) models with new patterns of globalization.
DOI: 10.6084/m9.figshare.5861295.v1
title: LITERARY BRAZIL IN FRANCE (1950-2000): INTERNATIONALIZATION AND RECEPTION STUDIES

description: Abstract This article provides an analysis of the position of Brazilian literature in France. In fact it continues the work of Pierre Rivas (Rivas, 1976) and Marie-Hélène Torres (Torres, 2001) while widening the scope (Torres, 2001). It seems indeed that we owe our progress of work and, at the same time, a major confrontation. It appears that their exploration of Brazilian literature in France deserves to be redefined for the second half of the twentieth century as a chapter of the globalization of literature, especially since the concepts developed by Pascale Casanova (Casanova, 1999). The well-known case studies focusing on international literary reception cannot simply be used any more as stories between two countries only, they illustrate the combination of binary (largely national) models with new patterns of globalization.
DOI: 10.6084/m9.figshare.5862240.v1
title: EXAMINING THE USE OF TRANSLATION MEMORY SYSTEMS IN THE TRANSLATION CLASSROOM

description: Abstract This paper reports on the use of translation memory systems in the translation classroom. Legal texts were used as input for a translation activity in an undergraduate English-Portuguese translation course. The translation activity was performed in Wordfast Classic 6.13. The collected data reveal that translation memory, when not reflectively challenged by translator trainees, may negatively affect their decision-making.
DOI: 10.6084/m9.figshare.5862240
title: EXAMINING THE USE OF TRANSLATION MEMORY SYSTEMS IN THE TRANSLATION CLASSROOM

description: Abstract This paper reports on the use of translation memory systems in the translation classroom. Legal texts were used as input for a translation activity in an undergraduate English-Portuguese translation course. The translation activity was performed in Wordfast Classic 6.13. The collected data reveal that translation memory, when not reflectively challenged by translator trainees, may negatively affect their decision-making.
DOI: 10.6084/m9.figshare.6234887
title: ELIE LUZAC AND L’HOMME PLUS QUE MACHINE (1748): THE DIALOGIC VOICE OF AN ENLIGHTENMENT PRINTER

description: Abstract Early into his career as one of the most successful printerpublishers of the Dutch Republic, Elie Luzac (1721-1796) played a pivotal role in disseminating the materialist ideas of La Mettrie’s Homme machine (1747). This paper focuses on the dialogic voice (Bakhtine) in a publication by Luzac himself, which oscillates between asserting and refuting La Mettrie’s views. Descended from Huguenot refugees, Luzac condemns what he publishes and publishes what he condemns. This discursive ambiguity emerges in Luzac’s L’homme plus que machine (1748), a work which cites La Mettrie’s theses in order to contest them. Building on the succès de scandale of the English version of L’homme machine (Man a Machine, 1749), the English translation of L’homme plus que machine, Man more than a Machine, appeared in 1752. The present contribution examines how the translator’s Voice, which is defined as an enarrative voice, effaces the concealed claims of the original text and replaces them with a discourse whose explicit anti-materialist tenor contrasts with the vehement rhetoric of Man a Machine.
DOI: 10.6084/m9.figshare.6234887.v1
title: ELIE LUZAC AND L’HOMME PLUS QUE MACHINE (1748): THE DIALOGIC VOICE OF AN ENLIGHTENMENT PRINTER

description: Abstract Early into his career as one of the most successful printerpublishers of the Dutch Republic, Elie Luzac (1721-1796) played a pivotal role in disseminating the materialist ideas of La Mettrie’s Homme machine (1747). This paper focuses on the dialogic voice (Bakhtine) in a publication by Luzac himself, which oscillates between asserting and refuting La Mettrie’s views. Descended from Huguenot refugees, Luzac condemns what he publishes and publishes what he condemns. This discursive ambiguity emerges in Luzac’s L’homme plus que machine (1748), a work which cites La Mettrie’s theses in order to contest them. Building on the succès de scandale of the English version of L’homme machine (Man a Machine, 1749), the English translation of L’homme plus que machine, Man more than a Machine, appeared in 1752. The present contribution examines how the translator’s Voice, which is defined as an enarrative voice, effaces the concealed claims of the original text and replaces them with a discourse whose explicit anti-materialist tenor contrasts with the vehement rhetoric of Man a Machine.
DOI: 10.6084/m9.figshare.7019915.v1
title: DENOMINATIVE VARIATION IN THE TERMINOLOGY OF FAUNA AND FLORA: CULTURAL AND LINGUISTIC (A)SYMMETRIES

description: Abstract The present work approaches the denominative variation in Terminology. In this way, it has as object of study the specialized lexical units in Portuguese language formed by at least one of the following color names: black, white, yellow, blue, orange, gray, green, brown, red, pink, violet, purple and indigo. The comparative analysis of this vocabulary among Portuguese, English and Italian languages was conducted considering two sub-areas of Biology: Botany, specifically Angiosperms (Monocotyledons and Eudicotyledons), and Zoology, exclusively Vertebrates (fish, amphibians, reptiles, birds and mammals). It will be described in the next pages how common names are created in these tree languages.