module specification

This module focuses on developing consultation and documentation skills crucial to work as a translator. The focus of the module is on translation as a process. Students will be exposed to the use of monolingual/bilingual dictionaries and glossaries and to a variety of other internet-based translation resources. As translation trainees, students are expected to be working actively with these resources from the beginning of the course and learn to understand the limitations that such resources present as well as the advantages they offer.

N/A

The module content focuses on the development of the students’ documentation and research skills, in particular on:

1. differences between dictionaries, glossaries, encyclopaedias and other translation resources (portals, forums, databases, corpora) (LO1 - LO3)
2. use of Internet search syntaxes for terminological and professional purposes. (LO2 - LO3)

This is an in-class taught module with a few sessions being delivered online for the purpose of familiarising students with a variety of interaction modes (face-to-face and distance learning). The teaching sessions are very practical. The lectures are complemented with brainstorming activities, problem-oriented and text-based exercises relating to the principles and concepts being introduced. Use of WebLearn is made regularly in order to share experiences and submit tasks and assignments. The rationale behind the use of WebLearn is that it has become common practice within the translation professional environment to submit/exchange work electronically and within specific deadlines.
Independent study: Students are expected to sediment and develop the content covered during the teaching sessions through pieces of homework which are provided at the end of each teaching session and then discussed the following week.

On successful completion of this module, students will be able to:

1. Identify and retrieve translation tools and resources in terms of their usability and reliability for a specific task.
2. Use the web for terminology searches and research into domain specific knowledge, evaluate, store and retrieve results to design, produce and evaluate a terminology database using appropriate software.
3. Show a basic awareness of the skills required by the professional translation industry.

Coursework: A glossary and a 1200-word commentary on the use of paper and online resources implemented during the translation exercises. To be submitted through WebLearn.

The content of the assessment has been informed by knowledge of, and reflection on, the requirements of the translation profession. Employers look for candidates with IT skills, familiarity with online resources and the capacity to produce high-standard translations. This assessment component allows students to demonstrate that they have achieved both learning outcomes (Los). Throughout the teaching period students are given tasks which develop their understanding of the skills they need in order to meet professional expectations. Formative assessment on students’ homework is given each week. This prepares them for the assessment on which they receive feedback in due time.

Textbooks:

Core Texts:
Hardwick, J. (2018) Google Search Operators: The Complete List [Online]. Available at: https://ahrefs.com/blog/google-advanced-search-operators/.
Mossop, B. (2014) Revising and editing for translators. 3rd edn. Manchester, UK and Kinderhook (NY), USA: St Jerome Publishing.

Other Texts:
Samuelsson-Brown, G. (2010) A practical guide for translators. 5th ed. Bristol: Multilingual Matters. Available at: https://ebookcentral.proquest.com/lib/londonmet/detail.action?docID=543912.

Websites:
Slator | Language Industry Intelligence (no date). Available at: https://slator.com/.

https://translationcommons.org