Incorporating translation technology in the classroom
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Cécile Frérot
Abstract
This paper focuses on the use of bilingual corpora for terminology and translation purposes. A review of the literature provides an overview of the use of comparable and parallel corpora in the translation classroom and brings to light a number of issues on translation technology that are further addressed. In particular, the use of Translation Memories is discussed and the integration of Computer-Aided Translation Tools is reconsidered in the light of the environment of professional translators. A new translation tool, based on full-text multilingual corpus technology, is introduced in the translation classroom as the tool has been designed to best meet translators’ needs in terms of terminology extraction, corpus building and corpus browsing.
Abstract
This paper focuses on the use of bilingual corpora for terminology and translation purposes. A review of the literature provides an overview of the use of comparable and parallel corpora in the translation classroom and brings to light a number of issues on translation technology that are further addressed. In particular, the use of Translation Memories is discussed and the integration of Computer-Aided Translation Tools is reconsidered in the light of the environment of professional translators. A new translation tool, based on full-text multilingual corpus technology, is introduced in the translation classroom as the tool has been designed to best meet translators’ needs in terms of terminology extraction, corpus building and corpus browsing.
Chapters in this book
- Prelim pages i
- Table of contents v
- Introduction 1
- Who’s who and what’s what in Translation Studies 7
- Translation in the network economy 29
- Many tracks lead to the goal 49
- Triangulating translational creativity scores 63
- Translation revision 87
- Understanding variability in interpreting quality assessment 103
- A project-based methodology in translator training 127
- Incorporating translation technology in the classroom 143
- Tracing marked collocation in translated and non-translated literary language 167
- Eye tracking sight translation performed by trainee interpreters 189
- “Who are they ?” 207
- The power of voice in translated fiction 223
- The author strikes back 247
- Les sources de la traduction et leur valeur heuristique en Histoire : hégémonie vs dissidence du discours médical (Espagne, début du XXe siècle) 267
- Zur Münchhausen-Rezeption in Portugal 283
- Index 295
Chapters in this book
- Prelim pages i
- Table of contents v
- Introduction 1
- Who’s who and what’s what in Translation Studies 7
- Translation in the network economy 29
- Many tracks lead to the goal 49
- Triangulating translational creativity scores 63
- Translation revision 87
- Understanding variability in interpreting quality assessment 103
- A project-based methodology in translator training 127
- Incorporating translation technology in the classroom 143
- Tracing marked collocation in translated and non-translated literary language 167
- Eye tracking sight translation performed by trainee interpreters 189
- “Who are they ?” 207
- The power of voice in translated fiction 223
- The author strikes back 247
- Les sources de la traduction et leur valeur heuristique en Histoire : hégémonie vs dissidence du discours médical (Espagne, début du XXe siècle) 267
- Zur Münchhausen-Rezeption in Portugal 283
- Index 295
