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The article analyzes the causes of mistakes made by students when translating German pronouns into Ukrainian and the ways to avoid such mistakes. The relevance of the study lies in the fact that students regularly make mistakes when translating German pronouns into Ukrainian, which leads to misunderstanding and significantly decreases the quality of the translated text. This research paper will help make translation training more effective and improve the results of students’ translation work. The materials of the study are translations from German into Ukrainian made by student translators as part of the work of the academic student circle Translation Practice in Action in the Department of Applied Linguistics, Comparative Language Studies and Translation at the Dragomanov Ukrainian State University. The research methodology is based on the analysis and comparison of original texts, draft, and published translations. This approach made it possible to identify a number of mistakes and categorize them into the following groups of German pronouns: personal pronouns, the indefinite personal pronoun man, possessive pronouns, interrogative pronouns, the negative pronoun kein, the reflexive pronoun sich, and the demonstrative and relative pronouns. The study resulted in the identification of the main causes of mistakes in the translation of German pronouns into Ukrainian: misunderstanding or inattention to the context; the same forms of the indicative and relative pronouns and articles in German; the ability of the pronoun man to indicate a specific person; the ambiguity of German pronoun forms (e.g., sie, ihr); changes during translation in the grammatical gender, number and case of the pronouns and the nouns to which they refer. To avoid such mistakes, translators should carefully read and understand the original text and context, take into account the specific meaning and function of pronouns, and consider the differences in grammatical gender, number, and case between Ukrainian and German nouns and pronouns. The translation of German pronouns into Ukrainian requires a comprehensive understanding of not only language structures but also the context in which they are utilized.

Translation technology is a fundamental aspect of the translation profession. Cloud-based computer-assisted translation (CAT) tools are becoming popular among translators because of their simplicity and usability. However, studies on the factors affecting the use of cloud-based CAT tools by translators and translation students are scarce. Therefore, this study explores the factors that influence the acceptance and use of such tools among translation students using the technology acceptance model (TAM). The hypothesized model is empirically validated using a survey of 181 participants. Using structural equation modeling, data analysis suggests that translation students' intention to use cloud-based CAT tools and their perceived usefulness are key adoption factors, while actual use is less significant. The simplicity of cloud-based CAT tools is also an important consideration, particularly for translation students with limited information technology experience. The implications for tool developers and translation instructors are discussed considering these findings. [ABSTRACT FROM AUTHOR]

Copyright of Tertium Linguistic Journal / Pólrocznik Jezykoznawczy Tertium is the property of Cracow Tertium Society for the Promotion of Language Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Developers of generative artificial intelligence systems promote the idea of personal assistants for various tasks, including translation and authoring creative content. As a consequence of these developments, the topic of “human” creativity has moved centre stage. Acknowledging similarities between translation and creative writing, this article offers a critical discussion of intersecting areas and suggests a framework for creative skills couched in the tradition of social sciences research. As a practical application with pedagogical impact, the paper presents a new module on writing specifically designed for translators. As is argued, the conceptual design, content, mode of delivery and evaluation of potential pedagogical benefits may be replicable in other pedagogical settings at undergraduate or postgraduate level. The role of technology is also problematised, indicating how writing may be augmented by using tools. Ideally, this is to be done in a context where creativity upskilling can equip students with the ability to (de)select context-appropriate solutions, that is, to use convergent and divergent thinking, ultimately preparing them to play a fundamental role in a rapidly evolving digital world.

This article presents the results of an experiment with eleven students from two universities that translated and post-edited three literary texts distributed on the first and last days of their translation technology modules. The source texts were marked with units of creative potential to assess creativity in the target texts (before and after training). The texts were subsequently reviewed by an independent professional literary translator and translation trainer. The results show that there is no quantitative evidence to conclude that the training significantly affects students’ creativity. However, after the training, a change is observed both in the quantitative data and in the reflective essays, i.e. the students are more willing to try creative shifts and they feel more confident to tackle machine translation (MT) issues, while also showing a higher number of errors. Further, we observe that students have a higher degree of creativity in human translation (HT), but significantly fewer errors in post-editing (PE) overall, especially at the start of the training, than in HT.

Technological advances in the professional segment of Language Service Providers (LSPs) have deeply changed the activity of professionals operating in the language industry. As a result, a large part of the translation activities which were once performed by human translators is now assigned to automatized systems. Machine Translation (MT) and Post-Editing (MTPE) services have doubled in size among the services offered by Language Service Companies (LSCs) and are expected to keep growing in future projections such that they might eventually prevail over Human Translation (HT). In light of this evolution, translation training institutes and universities claim to implement and develop training programs adapted to the evolving market, but the mismatch between the ideal requirements and the actual content of translation training programs is a critical issue of the translator training scenario in Italy. This paper describes an exploratory study aiming to investigate translation trainees' perception of their translation vs. post-editing performance, in order to understand their attitude towards MTPE and their confidence in performing a MTPE task. Results show that, contrary to a confident translation performance supported by extensive training, not only did the lack of appropriate and dedicated MTPE training affect trainees’ ability to perform the task but it also hampered their capability to analyze the task and self-evaluate their performance, calling for the design of more targeted curricula.

This article examines the impact of Artificial Intelligence (AI), and in particular Neural Machine Translation (NMT), on the translation industry. AI has the potential to simplify and increase productivity and the quality of work, but it also has the potential to marginalise human labour, creating conflicting attitudes towards the adoption of technologies. What is certain is that profound changes are taking place in the way we work, in the roles of language professionals and in the very concept of translation. The language service providers that are likely to thrive are those that can transform themselves into specialists who manage work processes, know how to use and control machines, and understand that AI needs language data to evolve. Professionals should also demonstrate to be conscious interlingual communicators with linguistic sensitivity, intercultural awareness and creativity. Translators are becoming post-editors, transcreators, language data managers, multilingual communication consultants for different media or trainers of non-professional translators. Post-editing has become a convergent activity with human translation, and translators and students are increasingly using NMT, often integrated with computer-aided translation (CAT) tools. Translation professionals are therefore required to understand the evolution, characteristics and types of NMT systems, their potential and limitations, and to know and deal with the different fields of activity that are emerging. This raises the question of whether the translation and language training offered by universities and schools is still adequate, or how they should embrace the challenge of updating their curricula and study programs to meet the needs of the market.

The article discusses the use of video materials of public speaking of the TE D Talks platform as a means of teaching liaison interpreting in a non-linguistic university. The key features of TED Talks and the benefits of their use compared with feature films have been formulated. The relevance of using these video materials is determined by their ability to expand the horizons of students through a variety of topics, demonstrate various national versions of the English language and accents, convey the speaker's emotions and introduce the structure of public speech in English. The research problem is to identify the difficulties faced by a student studying oral interpretation, and provide solutions through the use of the specified format of video materials. The purpose of the study is to substantiate the need for the use of TED Talks in teaching liaison interpreting. The main research method is system analysis. The result of the research is the experience of implementing interpretation training with TED Talks on the example of groups with Intermediate proficiency level and higher. Methods of classroom work have been given, graded by complexity and number of participants. Conclusions have been made that the specificity of video recordings of public speeches of TED Talks contributes not only to the successful practice of liaison interpreting, but also to its adequate assessment in a classroom environment.

When selecting equivalent and adequate translation solutions in transferring industrial terminology in the Russian & English language pair, attention is normally focused on rendering lexical units that make up the term. Grammatical features of terminological units are established, however, considered a characteristic of the original language, which in the target language can be subject to translation transformations. Nevertheless, grammatical arrangement of terms can be used to codify production technology is overlooked. Accordingly, translation of terminology should reflect selection of adequate equivalents not only in terms of language correspondences, but also account for reflecting the encoded technology by the term. To test this hypothesis we used the continuous sampling method. Terms of Siberian the cosmetic & food industry were selected in Russian texts, their equivalents were identified in parallel English texts, a structural and semantic analysis of the terms in the original language was carried out, translation transformations applied in the translation were established, the degree of adequacy in the transfer of the encoded production technology in the target language was identified. The established results are recommended to be used in practical translation disciplines of the «Translation and Translation Studies» profile, as well as in the development of the Theory of Translation courses.

My article reports on the tentative results of a wider investigation aimed at exploring the state of affairs of the market of specialised translation services in Apulia. More specifically, the project's idea intends to match the needs of the local labour market for specialised translation on the one hand and academic education and training on the other hand, in order to foster a multimodal methodology that combines linguistic competence and technological skills. In the first part of my article, I will illustrate the results of a survey of the local market for specialised translation. The survey takes into account the type of clients, the most in-demand languages and linguistic domains, and the use of the CAT tools. In the second part, instead, I will focus on the data of two needs analysis questionnaires addressed to the first-year students of the Master's Degree in "Specialised Translation" at the University of Bari "Aldo Moro". The questionnaires collect data about the respondents' personal information, skills, motivation, usage of technology applied to translation and expectations, thus providing a way to map the needs of the future specialised translators. Finally, I will relate the results of the market survey and the data of the needs analysis questionnaires to match market demands, formative needs and European standards for translation services. [ABSTRACT FROM AUTHOR]

The article gives an idea of the peculiarities of the methodology of teaching translation in the field of professional communication, taking into account the difficulties faced by the translator in his work, and discusses the ways to eliminate problems in the course of achieving high quality translation in professional communication. The purpose of the analysis is the consistent formation and improvement of translation skills among students in the process of professional communication, that is, the development of translation competencies. The article discusses the opportunities of forming linguistic, as well as information retrieval skills, also the main possibilities of teaching translation on the example of legal vocabulary are described.

An exploratory study about the use of translation technologies in translation programs in Mexico reported that few professors teach technology in few translation courses. Some reasons for this were that they had not been well trained in their academic programs when they were students, or they lacked a more comprehensive knowledge of these technologies (Peña Aguilar 2018). Effective training was not possible for most of these instructors as students, and they seemed to be reproducing similar learning insufficiencies with future translators. Because of this, another survey-based project was devised to identify the use that professionals who graduated from Mexican translation programs are making of translation technologies. What could be their disposition towards the use of translation technologies? The results indicate that professional translators do not resort to the use of ‘core’ translation technologies very often, but do use other electronic resources useful for accomplishing their tasks. One in two translators thinks their income has increased due to their technology knowledge, and they learn about these technologies on their own. Additionally, they are partly enthusiastic and neutral about using translation tools of this type. Professional translators think they could have learned about translation environment tools (TEnTs) at university (and they wish they had), but university instructors are still not teaching these technologies as much. So, there is a need reported by a few professionals, but not being dealt by some university programs. This could tell about the need to change or revise translation programs or, at the very least, the need to have a change of attitude on the side of university instructors. In contrast, those that are doing their part would hopefully find some reasons to keep up.

Copyright of TRANS: Revista de Traductología is the property of TRANS: Revista de Traductologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper focuses on how machine translation is perceived by students in the Department of Translation and Interpreting at Marmara University in Turkey. For this purpose, a total of 140 (95 females and 45 males) third- and fourth-year students were recruited through a random sampling. They responded to a paper-and-pen questionnaire with 16 statements about their perception of machine translation. Descriptive statistics was performed to analyse the data. The findings show that most students are knowledgeable about machine translation. In addition, students perceive that using machine translation has benefits, such as saving time, making the translator's job easier, and improving translation competence. However, more than one-third of the student's knowledge level on this subject is partially sufficient. This study can contribute to creating course content for the more effective presentation of machine translation (MT) courses taught in translation and interpreting departments. [ABSTRACT FROM AUTHOR]

In this article, we analyze a learner corpus of English-to-French translation tasks produced by advanced students enrolled in their final year of a professional translation master's program. Specifically, we investigate their use of so-called non-standard, non-SVO word order structures: clefting, pseudo-clefting, dislocation, extraposition, and inversion. We aim to confirm students' tendency to overuse SVO word order in their translations in comparison with original French and to provide a finer-grained analysis of their (non-)use of non-standard structures. Complementary analyses on a corpus of machine-translated texts and a corpus of professional translations provide further comparisons. Thanks to an approach where corpus material is used to assist students in the development of their translation skills, all these results are meant to have pedagogical value, by highlighting the specificities of student translations to help them write more authentic texts that take into account language use related to word order. The comparison with machine-translated texts is intended to help students develop post-editing skills. [ABSTRACT FROM AUTHOR]

Many Vietnamese writers have recognised the utility of literary devices to beautify the artistic features in written texts. Like other rhetorical devices, simile plays an essential role in bringing meaningful values close to the readers. The research aims at identifying the usage of simile in the translation equivalents between Vietnamese and English in De men phieu luu ky and its translated version Diary of a cricket. From analysing 108 sentences by the descriptive qualitative research, the findings showed that (1) The high frequency of using the complete form of simile to express the figure of speech. (2) The imbalance in the translation rate between two languages and the most popular simile word of like usage in English translated text. (3) The variables of comparative words and themes used in the target text show the same meaning in the source text. Those conclusions shed light on the quality improvement on the target text, especially in both translator's training and further translation education.

It is generally assumed that a good knowledge of the legal field is a prerequisite to deliver legal translations. This paper will challenge this assumption by presenting a case study with third-year bachelor’s students who participated in a translation project. The students, enrolled in a course in translation practice, were trained in corpus consultation at the beginning of the academic year. Nearly at the end, they translated an extract of a supply contract without being trained in the legal field. They consulted a pre-compiled offline corpus and online bilingual dictionaries. The paper findings highlight that knowledge of the legal field would have certainly helped the students make more informed decisions and avoid some mistranslations. However, the major shortcomings were actually due to ineffective corpus or dictionary consultation. In particular, formulaic expressions and collocations were neglected. In light of the paper findings, it can be speculated that in translation training, effective corpus consultation may help users deliver high-quality legal translations. It also seemed that thorough knowledge of the legal field is not a prerequisite, at least as far as short texts are concerned.

This article presents the results of a survey carried out among more than eighty translation project managers. The aim is to define the competences that these professional need for their work. It completes the results of two previous studies that aim to develop a framework of competences for translation project managers. After the initial analysis of a corpus of job advertisements for project managers and a study of the teaching guides of Spanish universities where this subject is taught, this article takes as its starting point the information provided by the professionals themselves in order to complete the competences delimited in the two previous works and triangulate the data sources.

Basılı ve çevrimiçi olarak karşımıza çıkan ve açıklama ve haber metinlerinden oluşan yazılı siyasi metinlerin siyaset, diplomasi ve uluslararası ilişkiler alanında kilit bir role sahip olduğu bilinmektedir. Öte yandan böylesine önemli bir yere sahip olan haber çevirisine ait çeviribilim araştırmaları yakın bir geçmişe uzanmaktadır ve alanyazında genel olarak ideolojik yönlendirmeler çerçevesinde tartışılagelmiştir. Ancak haber çevirisinin doğasının lisans düzeyindeki çeviri eğitimiyle uyuşup uyuşmadığı konusuna pek değinilmemiştir. Bu çalışma, şu araştırma soruları ile bu boşluğu doldurmayı amaçlamıştır. 1. Haber çevirisinin geleneksel çeviri eylemi ve öğelerinden ayrılan özellikleri nelerdir? 2. Haber çevirisinde çeviri ve editörlüğün birlikteliği düşünüldüğünde, lisans düzeyindeki basın çevirisi ders programına neler eklenebilir? Çalışma, haber çevirisinin geleneksel çeviri eylemi ve öğelerinden ayrılan özellikleri tek kaynak metnin olmaması ve çevirmenin kimliği olarak tesbit etmiştir. Çeviri eyleminin temel unsurları olarak bilinen kaynak, erek metin ve çevirmenin bunlara bakışı konusunda haber çevirisi alanının ezberbozan özellikleri bizi “çevirmen rolü, kimliği ve müdahalesi” tanımı üzerinde yeniden düşünmeye itmektedir. Çalışma, ayrıca, haber çevirisinin gerçeklerinden kopuk bir eğitimin ilgili kariyerde sorunlar getirebileceği yönünde farkındalık yaratmayı amaçlamakta, saha ile akademi arasında bir köprü kurma gayreti içinde, haber çevirisi ve editörlük eyleminin birlikteliğinin çeviri eğitiminde de yerini alması gerektiğini vurgulamaktadır. Bu amaçla, psikolojik ve mesleki yönden öğrenciyi bu alandaki bir kariyere daha iyi hazırlamaya yönelik olarak, dilsel beceri kazandırma çalışmalarının yanısıra, alan için farkındalık kazandırmaya, etkileşimli olarak ve simulasyonlar ile hem haber çevirisi hem de haber yazımına dönük çalışmalar ve ekip çalışmaları ve stajlarla simulasyonlar ders içeriğine eklenebilir.

Corpus linguistics has surely secured its position and status in the world of science nowadays. Its role in linguistic research, and consequently its implications for the linguistic theory and practice are practically indisputable today. Nevertheless, what started capturing researchers’ attention in the last decades is the role that corpus linguistics has in the domain of translation studies and training. In fact, corpus linguistics has extended its influence so much that it is safe to claim that providing proper training to trainee translators and doing translation in general is inconceivable and inadmissible without taking full advantage of the benefits of corpora. The paper aims to take a closer look at the current research done on the role of corpus linguistics in the sphere of translation studies and translation training by examining closely some of the most recent and relevant studies which have dealt with this issue recently. More specifically, the aim of the paper is to offer an overview of the most salient findings and results obtained from these studies, and eventually to draw conclusions as to how future translators could apply these insights into their practical work in order to secure their competitiveness in the global labour market.

It is generally assumed that a good knowledge of the legal field is a prerequisite to deliver legal translations. This paper will challenge this assumption by presenting a case study with third-year bachelor's students who participated in a translation project. The students, enrolled in a course in translation practice, were trained in corpus consultation at the beginning of the academic year. Nearly at the end, they translated an extract of a supply contract without being trained in the legal field. They consulted a pre-compiled offline corpus and online bilingual dictionaries. The paper findings highlight that knowledge of the legal field would have certainly helped the students make more informed decisions and avoid some mistranslations. However, the major shortcomings were actually due to ineffective corpus or dictionary consultation. In particular, formulaic expressions and collocations were neglected. In light of the paper findings, it can be speculated that in translation training, effective corpus consultation may help users deliver high-quality legal translations. It also seemed that thorough knowledge of the legal field is not a prerequisite, at least as far as short texts are concerned.

In a translation activity, the translator acts as an intermediary between two communities of different languages and cultures. However, even if a translation is completed, good communication between two communities of different languages will be disrupted if the culture in a language unit is not understood by the translator while conducting the translation activities. This is because culture is a reflection of a language. Therefore, this study was conducted to identify the differences in form and accuracy level of translation results based on cultural competence by students majoring in Arabic at two teaching institutions and identifying factors that affect their cultural competence. This study employed qualitative descriptive methods, using two types of instruments, namely the test question instrument related to translation competence conducted on ninety student samples and interview instruments conducted on three lecturers and twelve student participants. Interviews were used to find the factors that influence the mastery of cultural competence level among students. The findings show that the mastery of cultural competence level among students majoring in Arabic language in the two teaching institutions is at a medium to low level with a mean score of 53.44%. The results of the interview revealed that less emphasis on application and practical aspects on the cultural elements in translation were given to the students. It is expected that this study could provide new input to the students to produce better translation between two cross-cultural languages, as well as to give ideas to the authorities to take more proactive steps in improving the mastery of cultural competence level among students, such as to include cultural elements in the syllabus of translation courses. [ABSTRACT FROM AUTHOR]

This article looks into the experience of using parallel and comparable corpora in the training of future legal English translators and interpreters between English and Montenegrin. Both corpora have been used extensively for many years, but the method has recently been expanded and modified to better meet the specific needs of our trainees and prepare them for the challenges of the competitive market.

Although there has been harmonisation work on translator training, different programmes still show a different focus. The current paper frames a training project aiming at developing Master’s students specialised translation competence while working with bilingual corpora and exploiting technology. Legal translation corpus design, analysis tools and false-friend management are addressed so as to provide further insights into such recurrent matters.

Copyright of Estudios de Traducción is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hermeneus is the property of Revista Hermeneus and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Technology is quickly disrupting the language services industry. These abrupt changes may worsen the employability of translation students, who require new skills to adapt to this changing market. Transcreation, a type of creative translation that mostly takes place in the marketing and advertising areas, can be an empowering area for students in terms of professional development and employability. To familiarize undergraduate translation students with transcreation practices, we have developed the "Girl Up Project": a situated training initiative oriented to consolidate theoretical concepts on the topic, develop their organizational and creative skills, improve their teamwork abilities and establish a clear connection between the training initiative and the industry. The outcomes of the project seem to confirm that this type of initiative is useful to improve the knowledge of students on transcreation and transcreation project management skills. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Faculty of Letters / Edebiyat Fakultesi Dergisi is the property of Hacettepe University Faculty of Letters and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Literary translation, although under different titles, is included in the curricula of most of the education institutions that have Translation studies departments. Assessing the competence of the students in literary translation classes is generally done through codes of practice since most of the rubrics on translation focus on issues such as grasp of information, ease of translation, use of language, grammar rules etc. Apart from this, literary evaluation requires a deeper assessment for each genre depending on its specific properties of form and content. This paper aims to discuss the use of translation assessment rubrics for literary translation courses and investigate whether a more improved style for each genre of literature can be proposed for this purpose. To this end, general approaches to assessment of translation competence and rubrics offered by different institutions are surveyed and their applicability to literary translation courses discussed. In the end, a comprehensive rubric for literary translation courses will be presented.

Among well-established standard operating strategies and methodologies aimed at improving students’ multi-layered translation competence, corpus linguistics has given impulse to new interdisciplinary standpoints. Plugging in cutting edge toolkits, corpus use envisages real-life translation training in compliance with current market demands. The paper underpins specialised corpus design, using MAXQDA as an interactive tool meant to build translators’ functional autonomy.

Automated translation (machine translation, MT) is systematically gaining popularity among professional translators, who claim that editing MT output requires less time and effort than translating from scratch. MT technology is also offered in leading translator’s workstations, e.g., SDL Trados Studio, memoQ, Déjà Vu and Wordfast. Therefore, the dilemma arises: should MT be introduced into formal translation training? In order to answer this question, first, it is necessary to understand how trainee translators actually use MT.

Copyright of Hermeneus is the property of Revista Hermeneus and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The implementation of parallel corpora (source texts and their corresponding translations) as translation memories (TMs) in translation practice is widespread. This implementation may have different effects with regard to translation quality on stylistic, phraseological and terminological levels. In order to analyse these effects we conducted a small-scale experiment with 14 students from the English Translation Workshop: Translating Scientific/Medical Texts at KU Leuven. The students translated two short patient information leaflets (PILs) containing pre-selected phraseological test items (e.g. lexical collocations, grammatical collocations or colligations, complex prepositions, etc.) from English into Dutch. 6 students used a CAT tool (SDL Trados Studio) with two specialized TMs and/or any available external resources, whereas 8 students used external resources only. Afterwards the translations were error annotated. The results showed that TM use speeds up the translation process. The CAT tool users in the experiment heavily relied on the TMs they had at their disposal. The lowest number of phraseological errors was generated using a TM in combination with external resources. The most popular bilingual resources among all students were bilingual dictionaries and corpus-based resources (e.g. Linguee). If deemed necessary by the students, the TM translations were overruled to create more concise or idiomatic translations. It is important that a critical stance is taken with regard to TM quality and students also need to be made aware of the possibilities additional resources (e.g. corpora) in translation have to offer. [ABSTRACT FROM AUTHOR]

Within the field of Translation Studies, terminology plays an important role, as does the study of Terminology. This paper investigates the possibilities available within the constraints of a single course aiming to achieve multiple aims. A brief overview of how terminology is studied is followed by a presentation of the context, looking at the position of the course in relation to other courses in the same programme, and at the broader context of Translation Studies in Europe. The case study is of a Terminology course, as part of a post-graduate, two-semester, parttime programme in Translation, at Kodolányi János University of Applied Sciences in Hungary. The question of why terminology has a course to itself is likewise placed in the context of Terminology Studies and theoretical issues related to what terminology is. Finally, the course is also placed within the context of training students to become professionals in translation and related fields. [ABSTRACT FROM AUTHOR]

Knowledge of lexical bundles is essential for translators, and the study of lexical bundles should be an integral part of translation training. This study investigated the lexical bundles made by student translators and professional translators in the Indonesian-English translation work. The student translators were sophomore students who had completed a translation course, while the professional translators were certified translators who were also members of Indonesian Translators Association. The findings of this study and the statistical calculations using Chi-square tests revealed that the group of professional translators produced a higher frequency and number of types of lexical bundles than the student translators did. This means that the frequency and the number of types of lexical bundles depended on the group of translators. This study also classifies the lexical bundles into the five functional categories described by Mahlberg (2007a). The classification shows a similarity in the number of functional categories the lexical bundles fitted into. However, the types of lexical bundles found within each category were significantly different. Consequently, we can conclude that the production of lexical bundles, even in translation, depends on the ESL proficiency level. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Parallel corpora can be defined as collections of aligned, translated texts of two or more languages. They play a major role in translation and contrastive studies, and are also becoming popular in translation training and language teaching, with the advent of the data-driven learning (DDL) approach. Despite their significance, however, Arabic seems to lack a satisfactory general-use parallel corpus resource. The literature describes few Arabic-English parallel corpora, and these few are usually inaccurate and/or expensive. Some are small in size, while others are restricted in terms of genre, failing to meet the requirements of many academics and researchers. This paper describes an ongoing project at the College of Languages and Translation, King Saud University, to compile a 10-million-word Arabic-English parallel corpus to be used as a resource for translation training and language teaching. The bidirectional corpus can be used to compare translated and source language and identify differences. The corpus has been manually verified at different stages, including translation, text segmentation, alignment, and file preparation; it is available as full-text in XML format and through a user-friendly web interface that provides a concordancer to support bilingual search queries and several filtering options. [ABSTRACT FROM AUTHOR]