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Copyright of Kırıkkale University Journal of Social Sciences is the property of Kirikkale University Journal of Social Science (KUJSS) 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.)

AbstractExemplars are key examples chosen to represent designated levels of competence or quality. This study attempts to explore the use of exemplars in a Chinese-English translation teaching context. It involved the teacher-researcher using three exemplars of different quality to help 31 third-year translation majors evaluate their own translation and generate internal feedback. Drawing on multiple sources of data, including student self-assessment, reflective journal writings, and questionnaire responses, we have found that mediated exemplar use could help students make more accurate evaluative judgement of their own translation work and generate internal feedback at various levels (task, discipline, meta-cognitive, and affective). The significance of this research lies in illustrating the potential of exemplar use in facilitating learning, and offering pedagogical implications for productive exemplar-based practice in higher education contexts. [ABSTRACT FROM AUTHOR]

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.

Copyright of HIKMA: Revista de Traducción is the property of UCOPRESS Editorial Universidad de Cordoba 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.)

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]

Focusing on translators' personal characteristics and their individual differences has gained more momentum in the quest for exploring factors influencing the translation process. The present study aimed to examine the relationship between translator trainees' perfectionism and their preference for the use of different translation strategies. In this quantitative study, 100 translation students were recruited and asked to fill Multidimensional Perfectionism Scale survey and complete translation tasks. The translations were from English to Farsi and viceversa. The collected data from the questionnaire and translation tasks were analyzed using SPSS (22) and Smart PLS (3.0) software packages. The findings showed that perfectionism influenced the translation trainees' preference in using some translation strategies like literal translation, domestication, and foreignization. The finding further substantiated the importance of the personal characteristics of translators in the translation process. [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.)

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi 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.

CAT tools are widely used in the translation industry and can be an essential tool for professional translators looking to improve their efficiency and consistency. This paper article aims to test the effectiveness of SmartCat technology for translating texts of different styles (artistic, scientific, technical and socio-journalistic). To do this, the author used quasi-experiment methods by interviewing participants and compiling reports. 120 translation students studying had been systematically working on a chosen platform for three months and performing their tasks of translating texts from English to Chinese. The author divided the participants randomly into three groups (40 in each). The first group translated texts of artistic style, the second—scientific and technical ones, and the third group—socio-journalistic ones. The results showed that the platform effectively translated all types of texts with particular difficulties. The main problem was the difficulty of selecting correct terms corresponding to the original ones in Chinese texts (for scientific and technical texts). Unlike the previous two types of texts, the translation of literary texts was the most difficult process for the students. Not many of them had the skills to translate such artistic techniques as epithets, comparisons, hyperbole, oxymoron, etc. 59% of the students emphasised this type of text, 33% indicated socio-journalistic, and 8%—artistic. The results of the research have practical value in the field of education, translation, and linguistics and computer science. [ABSTRACT FROM AUTHOR]

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi 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 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.

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi 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.)

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.

Training competent translators who can effectively and readily meet the needs of the translation market is currently a major challenge for translation instructors; however, L2 teaching methodologies have marked a more accelerated progress in general. The present study was an interdisciplinary effort to examine the possibility of transferring these achievements to translation instruction, with a particular focus on Task-Based Language Teaching. To this end, first, the components of Task-Based Translation Teaching (TBTT) were extracted by reviewing the related literature, administrating an open-ended questionnaire to 17 translation instructors, and using Delphi technique with a panel of six experts. The findings pointed at 6 main components for TBTT, namely Authenticity and Contextualization, Balanced Focus on Meaning and Form, Process-orientedness, Interactivity, Learner-centeredness, Reflectivity and Evaluation, comprising 22 subcomponents. Next, a three-hour workshop was designed based on the same components and subcomponents to put the proposed framework on trial. The merits and demerits of practically implementing this framework was elicited from the 10 participants via a semi-structured interview. Content analysis of the interview transcriptions revealed a general positive attitude on the side of the learners despite some criticisms leveled at the method. While the most frequently stated advantage was the collaborative and student-centered nature of the method, the primary drawback was stated as its being time-consuming and challenging for teachers to design and operationalize. These findings can help translation instructors to revise or revisit their curricula and lesson plans or serve as a model for future endeavors in updating teaching methodologies in translation. [ABSTRACT FROM AUTHOR]

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.)

Copyright of French Language & Translation Research is the property of Ferdowsi University of Mashhad Press 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.)

Increased attention to professionalism and realism in translation classes at university has resulted in the development of a wide range of approaches to foster future translators' construction of knowledge and identity pertaining to their upcoming professional career and community. This paper centres on a professionalizing seminar that shared these aims. Employing corpus, stance and discourse analysis, it examines the retrospective reports written by the future translators who participated in the seminar to unveil beliefs on their experience of the seminar, their university training, their perceived competence, and their present and future identities as translators. The results of the study suggest, on the one hand, that participants perceived that the seminar fostered awareness of the professional domain of translators, heightened cognizance of their skills, and gave them authentic practice as translators and, on the other, participants perceived lacunae in their training and gaps in their competences, with potential implications on their (perceived) employability. [ABSTRACT FROM AUTHOR]

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.

Introducing material that helps to develop intercultural competence in English class brings the opportunity to reflect upon topics such as identity and representation. One way to do it is by introducing gender-neutral pronouns to our practice. This topic becomes particularly relevant as students get the chance to develop their intercultural awareness. For some students, the concept of gender-neutral pronouns, and what they imply, might be difficult to grasp, because they may not be fully aware of what they are or how to use them. Learning about gender-neutral pronouns can lead students to question some previous assumptions and creates a safe space in the classroom to talk about such topics. In this paper, I explore why working with these pronouns can not only improve the students' grammar skills, but also can help them boost their intercultural competence. Furthermore, it is relevant for EFL students, but even more for future translators. [ABSTRACT FROM AUTHOR]

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.

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi 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.)

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.

Copyright of French Language & Translation Research is the property of Ferdowsi University of Mashhad Press 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 French Language & Translation Research is the property of Ferdowsi University of Mashhad Press 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.)

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.

Pushed by the increasing internationalization of education and recent economic dynamics, training programs are shifting their focus to acquiring competences and know-how through real-life materials to enhance learners' employability and access to the work market. Moreover, recent research has called for the implementation of editing/revision content in translation programs, overcoming the assumed distance between translation and editing/revision professions. In light of social constructivism and process-oriented pedagogical trends in translation training, an intensive twenty-hour seminar was designed and piloted in a Master's degree program in Specialized Translation with the intent of increasing students' awareness of the translation process, including translation revision and their sense of perceived competence. Rasch analysis of pre- and post-test questionnaires detected positive changes in students' self-perceived proficiency in translation, translation revision, and editing, with critical implications for the usefulness of process-oriented, realistic approaches integrating both translation and editing/revision content in translation training programs. [ABSTRACT FROM AUTHOR]

Copyright of Itobiad: Journal of the Human & Social Science Researches / İnsan ve Toplum Bilimleri Araştırmaları Dergisi is the property of Itobiad: Journal of the Human & Social Science Researches 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 RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi 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.)

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.)