Teaching materials

and techniques
for the communicative translation class

Dr. Constanza Gerding Salas

Universitt Leipzig Universidad de Concepcin, May 2012

General
teaching
technique
s
Leipzig Concepcin, 2012

Brainstorming

Leipzig Concepcin, 2012

Brainstorming
A process for generating new ideas
Useful for finding solutions for specific translation
problems by gathering ideas spontaneously without
prior judgment or comment
A good starting point for bridging the gap between
students current knowledge and desired results
(Shreve, 1997)

It fosters relaxation, a state of mind linked to the

incubation stage of problem solving (Kussmaul, 1995)
Leipzig Concepcin, 2012

Relaxed discussion atmosphere

Leipzig Concepcin, 2012

Relaxed discussion atmosphere

Facilitates the creative process
Lowers affective filters that may inhibit and
feedback
Affective filters are impediments to learning or
acquisition caused by negative emotional
("affective") responses to one's environment

Leipzig Concepcin, 2012

Discussions in the SL/TL?

Leipzig Concepcin, 2012

Discussions in the TL (Colina, 2003)

Foster students self-confidence
Encourage paraphrasing
Facilitate the association of words

Leipzig Concepcin, 2012

Discussions in the TL (Colina, 2003)

Foster students self-confidence
Encourage paraphrasing
Facilitate the association of words

Leipzig Concepcin, 2012

The translation brief

Leipzig Concepcin, 2012

The translation brief

It may be a complete set of parameters for
translators to follow up to the word
It may consist of an incomplete list of requirements
There may not be an explicit translation
commission; so translators should have to find out
missing information, determine key situational
elements, etc.

Leipzig Concepcin, 2012

Basic translation activities

(Colina, 2003)

Basic translation activities

(Colina, 2003)

1. Pre-translation activities
2. Reading comprehension
3. Focus on language
4. Post-translation activities

Leipzig Concepcin, 2012

1. Pre-translation activities
They should allow for consideration of pragmatic
factors for the ST and TT
They must include a transition brief to help
determine contextual factors for the TT
They should encourage sense translating and
discourage word-for-word translation
They should deal with all sorts of transfer issues
Source text analysis (text type & genre, function,
format, style, readers, situation...) brief in mind
Research and documentation; expert advice;
glossary creation; parallel text analysis;
terminological searches.
Leipzig Concepcin, 2012

2. Reading comprehension

Leipzig Concepcin, 2012

2. Reading comprehension
Completion of incomplete schemas
Understanding unclear/new terminology
Following cohesion clues
Use of context
Understanding text formats and non-textual clues
Identifying main points and secondary ideas
Telling facts from opinions
Predicting
Paraphrasing and summarizing
Answering the journalist's questions
Leipzig Concepcin, 2012

3. Focus on language
Focus on smaller units of translation
Focus on language use
Negative transfer: lexical or structural calque, false
friends, inadequate register, etc.
Comments on relevant language issues
Avoiding unjustified transfer
Reminding students of the importance of accuracy
(grammar, spelling, format, etc.)
Leipzig Concepcin, 2012

4. Post-translation activities
Developing the translators self-concept and selfconfidence
Fostering professional awareness and behavior
Examples
A new brief can be set up to discuss its implications
on the new TT.
Discussion on the constraints of dictionary use
Sharing ways of solving problems
Sharing resources
Analysis of textual organization differences
Leipzig Concepcin, 2012

Outside of class
Pre-translation activities should be assigned one or
two class periods before the date scheduled for the
start of the discussion.
Pre-translation and translation activities themselves
should be done outside of class.
Pre-translation activities are given more emphasis
at initial stages of learning.
Post-translation production of clean versions for
portfolio
Leipzig Concepcin, 2012

The importance of analysis

Robinson (2006) proposes the following:
Never assume perfect understanding of ST
Always pay close attention to translation commission
Always find out who the TT readership will be
Always analyze for text type, genre, register, rhetorical
functions, non-linguistic clues
Always analyze the syntactic, semantic and pragmatic
relationship between ST and TT

Leipzig Concepcin, 2012

In class
Oral introductory summary reported by students.
Gradual reading aloud of TT (text/s on screen)
Contrast with various other versions
Discussion of problems and comments on solutions
Analysis of pragmatic changes
Comments on special difficulties
Correction of errors
Analyzing translation decisions
Sharing new information sources
Sharing tools employed
Leipzig Concepcin, 2012

Useful translation techniques

Vocabulary building exercises (L2 learning):
multiple choice, open cloze, roots and affixes, inand out-of- context synonyms, opposites, etc. (Colina,
2003)

L1 intra-linguistic translation (other ways to say it)

Re-organizing paragraphs for text coherence
Paraphrasing in the SL (Nord, 1996: 332)
Summarizing orally in the TL
Prcis writing in the SL / TL

Leipzig Concepcin, 2012

Useful translation techniques

Comparing translated text based on different briefs
Changing register or function
Peer proof-reading and editing
MT editing
Contextual equivalents (Hurtado Albir, 1996)
Peer translation correction according to a rubric
(Hurtado Albir, 1996: 49-50)

Leipzig Concepcin, 2012

Constructivism in translation
Summing up, according to Lazo & Zachary (2008: 180)
constructivist learning theories point at:
creating adequate learning environments for collaborative
work and communication
activating previous knowledge
encouraging active learning
contextualizing learning
developing autonomy (learning to learn)
fostering the development of communicative competence
performing tasks based on professional reality
promoting learning diversity
fostering intercultural understanding
Leipzig Concepcin, 2012

Leipzig Concepcin, 2012