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Translation Challenges:  From Training to Profession  Hammamet, Tunisia, 28-29 November Abou Nawas Hotel www.freewebs.com/...
Small parallel corpora in an English – Arabic  translation classroom: No need to reinvent the wheel in the era of Globaliz...
The  Cry!: Where are you my teacher? <ul><li>Experience in Africa (UPU) </li></ul><ul><li>The Academic and Professional Ga...
Aims <ul><li>To show how corpora are of immediate and critical importance in the English - Arabic classroom without the us...
Presentation structure <ul><li>Tracking the new requirements and changes in the current translation market </li></ul><ul><...
Translation and Technology:  The  new frontier  <ul><li>Advantages brought about by technology  </li></ul><ul><ul><ul><li>...
The professional translator workstation : Massive Online Collaboration (MOC)   are changing the rules of the game <ul><li>...
State of the translation classroom in Tunisia <ul><li>A typical case  </li></ul><ul><li>The Academic and Professional Gap ...
The Experiment  <ul><li>When it all started?  </li></ul><ul><li>Motivating Students  </li></ul><ul><li>How the  Collaborat...
Results of the experiment <ul><li>Quantitative Results </li></ul><ul><li>Qualitative Results </li></ul>www.freewebs.com/hs...
Grading Translation exams 1 <ul><ul><li>Coordination Meetings </li></ul></ul><ul><ul><ul><li>A meeting before courses star...
Grading Translation exams 2 <ul><ul><li>Provisional Score PS  = Total of positive points – Total of negative points </li><...
Quantitative Results 1 <ul><li>Mean Marks = </li></ul><ul><ul><ul><li>2005/6: (with 501 as a total number of students) 8.1...
Quantitative Results 2 www.freewebs.com/hsalhi
<ul><li>Motivation  </li></ul><ul><li>Getting rid of the “ bête noire ” misconception about translation  </li></ul><ul><li...
Limitations of the experiment  <ul><li>Marks are not always a good indicator of the competence and skills of a student, </...
Conclusions <ul><li>In this presentation, I tried to report an experiment conducted in a Tunisian context on how better to...
Recommendations for students <ul><li>Translation students must have a minimum of formal training in computer science </li>...
Recommendations for teachers <ul><li>Teachers must be aware that students need less education and more training. </li></ul...
Final Message <ul><li>Technology  and collaboration are  enough  to reduce the pitch of the APG cry and save us from reinv...
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Translation Presentation

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By Hammouda Salhi

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Transcript of "Translation Presentation"

  1. 1. Translation Challenges: From Training to Profession Hammamet, Tunisia, 28-29 November Abou Nawas Hotel www.freewebs.com/hsalhi
  2. 2. Small parallel corpora in an English – Arabic translation classroom: No need to reinvent the wheel in the era of Globalization Hammouda Ben Ammar Salhi Institut Supérieur des Langues Appliquées et d‘Informatique de Nabeul (ISLAIN) [email_address]     www.freewebs.com/hsalhi
  3. 3. The Cry!: Where are you my teacher? <ul><li>Experience in Africa (UPU) </li></ul><ul><li>The Academic and Professional Gap (APG) </li></ul><ul><li>Where are you my teacher? </li></ul><ul><li>Alternative teachers: the Internet and technology and much motivation and work </li></ul>www.freewebs.com/hsalhi
  4. 4. Aims <ul><li>To show how corpora are of immediate and critical importance in the English - Arabic classroom without the use of too much technology </li></ul><ul><li>To illustrate how a collaborative approach is urgently needed </li></ul><ul><li>to show how to bridge the Academic and Professional Gap (APG) in Translator Training in Tunisia </li></ul>www.freewebs.com/hsalhi
  5. 5. Presentation structure <ul><li>Tracking the new requirements and changes in the current translation market </li></ul><ul><li>To report on an experiment conducted at the Faculty of Arts and Humanities of Sousse </li></ul>www.freewebs.com/hsalhi
  6. 6. Translation and Technology: The new frontier <ul><li>Advantages brought about by technology </li></ul><ul><ul><ul><li>Translation memory systems </li></ul></ul></ul><ul><ul><ul><li>Terminology databases </li></ul></ul></ul><ul><ul><ul><li>Electronic corpora </li></ul></ul></ul><ul><ul><ul><li>Concordancers and Alignment tools </li></ul></ul></ul><ul><ul><li>New changes and requirements in the profession </li></ul></ul><ul><li>Advantages of corpora </li></ul><ul><li>Virtual Meeting Collaboration (VMC): a Powerful Collaboration Tool </li></ul><ul><ul><ul><li>www.Translatorscafe.com </li></ul></ul></ul><ul><ul><ul><li>www.Proz.com </li></ul></ul></ul>www.freewebs.com/hsalhi
  7. 7. The professional translator workstation : Massive Online Collaboration (MOC) are changing the rules of the game <ul><li>Online Proofreading, Editing, Reviewing and Revising Services </li></ul><ul><li>e.g. Didawi (2005:54-61) </li></ul><ul><ul><li>“ Violations of sexual integrity” </li></ul></ul><ul><li>Before revision: الانتهاكات ضد الحرمة الجنسية </li></ul><ul><li>After revision: انتهاك الحرمة الجنسية </li></ul><ul><ul><li>“ Military armed cars arrived at his home with over 50 men” </li></ul></ul><ul><li>Before revision: جاءت سيارات مدرعة إلى بيته يرافقها أكثر من 50 رجلا </li></ul><ul><li>After revision : 50 نفرا ( ما يربو على ) وعلى متنها أكثر ( مصفحة ) سيارات وصلت إلى بيته </li></ul><ul><li>Online consultation of Experts: </li></ul>www.freewebs.com/hsalhi
  8. 8. State of the translation classroom in Tunisia <ul><li>A typical case </li></ul><ul><li>The Academic and Professional Gap (APG) in Translator Training in Tunisia </li></ul>www.freewebs.com/hsalhi
  9. 9. The Experiment <ul><li>When it all started? </li></ul><ul><li>Motivating Students </li></ul><ul><li>How the Collaborative Approach was implemented? </li></ul><ul><li>Creation of small glossaries of translated words phrases , technicl terms </li></ul>www.freewebs.com/hsalhi
  10. 10. Results of the experiment <ul><li>Quantitative Results </li></ul><ul><li>Qualitative Results </li></ul>www.freewebs.com/hsalhi
  11. 11. Grading Translation exams 1 <ul><ul><li>Coordination Meetings </li></ul></ul><ul><ul><ul><li>A meeting before courses start </li></ul></ul></ul><ul><ul><ul><li>A second meeting before the exam </li></ul></ul></ul><ul><ul><ul><li>A final meeting after the exam </li></ul></ul></ul><ul><ul><li>Grading </li></ul></ul><ul><ul><ul><li>Understanding: (x) 5 points out deducted </li></ul></ul></ul><ul><ul><ul><li>Language: (L) 4 points out a total of 100 points </li></ul></ul></ul><ul><ul><ul><li>Wording, expressions, and structures: (-) mark 1 point </li></ul></ul></ul><ul><ul><ul><li>Omission: (O) punished by 5 points deduction </li></ul></ul></ul><ul><ul><ul><li>Good translations: (+) worth 3 points </li></ul></ul></ul>www.freewebs.com/hsalhi
  12. 12. Grading Translation exams 2 <ul><ul><li>Provisional Score PS = Total of positive points – Total of negative points </li></ul></ul>www.freewebs.com/hsalhi
  13. 13. Quantitative Results 1 <ul><li>Mean Marks = </li></ul><ul><ul><ul><li>2005/6: (with 501 as a total number of students) 8.11 out of 20 </li></ul></ul></ul><ul><ul><ul><li>2007/8: (with 439 as a total number of students) 8.82 out of 20 </li></ul></ul></ul><ul><li>Absent students = </li></ul><ul><ul><ul><li>2005/6: out of the 501 students, 09 did not sit for the exam and got zero </li></ul></ul></ul><ul><ul><ul><li>2007/8: out of the 439 students, 28 did not sit for the exam and got zero </li></ul></ul></ul>www.freewebs.com/hsalhi
  14. 14. Quantitative Results 2 www.freewebs.com/hsalhi
  15. 15. <ul><li>Motivation </li></ul><ul><li>Getting rid of the “ bête noire ” misconception about translation </li></ul><ul><li>Clear willingness to attend translation classes </li></ul>Qualitative Results www.freewebs.com/hsalhi
  16. 16. Limitations of the experiment <ul><li>Marks are not always a good indicator of the competence and skills of a student, </li></ul><ul><li>Technology is not heavily used </li></ul><ul><li>a good number of students are still lazy </li></ul>www.freewebs.com/hsalhi
  17. 17. Conclusions <ul><li>In this presentation, I tried to report an experiment conducted in a Tunisian context on how better to prepare translation students to the translation market after tracking the main changes and requirements of this market. </li></ul>www.freewebs.com/hsalhi
  18. 18. Recommendations for students <ul><li>Translation students must have a minimum of formal training in computer science </li></ul><ul><li>Students must take the initiative to access online virtual forums, such as that of translatorscafe.com and encourages creating their own forums, </li></ul>www.freewebs.com/hsalhi
  19. 19. Recommendations for teachers <ul><li>Teachers must be aware that students need less education and more training. </li></ul><ul><li>Courses must respond to changing conditions in the world of professional translation. </li></ul>www.freewebs.com/hsalhi
  20. 20. Final Message <ul><li>Technology and collaboration are enough to reduce the pitch of the APG cry and save us from reinventing the wheel. </li></ul><ul><li>But alone they are not enough to make students into good and professional translators </li></ul>www.freewebs.com/hsalhi
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