Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Scientific and technical translation in English - Week 8

178 views

Published on

Advanced corpus techniques

Published in: Education
  • Be the first to comment

  • Be the first to like this

Scientific and technical translation in English - Week 8

  1. 1. Scientific and Technical Translation in English: Week 5 Dr. Ron Martinez
  2. 2. General course outline • Week 1: Introduction to the course; Important concepts in translation • Week 2: Research article structure, common discourse problems • Week 3: Hands-on introduction to electronic tools; grammar in CARS • Week 4: Intro to post-editing and glossaries; First IMRaD Team translation • Week 5: Review of team translations; Introduction to corpus tools • Week 6: Midterm preparation (no class, consultations only) • Week 7 (4 April 2019): Midterm assessment (in-class) • Week 8: Midterm review; Advanced uses of corpora • Week 9: New teams, presentation of final translation articles by authors • Week 10: Teams work on final translations • Week 11: Continued work on final translations • Week 12: Completion of final translations • Week 13: Group presentations • Week 14: Group presentations • Week 15: Certificates and presentation of articles to authors
  3. 3. Aims for today • Review midterm • Advanced corpus concepts and techniques • Revisit glossary creation • Look ahead to final project
  4. 4. SOME INTERESTING COMMENTS...
  5. 5. Problems in original text
  6. 6. Problems in original text “What really bothered me (somehow) was the fact that the sentences in the text in Portuguese followed some kind of PowerPoint lecture-like structure and were not written to be read. As its reader, I had to fill in the gaps at times, correct a few sentences and make inversions in the sentence structures so that the translated piece would make sense. I started doing it and did it until I reached the 4th page of the manuscript. I had not started translating it yet, and the clock was ticking. Thus, I decided to start translating and making any corrections I deemed necessary while doing it in order to save time. It was a wise decision.” - JANICE
  7. 7. Problems in original text “What really bothered me (somehow) was the fact that the sentences in the text in Portuguese followed some kind of PowerPoint lecture-like structure and were not written to be read. As its reader, I had to fill in the gaps at times, correct a few sentences and make inversions in the sentence structures so that the translated piece would make sense. I started doing it and did it until I reached the 4th page of the manuscript. I had not started translating it yet, and the clock was ticking. Thus, I decided to start translating and making any corrections I deemed necessary while doing it in order to save time. It was a wise decision.” - JANICE
  8. 8. Problems in original text “What really bothered me (somehow) was the fact that the sentences in the text in Portuguese followed some kind of PowerPoint lecture-like structure and were not written to be read. As its reader, I had to fill in the gaps at times, correct a few sentences and make inversions in the sentence structures so that the translated piece would make sense. I started doing it and did it until I reached the 4th page of the manuscript. I had not started translating it yet, and the clock was ticking. Thus, I decided to start translating and making any corrections I deemed necessary while doing it in order to save time. It was a wise decision.” - JANICE
  9. 9. Another example “During the translation of the article … our main difficulty lay in the understanding of the original text. Apart from the technical terms regarding the field of health, the Portuguese language was often poorly used. The main issue we faced in the original text was lack of clarity: the sentences and paragraphs lacked cohesion, and we noticed that the use of connectors and linking words was alarmingly limited.” (ANDRE, ANA LUIZA, ISABEL, AMANDA)
  10. 10. Teamwork “So, the first part was addressed to Thaina, therefore the second one to Carolina. At the end of the translation, the parts were exchanged, in this way, one revised the other’s work.” – CAROLINA & THAINÁ
  11. 11. Teamwork “Since the text was often confusing, we as translators tried to put ourselves in the author’s shoes so that we could understand the message they attempted to convey. Furthermore, we performed the translation in the same document, and at the end, we sat together and reviewed each segment discussing the changes, standardization and issues, and together we came up with solutions and suggestions for the author.” – BRUNA, LOLA, AMANDA, MARCELLE
  12. 12. Another example
  13. 13. Need to talk to the authors “Overall, the translation was difficult because of some sentences that were unintelligible or ambiguous. I had to make some decisions regarding the meaning of them. Furthermore, some terms were a little bit hard to encounter as well. For both issues, I believe that the contact with the author would make things easier.” - OLIVIA
  14. 14. Research and Resourcefulness! “Before actually starting to post-edit the Machine Translation, I downloaded three articles within the same field (link 1, 2 and 3) to check what style is usually favored within this area of research. I realized through a quick overlook that all three articles made frequent use of the passive voice, which led me to the decision of not editing these constructions out of the translation, instead of my original preconception that active verbs are advised in formal writing.” - THAIS
  15. 15. Which group wins the translation prize? • “PROGRAMA DE PÓS-GRADUAÇÃO EM CIÊNCIAS FARMACÊUTICAS – UNISO” (Segment 1) • “O programa tem área de concentração em...” (Segment 3) • “Visa desenvolver projetos relacionados” (Segment 5) • “Implica conhecimentos específicos e atualizados...” (Segment 7)
  16. 16. SOME TRICKY TRANSLATIONS...
  17. 17. Compare: 1. New low-emissions buses have been implemented in California. Green technology is growing in that state. 2. New low-emissions buses have been implemented in California. The green technology is growing in that state.
  18. 18. Compare: 1. New low-emissions buses have been implemented in California. Green technology is growing in that state. 2. New low-emissions buses have been implemented in California. The green technology is growing in that state.
  19. 19. Problems in source language
  20. 20. Janice
  21. 21. Luciana, Mauren, Marena
  22. 22. Another example
  23. 23. Andre, Ana, Amanda & Isabel
  24. 24. “realizar cirurgia”
  25. 25. Dayene & Edmara
  26. 26. Where’s the problem?
  27. 27. João, Fabio & Gabriela
  28. 28. Prepositions...
  29. 29. A better solution?
  30. 30. The move 2 in the Discussion...
  31. 31. Bruna, Lola, Amanda & Marcelle
  32. 32. Thais
  33. 33. Another one...
  34. 34. Thais
  35. 35. Thais
  36. 36. Problem here?
  37. 37. Look at the glossaries online • Any words in common?
  38. 38. WHAT IF THERE WERE A WAY THAT YOU COULD AUTOMATICALLY IDENTIFY KEY WORDS FOR A GLOSSARY?
  39. 39. Important concepts • Sampling • Representativeness • Size
  40. 40. Corpus activity - 1 1. FIRST WATCH IN-CLASS DEMO 2. Download (or open) AntConc 3. Load Food Science corpus 4. Generate a word list 5. Generate an n-grams list
  41. 41. Corpus activity – 2 1. Clear all tools and files 2. Download midterm text and convert it into .txt 3. Generate word list 4. Find 3 articles (PDF, in Portuguese), on same topic 5. Convert the articles to .txt 6. Load reference corpus 7. Generate keyword list 8. Using keywords, and n-grams, can you identify glossary candidates? Try to quickly create one with a classmate.
  42. 42. Homework – 1 • Build a mini corpus (between 3 to 10) PDF articles, conveted into .txt, on any specific topic. • Generate a keyword list, and n-grams. Which words/terms would you include in a glossary? Create a glossary in Excel, and be prepared to show it to others next class.
  43. 43. Homework - 2 • You will be sent 9 different articles. You don’t need to read them thoroughly – just “familiarize” yourself with them. • Next class, the authors of those papers will introduce themselves and talk about the research. You will be assigned to one of those articles – so it is very importante to attend the next class.

×