Los corpus paralelos bilingües como herramienta metodológica en traducciónanálisis de la competencia traductora de los estudiantes en el corpus UCMA-MUST (inglés-español)

  1. Braga Riera, Jorge 1
  2. Maroto García, María de la Nava 2
  1. 1 Universidad Complutense de Madrid/ITEM
  2. 2 Universidad Politécnica de Madrid/Tradaval
Revue:
Quaderns de filología. Estudis lingüístics

ISSN: 1135-416X

Année de publication: 2019

Titre de la publication: Educar en la traducción y enseñar desde la traducción: estado de la cuestión y evolución diacrónica

Número: 24

Pages: 39-58

Type: Article

DOI: 10.7203/QF.24.16298 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Quaderns de filología. Estudis lingüístics

Résumé

The Multilingual Student Translation (MUST) Project (Granger & Lefer, 2018: 72) aims to compile a multilingual parallel corpus of translations carried out by inexperienced learners. Within this project, the MUST partner UCMA (Complutense  University of Madrid) contributes to the global MUST project with a bilingual subcorpus containing student-translated specialised texts in the fields of media and humanities, among others. Bearing in mind the five sub-competences that contribute to the acquisition of a translation competence, namely linguistic, extra-linguistic, transfer, professional, psychophysiological and strategic (PACTE 2001, 2003), this study aims to detect the weaknesses and strengths present in the students’ tasks when translating from English into Spanish. To do so, the TAS annotating system put forward by Granger & Lefer (2018) and Granger, Lefer & Penha Marion (2018), together with a sample of humanistic texts translated by trainee translators at a university (postgraduate) level and retrieved from the UCMA corpus has been used as means of exemplification.

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La source de données: Dialnet