Teaching and Learning Strategies for Specialised Translation in MLA: The Project in Technical Translation Class
This article describes the teaching and learning strategies that can be used at academic levels in Modern Languages Applied (MLA) study programmes, in the domain of teaching specialised translation, particularly technical translation. Among the practical techniques mentioned by specialists (Ballard, 2005, Marquant, 2005, Lavaul-Olléon, 2007) as role-plays, simulations, guided research, projects, this article focuses on the project as a teaching and learning strategy for specialised translation in MLA study programmes. This articles outlines the methodological aspects related to the project’s progress, the tasks assigned to students and the results obtained. The evaluation of students’ work enabled us to identify the type of difficulties that students have to deal with when translating technical texts (from French into Romanian), the terminological problems being considered, by far, the most prevalent issue. The issues that students have referred to as problematic were the technical terms formed by attaching affixes, as well as compound nouns, especially in the case of terms with no terminological correspondent in Romanian language. In order to validate the terminological solutions they found, the students studied similar written documents or talked to experts. The students’ feedback following this learning experience was a positive one and they expressed great satisfaction having been able to achieve the tasks assigned. We believe that the methodological aspects described have a number of advantages: the students benefit from a systematic method that enables them to follow the project’s progress, to evaluate the stage of their projects, and to take measures in order to adjust the learning process.
Keywords:
Specialised translation, technical translation, translation project, commented translation learning methods,
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- Başlangıç: 1954
- Yayıncı: İstanbul Üniversitesi