ECTS - Translating Popular Science Books Using IT
Translating Popular Science Books Using IT (ETI430) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Translating Popular Science Books Using IT | ETI430 | Area Elective | 2 | 0 | 0 | 2 | 5 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | English |
|---|---|
| Course Type | Elective Courses |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Question and Answer. |
| Course Lecturer(s) |
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| Course Objectives | This course aims to familiarize students with the basics of: digital technologies in translation, book publication (IT & Popular Science Publication), Translation Memory (TM), Industry Standard Book Practices, Skopos & Reception, Corpus-based Translation Studies, Corpus Linguistics, Concordances, Intertextuality, Computational Linguistics, Natural Language Processing, Close & Distant Reading, Text Alignment, Text Visualization, File Formats (TMX, TXT, XSL(X), DOC), Programming Languages (Python, RegEx, CQL), CAT (Computer-Aided Translation), NMT, Terminology & Glossaries, Open Sourced Software, Ethics of Machine Translation through hands-on practice. |
| Course Learning Outcomes |
The students who succeeded in this course;
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| Course Content | Book translation, publishing, Computer-Assisted Translation (CAT) tools, text visualization tools, source-target text aligning software, neural network machine; translation software, natural language processing software, Corpus software, text conversion software. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Introduction | |
| 2 | Source & Target Text Analysis of a popular science text | What is in a book?: Structure of a book: epigraphs, introductions, prefaces, chapter divisions, acknowledgments, references, end-notes and footnotes. Structural elements of a book and varying practices of Publishing Houses. |
| 3 | Skopos and Audience: How to manage style according to the audience and the publisher. Simplification and explication examples from a corpus of translations. | Reading: Vermer, J. Skopos and Comission in Translational Action. (A. Chesterman, Trans.) In Venuti, L. (2021). The translation studies reader the translation studies reader (L. Venuti, Ed.; 4th ed.). Routledge; ; Ford, M. (2018). Robotlarin Yükselisi: Yapay Zeka ve Issiz Bir Gelecek Tehlikesi.(Cem Duran, Trans.) İstanbul: Kronik. |
| 4 | Corpus & Style in Depth I: Using LFAligner to create sentence-based aligned texts. Close-reading Stylistic Analysis. | LF Aligner. (2021, July 17). SourceForge. https://sourceforge.net/projects/aligner/; Youdale, Roy. (2019). Translating literary style: close and “distant” reading of a single text. |
| 5 | Corpus & Style in Depth II: Distant-Reading of IT Translations with Concordances. Using RegEx and CQL | Brezina, V., McEnery, T., & Gablasova, D. (n.d.). #LancsBox: Lancaster University corpus toolbox. Lancs.ac.uk. Retrieved December 4, 2022, from http://corpora.lancs.ac.uk/lancsbox/; rezina, V., McEnery, T., & Gablasova, D. (n.d.), “Doing corpus linguistics with #LancsBox” http://corpora.lancs.ac.uk/lancsbox/docs/pdf/handout-introv6.pdf; ; McEnery, T., & Hardie, A. (2011). Introducing concordances. Corpus linguistics: Method, theory and practice. Cambridge University Press. pp. 35-48. Press. |
| 6 | Creating a book TMX: Continuing from previous weeks; how to create a TMX and manipulating it to use it in book translation with a Translation Memory tool. | LF Aligner. (2021, July 17). SourceForge. https://sourceforge.net/projects/aligner/; Source&Target Text Analysis of a popular science text |
| 7 | On the Shoulders of the Giants I: Intertextuality in Popular Science (IT) books with examples: How to find and translate epigraphs and quotations and references to other translations. | Source&Target Text Analysis of a popular science text |
| 8 | On the Shoulders of the Giants II: How do we use book-length TMX files for our own translations and how to cite them. | |
| 9 | What is in a Word? I: Preparing and using glossaries from the web for TM. | OmegaT - the free translation memory tool - OmegaT. (n.d.). OmegaT - The Free Translation Memory Tool. Retrieved December 4, 2022, from https://omegat.org/ |
| 10 | What is in a Word? II: Preparing and using glossaries from book indices for TM: Index Cleaning using IT (using Regex, Python and commonly known software such as Excel). | Brezina, V., McEnery, T., & Gablasova, D. (n.d.), “Doing corpus linguistics with #LancsBox” http://corpora.lancs.ac.uk/lancsbox/docs/pdf/handout-introv6.pdf |
| 11 | References: Citation styles, what to translate and what not to, purpose of translating references, varying practices, converting source-text references to target-text. Best practices. | Source&Target Text Analysis of a popular science text |
| 12 | Dangers of MT: When to use MT and when not to? What are the dangers of using MT? Ethical problems and “worst practices”. Using OPUS-CAT MT with TM. | OPUS-CAT. https://helsinki-nlp.github.io/OPUS-CAT/ |
| 13 | Index & N-Grams I: How to “align” source-text and target-text indices. Common publishing practices (Do we need to translate them?) What can indices tell us about a text? | Sampsel, L. J. (2018). Voyant Tools. Music Reference Services Quarterly, 1–5. https://doi.org/10.1080/10588167.2018.1496754 |
| 14 | Index & N-Grams II: Searching and using n-grams to find style of a source-text author (using index entries). Preparing glossaries and TMX using indices and n-grams and facilitating translation process. | Voyant Tools. https://voyant-tools.org/ |
| 15 | ||
| 16 | Final Exam |
Sources
| Other Sources | 1. Corpas Pastor, G., & Durán-Muñoz, I. (2017). Trends in E-tools and resources for translators and interpreters. Brill. |
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| 2. Desjardins, R., Larsonneur, C., & Lacour, P. (2020). When translation goes digital: Case studies and critical reflections. Springer Nature. | |
| Course Book | 3. Liu, K. (2020). Corpus-assisted translation teaching: Issues and challenges. Springer Nature. |
| 4. Malmkjaer, K. (Ed.). (2020). The Routledge handbook of translation studies and linguistics the Routledge handbook of translation studies and linguistics. Routledge. | |
| 5. Taivalkoski-Shilov, K., Toral, A., Hadley, J. L., & Teixeira, C. S. C. (Eds.). (2022). Using technologies for creative-text translation. Routledge. | |
| 6. Youdale, R. (2021). Using computers in the translation of literary style: Challenges and opportunities. Routledge. |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | 15 | 10 |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | 10 | 10 |
| Homework Assignments | - | - |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 30 |
| Final Exam/Final Jury | 1 | 50 |
| Toplam | 27 | 100 |
| Percentage of Semester Work | |
|---|---|
| Percentage of Final Work | 100 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Students gain sufficient background in the field of translation and use the theoretical and applied knowledge in translation. | X | ||||
| 2 | Students gain the skills to find, define, formulate and solve possible problems in translation and interpreting. | X | ||||
| 3 | Students gain the skills to select and use technical equipment in the applications of translation and interpreting and; to be able to use simultaneous interpreting with the required equipment. | X | ||||
| 4 | Students gain the the skills of translation analysis, translation criticism and interpretation. | X | ||||
| 5 | Students gain the skills to access information and to do research to use data bases, translation programs and other information resources. | X | ||||
| 6 | Students gain individual and group working skills and be able to to build self-confidence for taking responsibility. | X | ||||
| 7 | Students gain the skills to build efficient verbal and spoken communication skills in English and establish fluency in English and also, acquire the grammar and operation rules of at least one foreign language. | X | ||||
| 8 | Students gain the ability to build the awareness for life-long learning; to keep up with the developments in science and technology and to sustain personal development. | X | ||||
| 9 | Students gain awareness of professional and ethical responsibility. | X | ||||
| 10 | Students can build awareness about project management, the rights of employees and the legal consequences of translation and interpreting applications. | X | ||||
| 11 | Students become aware of universal and societal dimensions of translation and interpreting applications and gather information about the problems of the contemporary world. | X | ||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 2 | 32 |
| Laboratory | |||
| Application | |||
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 14 | 2 | 28 |
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | 10 | 3 | 30 |
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 10 | 10 |
| Prepration of Final Exams/Final Jury | 1 | 20 | 20 |
| Total Workload | 120 | ||