IMT 105 - Week 1-merged Introduction to Translation PDF
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This document provides an introduction to translation and interpretation, covering basic concepts, definitions, types of translation, and working modes. It details various interpreting methods including consecutive, simultaneous, and sight translation. The text also discusses different text types and their functional characteristics.
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IMT 105 – INTRODUCTION TO TRANSLATION AND TRANSLATION PROFESSION WEEK 1 – BASIC DEFINITIONS AND CONCEPTS, WORKING MODES BASIC CONCEPTS Translation vs. Interpreting Source text and Target text TRANSLATION "translation" means "carrying across" or "bringing across." Several...
IMT 105 – INTRODUCTION TO TRANSLATION AND TRANSLATION PROFESSION WEEK 1 – BASIC DEFINITIONS AND CONCEPTS, WORKING MODES BASIC CONCEPTS Translation vs. Interpreting Source text and Target text TRANSLATION "translation" means "carrying across" or "bringing across." Several meanings: 1. the general subject field or phenomenon (‘I studied translation at university’) 2. the product – that is, the text that has been translated (‘they published the Arabic translation of the report’) 3. the process of producing the translation, otherwise known as translating (‘translation service’) PROCESS OF TRANSLATION the changing of an original written text (the source text or ST) in the original verbal language (the source language or SL) into a written text (the target text or TT) in a different verbal language (the target language or TL) Roman Jakobson (1896–1982) 1. intralingual translation, or ‘rewording’ – ‘an interpretation of verbal signs by means of other signs of the same language’ 1. Gist translation 2. children’s version of an encyclopedia 3. Updating the language (modernization) 1930 2020 2. interlingual translation, or ‘translation proper’ – ‘an interpretation of verbal signs by means of some other language’ 1. Turkish – English 3. intersemiotic translation, or ‘transmutation’ – ‘an interpretation of verbal signs by means of signs of non-verbal sign systems’. 1. Novels to movies ONE ALICE, MANY TRANSLATIONS INTERPRETING translating orally or into sign language the words of a person speaking a different language. Giving or providing the meaning of something, or to construe or understand something in a particular way. Dream interpreting Signs into the future events Interpreting the results Findings of study Reports TRANSLATION INTERPRETATION The text was produced at some time in the The utterance is in process here and now past. Finished, static and unchangeable product. Dynamic utterance still being developed. Can be reexamined. Undergoes rapid fading. Virtually all verbal. Verbal utterance enriched with gestures and other forms of body language. The author rarely has an impact on the The interpreter is subject to the tensions and audience and translator. excitement in a meeting. Author and readers are not in touch. There is a shared experience between speaker and listeners. INTERPRETATION TYPES Categorization based on the mode Consecutive Interpreting Simultaneous Interpreting Sight Translation Conference Interpreting Sign Language Interpreting Categozation based on the subject INTERPRETATION TYPES BASED ON MODE 1. CONSECUVITVE INTERPRETING Intepreter listens to a speech while taking notes. When the speaker has finished, the interpreter delivers the speech in the required language with the help of notes and the memory. Microphone may be required for large meeting rooms. CONSECUTIVE INTERPRETING TYPES LIAISON INTERPRETING Interpreter uses two languages to interpret for two or more people as well as to create and develop communication The first type of the interpreting in the history Bringing together diplomatic people to create a connection CONSECUTIVE INTERPRETING TYPES BILATERAL INTERPRETING There are persons or groups with two different languages one interpreter stands between them and interpret between languages Note taking not necessary, the utterances are short Constant switching between languages Speech interpreting CONSECUTIVE INTERPRETING TYPES ELBOW INTERPRETING OR ESCORT INTERPRETING the escort interpreter is there to make sure both the client and those around the client understand everything that is communicated Factories Hospitals Construction sites During lunch / meals During travel Assisted living facility, etc. CONSECUTIVE INTERPRETING TYPES TELEPHONE INTERPRETING Bilateral interpreting over the phone. Widely used in business context, for medical examinations and even in some courts in the USA. International Patients Support and Interpreting Telephone Line by Ministry of Health in Turkey Annually 20000 call / most of them in Arabic VIDEO-CONFERENCE INTERPRETING Can be in consecutive or sim Widely used after pandemic INTERPRETATION TYPES BASED ON MODE 2. SIMULTANEOUS INTERPRETING The listener hears the interpretation at the same time as the speech is made SIMULTANEOUS INTERPRETING TYPES Inside the Booth Special equipment 2 interpreters 20 minutes interpreting / 20 minutes helping the booth mate Outside the Booth Technical malfunctions Microphone for the interpreter SIMULTANEOUS INTERPRETING TYPES WHISPERED INTERPRETING Used when one or two people do not understand the source language. interpreters speak in a low voice rather than whispering. SIMULTANEOUS INTERPRETING TYPES TELEVISION INTERPRETING provided for television programs, particularly for interviews with foreign guests / breaking news. Inability to create a context Very short fragments SIGHT TRANSLATION Oral interpretation of a written document Notaries agreements / deeds Courts diaries / written decisions Hospitals health reports / consent forms Meetings annual reports INTERPRETATION TYPES BASED ON MODE CONFERENCE INTERPETING “The use of simultaneous interpreting at a conference or a meeting” Academic conferences Medical conferences Engineering conferences International meetings with presidents / ministers Relay Interpreting: using an intermediary language as source Arabic English Turkish INTERPRETATION TYPES BASED ON MODE SIGN LANGUAGE INTERPRETING Provided for deaf or hearing-impaired people who cannot understand the original speech Sign language interpreters must be clearly visible to their audience. INTERPRETATION TYPES BASED ON THE SUBJECT Community interpreting Court interpreting Disaster and relief interpreting Sport interpreting Healthcare interpreting Conflict Zones interpreting INTERPRETATION TYPES BASED ON THE SUBJECT Community Interpreting community-based situations Immigration School-parent meeting Healthcare for the minority groups Interpreting for minority / disadvantaged people Common in the multicultural / migrant-receiving countries INTERPRETATION TYPES BASED ON THE SUBJECT Court interpreting A court interpreter verbally translates (called “interpreting”) everything the judge and others say between languages. Sight interpeting+consecutive interpreting Some countries demand certificates USA, Australia, Canada, UK Turkey sworn translators and interpreters at Ministry of Justice INTERPRETATION TYPES BASED ON THE SUBJECT Disaster and relief interpreting Interpreters working for the coordination of foreign search and rescue teams ARÇ Afette Rehber Çevirmen Organizasyonu 1999 Marmara Earthquake İstanbul University and İstanbul Sivil Savunma Müdürlüğü (Now AFAD) Voluntary http://ceviridernegi.org/arc/ Short training on the site Theoretical education Transmitter Basic first aid Interpreting scenarios INTERPRETATION TYPES BASED ON THE SUBJECT Healthcare Interpreting For the patients in everywhere Hospitals Field hospitals Accident area Immigrant camps Emergency services For aesthetics as well VIDEOS http://www.youtube.com/watch?v=E7m-Agn4LtE http://www.youtube.com/watch?v=A24eLArH8CA http://www.youtube.com/watch?v=BWzZcebdJjQ http://www.youtube.com/watch?v=LQoCRen--M4 http://www.youtube.com/watch?v=pwseaAAu1ck http://www.youtube.com/watch?v=FJsQjVHe6AQ&list=PL71EEB95EA3FDC3 7A IMT 105 WEEK 2 – TEXTUAL ASPECTS OF TRANSLATION WHAT IS TEXT? The original words of something written, printed, or spoken, in contrast to a summary or paraphrase. A coherent stretch of language that may be regarded as an object of critical analysis. KATHERINA REISS – TEXT TYPES (1977) Germany – functionalism assessment of translations 3 functions of language by Bühler 1. informative function (Darstellungsfunktion); 2. expressive function (Ausdrucksfunktion); 3. appellative function (Appellfunktion). Functional characteristics of text types and links to translation methods Informative text type Plain communication of facts the content or ‘topic’ is the main focus of the communication. TT: transmit the full referential or conceptual content of the ST ‘plain prose’, without redundancy and with the use of explicitation when required TT: should focus on transmitting the factual content and terminology and not worry about stylistic niceties. Expressive text type Creative composition the author uses the aesthetic dimension of language The author or ‘sender’ is foregrounded, as well as the form of the message. TT: should preserve the aesthetic and artistic form of the ST, in addition ensuring the accuracy of information. The translation should use the ‘identifying’ method, with the translator adopting the standpoint of the ST author. In literature, the style of the ST author is a priority. Operative text type Inducing behavioural responses Aim: to appeal to or persuade the reader or ‘receiver’ of the text to act in a certain way Buying something Converting to a religion Voting for someone The form of language is dialogic and the focus is appellative. The TT of an operative text should produce the desired response in the TT receiver. The translation should employ the ‘adaptive’ method, creating an equivalent effect among TT readers. The TT of an advert needs to appeal to the target audience even if new words and images are needed. Audio-medial films and visual and spoken advertisements supplement the other three functions with visual images, music, etc. supplementary’ method supplementing written words with visual images and music. Main function for each hybrid type Instruction Criteria linguistic components: semantic equivalence lexical equivalence grammatical and stylistic features; non-linguistic determinants: Situation subject field or domain Time place (characteristics of country and culture) Receiver Sender affective implications’ (humour, irony, emotion, etc.) Criticisms Why there should only be three types of language function? New texts technological advances Texts are hybrid Business and financial texts Markets are bullish and bearish, profits soar, peak, flatten, dive and plummet, while the credit crunch bites, hostile takeover bids are launched and fiscal haircuts imposed whether text types and genres can be differentiated on the basis of the primary function is questionable: annual business report as an informative text for the company’s directors and as an operative text to persuade the shareholders and market analysts that the company is being run efficiently. Social and personal aspects of translation Translation-oriented text analysis Christiane Nord’s Text Analysis in Translation (1988/2005) Translation-oriented text analysis two basic types of translation product (and process) Documentary translation Instrumental translation Two Basic Types Of Translation Product Documentary translation Instrumental translation serves as a document of a source culture serves as an independent message communication between the author and the transmitting instrument in a new ST recipient’ communicative action in the target culture, and is intended to fulfil its communicative in literary translation, where the TT allows purpose without the recipient being conscious the TT receiver access to the ideas of the of reading or hearing a text which, in a ST but where the reader is well aware that different form, was used before in a different it is a translation. communicative situation’ word-forword and literal translation and The TT receivers read the TT as though it ‘exoticizing translation’ that seeks to were a ST written in their own language. preserve local colour (quark, kimono, lahmacun, etc.) The function may be the same for both ST and TT. A MODEL OF ST ANALYSIS a model of ST analysis which is applicable to all text types and translation situations functional concept, enabling understanding of the function of ST features and the selection of translation strategies appropriate to the intended purpose of the translation three aspects of functionalist approaches: (1) the importance of the translation commission (or ‘translation brief’, as Nord terms it); (2) the role of ST analysis; (3) the functional hierarchy of translation problems. The importance of the translation commission Commission should include the following: the intended text functions; the addressees (sender and recipient); the time and place of text reception; the medium (speech or writing, and, we might now add, digital or hard copy); the motive (why the ST was written and why it is being translated) Enables the translator to prioritize what information to include in the TT. Advertisement / article / website The role of ST analysis The translator should decide on (a) the feasibility of translation (b) the most relevant ST items that need to be taken into account to achieve functional translation; (c) the translation strategy that will be necessary to fulfil the translation brief. Intratextual factors subject matter: including how culture-bound it is to the SL or TL context; content: the ‘meaning’ of the text, including connotation and cohesion; presuppositions: this has to do with the relative background knowledge of ST and TT receivers and with culture- and genre-specific conventions (10 Downing Street / readers of philosophy journal?) there may be implicit meanings in the ST that need to be explained to the TT receiver (the owl / red in Chinese cultures, lotus flower in ancient Egypt, Buddhism, and other cultures) Intratextual factors text composition: including microstructure (information units, stages of a plot, logical relations, thematic structure) and macrostructure (beginning, end, footnotes, quotations...); non-verbal elements: illustrations, italics, font, etc.; lexis: including dialect, register and subject-specific terminology; sentence structure: including rhetorical features such as parenthesis and ellipsis; suprasegmental features: including stress, intonation, rhythm and ‘stylistic punctuation’. The functional hierarchy of translation problems Comparison of the intended functions of the ST and the proposed TT helps to decide the functional type of translation to be produced (documentary or instrumental). Analysis of the translation commission determines those functional elements that may be reproduced and those that will need to be adapted to the TT addressees’ situation. The translation type helps to decide the translation style. So, a documentary translation will be more source-culture oriented and an instrumental translation more target-culture oriented. The problems of the text can then be tackled at a lower linguistic level, following the features of ST analysis. CASE STUDY Usborne Cookery School’s Cooking for Beginners an illustrated book of varied recipes to help British children aged 10+ years learn to cook. TTs were to be produced in a range of European languages for sale abroad. However, in order to keep costs down, the many illustrations were to be retained from the ST. The kind of translation involved here is instrumental: the resulting TT is to function in the target culture as an independent message-transmitting text, with the TT receivers using it to learn how to cook. The ST–TT profiles in the translation commission??? The intended text functions ? The addressees ? The time and place of text reception ? The medium ? The motive ? The ST–TT profiles in the translation commission would be as follows: The intended text functions: The ST has an informative function, transmitting information about cookery and specific recipes. It also has an appellative function, since it is appealing to children to act on what they read (to make the recipes and become interested in food and in cooking). The TT will be function-preserving as far as is possible. The addressees: The ST addressees are probably both the British children aged 10 years and over mentioned earlier and their parents (or other older relatives, carers or friends), who are likely to be the purchasers of the book. Many of the recipes also presuppose some assistance from an adult. The TT addressees are the TL children aged 10+ and their parents or other adults. The time and place of text reception: The ST was published in the UK in 1998; the TTs appeared in Dutch, French, Italian and Spanish over the period 1999–2000. The time difference is, therefore, of little importance. The medium: The ST is a printed paperback book of forty-eight pages with many photographs and illustrations on each page. The TTs are to follow the same format, i.e. the words of the TL simply replace the SL words but the illustrations remain the same. The motive: The ST has the purpose of teaching British children the basics of cooking in an entertaining way using tools and ingredients that are readily available. The TT has the purpose of doing the same for the TT children. ST analysis??? non-verbal elements ? the register of the lexis ? Presuppositions ? Non-verbal elements The features of medium are crucial for the translation process and product. The illustrations cannot be altered and the length of each TT caption/instruction must not exceed the length of the corresponding ST caption/instruction. Clearly these are severe limitations on the translator. The register of the lexis Difficult decision: recipe book recipes are a strictly organized text genre with conventions that vary interlingually. English prefers imperative forms (‘cut the tomatoes’, ‘add the onion’, etc.) whereas other languages (such as French, German, Spanish) use infinitive forms. appellative function and the fact that the addressees are children The lexis in the ST is consequently slightly simplified and rather more interpersonal than in most cookery boks. «Take care that you don’t touch anything hot» ‘Bring the milk to the boil, then turn the heat down low so that it is bubbling very gently’ Simmer a similarly simplified TT that fulfils the same appellative function this may even mean going against the conventions of the recipe in the TL and not using infinitive forms, since they tend to distance the addressee. Presuppositions divergence in cultural background between the TT and ST addressees. The selection of dishes: Some dishes described may not exist in the target culture (vegetable stir fry and prawn and pepper pilaff or fudgey fruit crumble) The presupposition in the ST is that the child will have seen these dishes, perhaps made by an adult, and understand what the final product is to look like. The children and the adults may be unsure whether the recipe is turning out correctly. Changing the names of the recipes listed above (for example to Chinese vegetables and exotic rice or hot fruit dessert) may make them more accessible to the TT receivers, although not necessarily easier to cook. Presuppositions Ingredients: Some ingredients, such as fresh ginger, pitta bread, or processed foods such as oven-bake chips and mini- croutons, may be unavailable in some target cultures. This means that either the whole recipe would be impossible to make, or the preparation of it would be different. In the TT some of these ingredients may be altered to ones that are more readily available in the target culture. Presuppositions Cooking utensils: Utensils such as kettles, garlic presses and potato mashers are not used in all cultures. In a recipe for creamy fish pie, a drawing of a potato masher is followed by the caption: ‘Crush the potato by pressing a potato masher down, again and again, on the chunks. Do it until there are no lumps left.’ IMT 105 WEEK 3 – TRANSLATION STRATEGIES AND METHODS COMMON METHODS FOR EVERY TYPE OF TRANSLATION Vinay and Darbelnet’s Taxonomy direct translation Supplementary translation procedures Borrowing Amplification Calque False friend Literal translation Loss, gain and compensation oblique translation Explicitation Transposition Generalization Modulation Équivalence, or idiomatic translation Adaptation DIRECT vs. OBLIQUE Literal translation vs. free translation parallel categories, in which case we can speak of structural parallelism, parallel concepts, which are the result of metalinguistic parallelisms. gaps, or ‘lacunae’ because of structural or metalinguistic differences, certain stylistic effects cannot be transposed into the TL without upsetting the syntactic order, or even the lexis more complex methods Borrowing A new process, an unknown concept, or just for some local colour! New elements enter into the culture roubles’, ‘datchas’ and ‘aparatchik’, ‘dollars’ and ‘party’ ‘tequila’ and ‘tortillas’ ‘menu’, ‘carburettor’, ‘hangar’, ‘chic’ and expressions like ‘déjà vu’ no longer considered borrowing Sushi, kimono? Some Turkish examples? Calque special kind of borrowing whereby a language borrows an expression form of another, but then translates literally each of its elements. 1. lexical calque: calque which respects the syntactic structure of the TL, whilst introducing a new mode of expression. 1. Compliments of the Season! Compliments de la saison! 2. structural calque: introduces a new construction into the language. 1. Science-fiction: Bilim kurgu 2. Skyscraper: Gökdelen 3. Rain forest: Yağmur ormanı Literal Translation Literal, or word for word, translation is the direct transfer of a SL text into a grammatically and idiomatically apropriate TL text translator is limited to observing the adherence to the linguistic servitudes of the TL. a literal translation is a unique solution which is reversible and complete in itself. common between the languages from the same family / physical coexistence I left my spectacles on the table downstairs J ’ai laissé mes lunettes sur la table en bas. Where are you? Où êtes- vous? OBLIQUE TRANSLATION METHODS No special stylistic procedures. Scientific texts no ambiguity machine translation Use oblique translation methods when literal translation gives another meaning, or has no meaning, or is structurally impossible, or does not have a corresponding expression within the metalinguistic experience of the TL, or has a corresponding expression, but not within the same register. Transposition The method involves replacing one word class with another without changing the meaning of the messsage. Beside being a special translation procedure, transposition can also be applied within a language. Uyanır uyanmaz uyanınca hemen I gave him a kiss I kissed him Verb noun: they have pioneered they have been the first; Adverb verb: He will soon be back He will hurry to be back. Word classes: nouns, verbs, adjectives, adverbs Modulation a variation of the form of the message, obtained by a change in the point of view. This change can be justified when, although a literal, or even transposed, translation results in a grammatically correct utterance, it is considered unsuitable, unidiomatic or awkward in the TL. ‘the touchstone of a good translator’, whereas transposition ‘simply shows a very good command of the target language’ Only God knows No one knows. It is easy to understand It is not difficult to understand. abstract< >concrete, or particular< >general: She can do no other > She cannot act differently; Give a pint of blood > Give a little blood explicative modulation, or effect< >cause: You’re quite a stranger > We don’t see you any more. whole< >part: He shut the door in my face > He shut the door in my nose. part< >another part: He cleared his throat > He cleared his voice reversal of terms: You can have it > I’ll give it to you negation of opposite: It does not seem unusual > It is very normal active< >passive: We are not allowed to access the internet > they don’t allow us to access the internet rethinking of intervals and limits in space and time: No parking between signs > Limit of parking change of symbol (including fixed and new metaphors): Fr. La moutarde lui monta au nez [‘The mustard rose up to his nose’] > En. He saw red [‘he became very angry’]. Equivalence cases where languages describe the same situation by different stylistic or structural means. Equivalence is particularly useful in translating idioms and proverbs. «Aïe!» «Ouch!» TR? cocorico : cock-a-doodle-do miaou : miaow hi-han : heehaw Equivalence It is raining cats and dogs. People who live in glass houses should not throw Stones. Cleanliness is next to godliness Too many cooks spoil the broth Easy come, easy go Beauty is in the eye of the beholder Adaptation Used in those cases where the type of situation being referred to by the SL message is unknown in the TL culture In such cases translators have to create a new situation that can be considered as being equivalent. Adaptation can, therefore, be described as a special kind of equivalence, a situational equivalence. the cultural connotation of a reference to the game of cricket in an English text might be best translated into French by a reference to the Tour de France. Supplementary translation procedures Amplification: The TL uses more words, often because of syntactic expansion, e.g. the charge against him > the charge brought against him. The opposite of amplification is economy. False friend: A structurally similar term in SL and TL which deceives the user into thinking the meaning is the same, e.g. French librarie means not English library but bookstore. Loss, gain and compensation: Translation does inevitably involve some loss, since it is impossible to preserve all the ST nuances of meaning and structure in the TL. However, importantly a TT may make up for (‘compensate’) this by introducing a gain at the same or another point in the text. Siz in English?? Supplementary translation procedures Explicitation: Implicit information in the ST is rendered explicit in the TT. This may occur on the level of grammar (e.g. English ST the doctor explicated as masculine or feminine in a TL where indication of gender is essential), semantics (e.g. the explanation of a ST cultural item or event, such as US Thanksgiving or UK April Fool’s joke), pragmatics (e.g. the opaque and culturally located US English idiom it’s easy to be a Monday morning quarterback) or discourse. Generalization: The use of a more general word in the TT. Examples would be ST computer > TT machine, or ST ecstatic > TT happy. Generalization has been suggested as another characteristic of translation. How to Apply? five steps given by Vinay and Darbelnet for moving from ST to TT. 1. Identify the units of translation. 2. Examine the SL text, evaluating the descriptive, affective and intellectual content of the units. 3. Reconstruct the metalinguistic context of the message. 4. Evaluate the stylistic effects. 5. Produce and revise the TT. Unit of Translation a combination of a ‘lexicological unit’ and a ‘unit of thought’ ‘the smallest segment of the utterance whose signs are linked in such a way that they should not be translated individually’ From time to time, çocuklara bakmak, «how do you do?», glance away, if we speak of Let’s Practice! 1. Yoğun trafik otoyolda gecikmelere neden oluyor. 2. Atlantiği geçen ilk buharlı gemi işte bu. 3. İklim değişikliği, deniz seviyesinde bir yükselmeyi oluşturdu. 4. Çalışma saatleri haftada 42 saati geçmemelidir. 5. Sağduyu sonunda galip gelecektir. 1. Politika olarak istenen etkiyi yaratmadı. 2. Bölgeye barış getirme çalışmaları boşa gitti. 3. Grevlerin kaosa sebep olması bekleniyor. 4. Şehirlerde sorunlar artıyor. 5. Bu kayalar yaklaşık 4 milyon yıl önce oluştu. 1. Bilgisayar sistemimizle ilgili bir çok sorun yaşıyoruz. 2. Bir gün bir patronum olmadan kendim için çalıştığımı hayal ediyorum. 3. İleride ne olacağını tahmin etmek imkansızdır. 4. Açlıktan öleceğim. Öğlen yemeğimi yemedim. 5. Rüyanda kendini düşerken görmek çok yaygındır. 1. Hastalığın tekrar etmesi tehlikesi var. 2. Birbirimizle iletişim kurduğumuzda kelimelerden fazlasını kullanırız. 3. Dünyanın öbür tarafındaki insanlarla iletişim kurabiliriz. 4. Yaşlandıkça duruldu. 5. Yapılacak en iyi şey bir uzmanın fikrini almaktır. IMT 105 – INTRODUCTION TO TRANSLATION AND TRANSLATION PROFESSION WEEK 4 – AN OVERVIEW OF TRANSLATOR’S JOB HAVE YOU READ THE READING MATERIAL? You should have read… TALKING AT CROSS PURPOSES For clients For translators Translation is overpriced Very complex and demanding job There are machines now MT doesn’t give quality results My nephew could do it (he goes to Why client wants discount and fast high-school) results? It is not a real job Even before translation work started? All you need a good dictionary (there is Constant update in the source text Tureng, you know???) The aims of translation https://www.pangea.global/blog/localizing-colours-for- different-cultures/ Blue White North America & Europe: Trust, security, Western cultures: Purity, elegance, peace, authority, soothing and peaceful. and cleanliness Turkey, Greece, Iran, Afghanistan, and China, Korea, and other Asian Albania: Associated with the eye-shaped countries: Death, mourning, and bad luck amulets which protect against the evil eye. Peru: Angels, good health, and time. Eastern cultures: Immortality Ukraine: Good health Hinduism: Related to the Hindu god Krishna, who embodies love and divine joy. The nature of translation başka bir ülkeden suçlunun geri getirilmesi Quality constraints Accurate Meaningful Accessible Effective and ergonomic Other constraints Accurate One of the most high-profile medical translation errors occurred in 1980, when 18-year-old Willie Ramirez was brought to a South Florida hospital in a coma. His Spanish-speaking family explained to the medical staff that Ramirez was intoxicado, meaning that he had ingested poison. However, the translator erroneously interpreted the word as meaning intoxicated, causing doctors to treat Ramirez as though he overdosed. Since Ramirez actually was experiencing a brain bleed, the delay in the treatment he needed caused Mistranslation Leads to Perception of National him to become a quadriplegic; as a result, his family Security Threat sued and received a settlement of $71 million. The critical need for precise translations was particularly obvious on November 18th, 1956, when Soviet premier Nikita Khrushchev stated Decimal in Turkish and English? words that were interpreted from Russian to , or. mean, “We will bury you.” Since it was at the height of the Cold War, the statement was perceived to be a serious threat of a nuclear attack against the United States. Although the words were meant to be a stark warning, the threat was not as ominous at the translation would lead the United States to believe. Instead of the more literal translation that was made, the phrase actually was intended to mean, “We will outlast you” or “We will live to see you buried.” Meaningful Chevy Nova in Spain Accessible Effective and Ergonomic Other Constraints Points to consider Single mum The stakes Translation is not a negligible segment What happens without translation? of service sector: it is growing even in 8 out of 10 customer don’t want to buy global economic crises. products they cannot understand. Language Service Industry Downgrading the image of a company Interpreting Interpreting = value given to customer Remote Interpreting Hospital example Translation Translation can have wider intellectual, Localization economic, cultural and linguistic Subtitling implications for individual nations. This is why states have strict censorships over translation or resort to translation when they are flourishing! Translation Bureau – 1940-1966 State sponsored translation initiative to bring humanism and westernization to newly founded Republic. German 113 French 308 English 80 Ancient Greek 94 Eastern & Islam (Added in the last years when the government changed) 66 Diversity of Translations Diversity of Translations Some examples please??? An overview of translator’s job Pre-translation Translation Pre-transfer Transfer Post-transfer Post-translation See reading material page 15 Translation of tourism contents As part of a project, we are currently looking for professional If you meet these requirements, please apply via Proz and: translators to translate various types of documents with a focus 1. Attach your CV in French or Dutch. on tourism. Please ensure that you meet ALL of the criteria listed below before responding to our call for tender. You 2. Please ensure your CV includes the following: must: ihale Confirmation that you provide services both as a translator and as a proofreader. Your ONLY mother tongue (I insist on the strongest language only). 1. Hold a degree in translation or linguistics. Your language pairs. 2. Have a minimum of two years of experience. Your areas of expertise, with a particular focus on the tourism sector. 3. Translate exclusively into your mother tongue. A note about your knowledge of Belgium and Belgian culture. 4. Work with Trados or Memoq. We would like to request your authorization to share your CV as part of a public tender. Please confirm your agreement. 5. Be specialized in translating tourism content. 3. Specify your rates per word for translation and proofreading 6. Have a good knowledge and understanding of Belgian services (keeping in mind it’s for a 3 year public tender, so prices are culture and Brussels (living or having lived in Belgium is an critical to have a chance of success. asset). Do not hesitate to ask your questions. specific apps that may need once everything is ready, the translation process starts IMT 105 – TRANSLATION AND TRANSLATION PROFESSION WEEK 6 – TENT / MT WHAT IS A TENT? TENT: TRANSLATION ENVIRONMENT TOOLS COMPONENT OF A TENT Translation memory: storage of previous translations. Manuals, some legal texts, tutorials repetitive stretches of texts. You will never translate the same text twice! motto of Trados in earlier days. Fuzzy match rate = sameness rate 70 % or more good Less bad / don’t even spend time translate from scratch Fuzzy match types named differently but common in most TENTs FUZZY MATCH TYPES Contextual match / 101% match = previous and following matches are same. 100% match = the translation segment is the same. 1-99% match = more than 70 % is good. Subsegment match = words are matching TENT automatically completes your word. No match = TENT will give you MT suggestions COMPONENTS OF A TENT Term Extraction Tool = Available for Memoq, but paid in Trados Free tools fivefilters.org I use this maui-indexer (downloadable too) TerMine (downloadable too) And this AlchemyAPI keyword / terminology extraction. Terminology Extraction by Translated Labs. Apsic Xbenc. WebCorp. AntConc. https://www.fivefilters.org/term- extraction/ COMPONENTS OF A TENT Terminology management tools = create terminologies specific for subject, client or project and share it with others consistency You can create terminology lists or download them! Trados Multiterm Comes and compatible with Trados Studio Allows you to download a comprehensive (general list) Acrolinx Anylexic SOME TMS Acrolinx QuickTerm by Kaleidoscope Anylexic Termbases ApSIC Xbench TermWeb evoTerm TermWikiPro flashterm Taas - Cloud Services for Terminology Work InterpretBank Tippy Term Intragloss Home i-Term LogiTerm Web COMPONENTS OF A TENT Concordance: examples of use in context The concordance is the most powerful tool with a variety of search options. It can find words, phrases, tags, documents, text types or corpus structures and displays the results in context in the form of a concordance. The concordance can be sorted, filtered, counted and processed further to obtain the desired result. CONCORDANCE TOOLS CONCORDANCE TOOLS https://www.sketchengine.eu/guide/parallel-concordance-searching- translations/ https://www.linguee.com/english- german/search?source=auto&query=translation COMPONENTS OF A TENT Alignment tool: you can use previous translations, align them with source and target text segments, and you can create a Translation Memory ID cards Passports Legal documents COMPONENTS OF A TENT Quality Check Module: Checks for tags, numbers, terms, dates, websites TAG: Shows properities you shouldn’t delete Right alignment Different fonts Italics / Bolds Links Dates Numbers MT – TM INTEGRATION WHAT IS MT AND HOW TO USE THEM? MT: Machine Translation developed since 1950s WWI computers first non-numerical trial Different types most MT engines use statistical and neural ones APIs: mechanisms that enable two software components to communicate with each other using a set of definitions and protocols. If you want to use Google Translate in Trados, you need API key. SUITABLE TEXT TYPES FOR MT HOW TO USE MT? PRE-EDITING Pre-editing is the process of preparing the Manage terminology source text before MT to obtain a better MT raw output. Apply style guides Reduce long noun phrases reducing sentence length unifying terminology if it is inconsistent throughout the text correcting spelling and punctuation errors simplifying grammatical structures such as subordinate clauses adding articles and pronouns removing any ambiguities REAL LIFE ADVICES Use the. Correctly Point is used to segment the text 14.yy will mean = the end of a sentence with 14 and the beginning of a new sentence with Yy I use ctrl+f and replace every.yy with «inci yüzyıl» Read the whole text most people will fail to obey all grammatical rules. In Turkish, never trust anybody. Machines don’t have brains they will fail miserably in the face of a noun- verb agreement. POST-EDITING Translation Automation User Society (TAUS) Do not retranslate the text Decide changes quickly (“2-second rule”) Translate the whole text, unless some phrases are classified as untranslatable Correct incomprehensible sentences Delete inaccurate sentences if they are irrelevant and difficult to correct Focus on semantic and syntactic mistakes Don’t correct stylistic errors (their correction is subject to prior agreement) Don’t replace recurring terms with synonyms POST-EDITING light post-editing deep post-editing consists of implementing quickly a includes more changes are expected small number of changes so the MT since the quality of the output should be output is considered acceptable. The equivalent to the quality of a human expected corrections are the translation. In a deep post-editing following: project, the editor should implement light-editing changes, plus the following: Orthography Grammar Mistranslation Punctuation Omissions and additions Style Terminology Tone GRAMMARLY FOR POST-EDITING MT ENGINES Apertium Mirai Translator Human Science AutoML MoraviaMT Jukkou MT NICT KantanMT Amazon Translate Omniscien Technologies Microsoft Custom Translator Closed NMT Microsoft Translator / Microsoft CrossLang PangeaMT Translator Hub DeepL Pro PROMT Tauyou SDL BeGlobal Tauyou Real-time Fair Trade Translation SDL Language Cloud Tilde MT Globalese Sunda MT Toshiba Globalese NMT (Neural Machine Translation) Systran Yappn Google Translate Systran PNMT Mymemory.net ETHICAL ASPECTS When you use free MT, you share everything with public. If you signed a non-disclosure agreement, you cannot use free MT. Once you do your homeworks with free MT, every other student will benefit from it. Pay attention to that. MY FAVORITES Free ones in pink CATS MTS Trados Mymemory.net the best Matecat DeepL good Smartcat Trados Language Cloud nice Memsource Microsoft translator phrase MATECAT Free Provides Google Translate for free Allows you to collaborate Gives statistics for post editing Real life advice time! Never ever give quotes without seeing the text first! XLIFF: XLIFF (XML Localization Interchange File Format) is an XML- based bitext format created to standardize the way localizable data are passed between and among tools during a localization process and a common format for CAT tool exchange. IMT 105 WEEK 9 - CULTURAL ASPECTS IN TRANSLATION AND INTERPRETING WHAT IS CHARACTERISTICS OF CULTURE? CULTURE CULTURE -164 different definitions in 1952 ► ‘Culture consists of patterns, explicit and implicit, of and for behaviour acquired and transmitted by symbols, constituting the distinctive achievements of human groups, including their embodiment in artifacts; the essential core of culture consists of traditional (i.e. historically derived and selected) ideas and especially their attached values; culture systems may, on the one hand, be considered as products of action, on the other, as conditional elements of future action.’ (Edward Tylor in Primitive Culture (1870)) ► ‘... the set of attitudes, values, beliefs, and behaviors shared by a group of people, but different for each individual, communicated from one generation to the next.’ Hofstede 1994: 5 ► “something learned, transmitted, passed down from one generation to the next, through human actions, often in the form of face-to-face interaction, and, of course, through linguistic communication” Some Key Characteristics of Culture ► Culture is manifested at different layers of depth ► Culture affects behaviour and interpretations of behaviour ► Culture can be differentiated from both universal human nature and unique individual personality ► Culture influences biological processes ► Culture is associated with social groups ► Culture is learned ► Culture is subject to gradual change Culture is manifested at different layers of depth ► We have to delve into the underlying assumptions, which are typically unconscious but which actually determine how group members perceive, think and feel. ► the notion that businesses should be profitable, that schools should educate, or that medicine should prolong life are assumptions, even though they are often considered “merely” values. Culture affects behaviour and interpretations of behaviour AN EXAMPLE FROM NAVAJO PEOPLE ► A Navajo man opened the door to the classroom and stood silently, looking at the floor. The Anglo-American teacher said ‘Good morning’ and waited expectantly, but the man did not respond. The teacher then said ‘My name is Mrs Jones,’ and again waited for a response. There was none. ► In the meantime, a child in the room put away his crayons and got his coat from the rack. The teacher, noting this, said to the man, ‘Oh, are you taking Billy now?’ He said, ‘Yes.’ ► The teacher continued to talk to the man while Billy got ready to leave, saying, ‘Billy is such a good boy,’ ‘I’m so happy to have him in class,’ etc. ► Billy walked towards the man (his father), stopping to turn around and wave at the teacher on his way out and saying, ‘Bye-bye.’ The teacher responded, ‘Bye-bye.’ The man remained silent as he left. EXPLANATION ► From a Navajo perspective, the man’s silence was appropriate and respectful. The teacher, on the other hand, expected not only to have the man return her greeting, but to have him identify himself and state his reason for being there. Although such an expectation is quite reasonable and appropriate from an Anglo-American perspective, it would have required the man to break not only Navajo rules of politeness but also a traditional religious taboo that prohibits individuals from saying their own name. The teacher interpreted the contextual cues correctly in answer to her own question (‘Are you taking Billy?’ and then engaged in small talk. The man continued to maintain appropriate silence. Billy, who was more acculturated than his father to Anglo-American ways, broke the Navajo rule to follow the Anglo- American one in leave-taking. This encounter undoubtedly reinforced the teacher’s stereotype that Navajos are ‘impolite’ and ‘unresponsive’, and the man’s stereotype that Anglo-Americans are ‘impolite’ and ‘talk too much.’ COCONUT SKATING Culture can be differentiated from both universal human nature and unique individual personality ► Human nature: mental software ► The personality of an individual is her/his unique personal set of mental programs which (s)he does not share with any other human being. ► based upon traits which are partly inherited with the individual’s unique set of genes and partly learned. ► ‘Learned’ means: modified by the influence of collective programming (culture) as well as unique personal experiences. Culture influences biological processes our purely biological needs are frequently influenced by our cultures. Pain endurance ► all people share a biological need for ► Cheyenne men engaged in the Sun food. Dance ceremony, Fiji firewalkers. ► Unless a minimum number of calories is consumed, starvation will occur. ► The principle is the same: People learn Therefore, all people eat. But what we ideas from their cultures that when eat, how often, we eat, how much we internalised can actually later the eat, with whom we eat, and according to experience of pain. what set of rules are regulated, at least in part, by our culture. ► Do you eat freshly killed rattlesnakes? ► Do you crave for sushi? Culture is associated with social groups ► a national level according to one’s country (or countries for people who migrated during their lifetime); ► a regional and/or ethnic and/or religious and/or linguistic affiliation, as most nations are composed of culturally different regions and/or ethnic and/or religious and/or language groups; ► a gender level, according to whether a person was born as a girl or as a boy; ► a generation level, which separates grandparents from parents from children; ► a role category, e.g. parent, son/daughter, teacher, student; ► a social class level, associated with educational opportunities and with a person’s occupation or profession; ► for those who are employed, an organizational or corporate level according to the way employees have been socialized by their work organization. Culture is learned ► Watching how adults react and talk to new babies is an excellent way to see the actual symbolic transmission of culture among people. Two babies born at exactly the same time in two parts of the globe may be taught to respond to physical and social stimuli in very different ways: ► Child decision making in the USA and Japan? ► Parents tell children that a certain person is a good boy / girl because ____________. Culture is subject to gradual change ► cultural diffusion is a selective process (1) it is seen to be superior to what already exists; (2) it is consistent with existing cultural patterns; (3) it is easily understood; (4) it is able to be tested on an experimental basis; and (5) its benefits are clearly visible to a relatively large number of people Culture is subject to gradual change Some cultural traits are more easily diffused than others A story ► technological innovations are more likely ► 'Şeyh Alman Yapımı arabasından indi, Rus yapımı asansöre bindi, İtalyan yapımı to be borrowed than are social patterns kapıyı açarken Kore üretimi kefiyyesini ve or belief systems, largely because the Taiwan yapımı cilbabını düzeltti. İsviçre yapımı saatine baktı, Bengladeşli hizmetçisi ve usefulness of a particular technological çocuklarının Endonozyalı mürebbiyesisiyle fin trait can be recognized quickly. yapimi Cep telefonuyla görüştü. ► Facebook Sonra ağır adımlarla Hollanda yapımı mikrona yöneldi ve Çin yapımı pahalı bir kalemi ► Computer sallayarak ; '' Sizi uyarıyorum, sakın ha gravat takmayın.. ► Automobile Muhakkak ki gravat kafir batının bir sembolüdür...' dedi. ► Hinduism? CULTURE AND CULTURE SPECIFIC ITEMS TRANSLATION CULTURE AND TRANSLATION ► No language can exist unless it is steeped in the context of culture; and no culture can exist which does not have at its centre, the structure of natural language. ► language is heart of a culture. ► Translation is one of the most basic tools for cultural transference. CULTURE SPECIFIC ITEMS ► each particular language has its own metaphors, habits, specialized lexicons, references, means of entertainment and their names, special systems of classifications for flora and fauna, etc. ► Culture-specific items are usually expressed in a text by means of objects and of systems of classification and measurement whose use is restricted to the source culture, or by means of the transcription of opinions and the description of habits equally alien to the receiving culture. ► poses a translation problem due to the nonexistence or to the different value (whether determined by ideology, usage, frequency, etc.) of the given item in the target language culture. CULTURE SPECIFIC ITEMS - TAXONOMIES yer adları insan adları NEWMARK’s CLASSIFICATION OF CSIs Greatest Debate in Translation NEWMARK’s CLASSIFICATION OF TRANSLATION STRATEGIES FOR CSIs SOME EXAMPLES ► Orhan Kemal 1949 Baba Evi and1950 Avare Yıllar into English ► Taken from Merve Öztürk’s master thesis (open Access via yoktez) Functional Equivalent (globalization) ► Kaynak Metin: “Çok zaman, ‘Aman yarabbi’ derdi, ‘aman yarabbi! Böyle mi olacaktı benim oğlum?’ O, Kuran’ı beş yaşında hatmetmiş!’ (s. 5) ► Erek Metin: “He would often say, ‘Oh Lord! Oh God! That my son should be like this!’ It seems he had already learned the whole of the Koran off by heart by the time he was five.” (S. 5) ► Kaynak Metin: “İlk verildiğim okul bir ‘Aralık Mektebi’ydi, yahut medrese…” (s. 5) ► Erek Metin: “I was first placed in what was an old-fashioned religious school.” (s. 5) ► Kaynak Metin: “Babaannemin titreyen dudaklarında Elham, Kulhüvallahü, Allahüla… Annemle halalarım kireç kesilmişlerdi.” (s. 9) ► Erek Metin: “My grandmother, through trembling lips, uttered one prayer after another. My mother and aunts blanched.” (s. 10) ► Kaynak Metin: “Ankara denince ben, yanık çürük, paslı tahtalar ve kerpiç kalabalığından ibaret, alt alta, üst üste evler, bozuk dar sokaklarda sipersiz kabalaklarıyla askerler, kalpaklı subaylar, Hâkimiyeti Milliye gazetesi satan çocuklar ve suyu akşamdan sabaha donmuş, çatlak bir testi hatırlarım.” (s. 9-10) ► Erek Metin: “Ankara! When I think of this city I always remember its houses of burnt, rotten, rust-stained wood or sun-dried bricks, all crowled together. They overlooked the narrow, uneven streets full of soldiers in their military hats, police in their brimless fur caps and children selling nationalist newspapers.” (s. 11) ► Kaynak Metin: “’Sokaklarda dolaşma, terbiyesiz çocuklarla oynama, küfretme,’ gibi nasihatlerden usanmıştım. Öyle ki, kaç sefer, ah, keşke bir eskicinin çocuğu olsaydım diye düşünmüştüm. Lokanta ne iyiydi… ‘Git, dört işkembe al gel!’” (s. 24) ► Erek Metin: “I was sick of being told not to walk around the streets, not to talk to rude children, to talk nicely. I had often fantasized about being the son of a rag-and-bone man or refuse picker. The restaurant was so good… ‘Four soups!’” (s. 26) ► Kaynak Metin: “Haftalardan beri, annemin bütün tesellisine rağmen bayram yaklaştıkça babamın üzüntüsü artıyor, ‘çocuklarına bayramlık alamadığı için’ kendi kendini yiyordu.” (s. 37) ► Erek Metin: “For weeks now, as the festival approached, he had been growing more and more depressed, despite my mother’s attempts to cheer him up. He has been very hard on himself for not getting the children new clothes for Eid.” (s. 41) Adaptation (Romeo and Juliet– Aslı ve Kerem) ► Kaynak Metin: “Diz çöküp oturduk. Önlerimizde cüzlerimiz. Hoca içimizden rasgele birini okuturken biz sinek avlardık (s. 5) ► Erek Metin: “We would file in and kneel down on the floor. Each of us would have a bound section of the Koran in front of us, and the teacher would choose someone at random to start reading.” (s. 5) ► Kaynak Metin: “’Doğrusu Eyüp sabrı varmış evlatçığımda. Bu pasaklı karıyla yaşamak değme babayiğidin harcı değil…’” (s. 19) ► Erek Metin: “’My poor son must have had the patience of a saint! Most men wouldn’t have put up with such a slovenly woman.’” (s. 21) ► Kaynak Metin: “Akşam, müşteriler yemeklerini yedi, aboneler dağıldı, tam bulaşığa oturacaktım, Niyazi bana ters ters bakarak, Süreyya Usta’ya, ‘Allahaısmarladık usta!’ dedi.” (s. 27) ► Erek Metin: “That evening, after all the customers had eaten and the regulars had dispersed, I was about to get down to the washing up when Niyazi, looking at me darkly, called out to Sureyya, ‘Goodbye!’” (s. 30) ► Kaynak Metin: “Kadın, soğuya ısına kaynaya simsiyah olmuş, is kokan, mürekkep ağırlığında bir bardak çayı, taze sulanmış yufka ekmek, peynir ve bir baş kuru soğanla sürermiş kocasının önüne.” (s. 84) ► Erek Metin: “The poor woman would pass over a glass of stewed tea, by then inky black from being reheated, and some freshly heated pan bread, cheese and onion.” (s. 91) ► Kaynak Metin: “Uzatmayalım, beşinci pirzola porsiyonundan sonra, iki porsiyon karnıyarık, iki porsiyon pilav, iki porsiyon kuru fasulye yedi, türlü, taskebabı filan, sıra geldi kompostoya.” (s. 89) ► Erek Metin: “To cut a long story short, after five portions of lamb chops he had aubergine stuffed with lamb, a double portion of rice, a double portion of beans, a portion of ratatouille and a plate of stew before moving on to the compote.” (s. 96) ► Kaynak Metin: “Mesela çat kapı. Selamünaleykümle dalmışım odalarına.” (s. 190) ► Erek Metin: “For instance, I could walk up to their door; saunter into their home with a ‘How do you do?’” (s. 211) Omission -- deletion ► Kaynak Metin: “Ben doğduğum zaman, babam Çanakkale’de, Dardanos’ta bataryasının başında, kumral bıyıklı, enveriyeli bir ‘topçu teğmeni’ymiş.” (s. 1) ► Erek Metin: “At the time of my birth my father was a chestnut-moustached lieutenant in the artillery corps, in charge of his battery at Dardanos, Çanakkale.” (s. 1) ► Kaynak Metin: “Babam, yerde yemeye, bulgurdan yapılan ve haşlanmış taze asma yaprağıyla yenilen ‘batırık’lara müthiş kızardı.” (s. 13) ► Erek Metin: “My father always hated eating on the floor and the fingers of bulgur and fresh vine leaves which people ate by hand.” (s. 15) ► Kaynak Metin: “Yedi başlı müthiş devler, cadılar, cinler, periler, bir dudağı yerde, bir dudağı gökte Araplar, Zümrüdüanka kuşları, padişahlar, padişah kızları, sihirbazlar ve şehzadelerle dolu masallardı.” (s. 14) ► Erek Metin: “Tales full of amazing giants with seven heads, witches, genies and imps or a marvellous phoenix, together with sultans, sultans’ daughters, sheikhs and wizards.” (s. 16) ► Kaynak Metin: “Kediler, köpekler, serçe kuşları, yarasalar. Ulu Cami, saathane, Siptilli Pazarı… Hepinize elveda!” (s. 22) ► Erek Metin: “The cats, the dusty dogs, the little sparrows, the bats, the big mosque, the clock-house, the market… Goodbye to them all.” (s. 25) ► Kaynak Metin: “(…) Annem gene tatar böreği pişirir, çiğköfte yoğurur.” (s. 42) ► Erek Metin: “’(…) our mother baking nice food again, mixing up all the ingredients…” (s.46) Transference ► Kaynak Metin: “Adana çiğköftesini ekseriya kırda yerdik…” (s. 36) ► Erek Metin: “We would sit in the fields and eat our Adana-style raw köfte” (s. 39) ► Kaynak Metin: “Babam, yerde yemeye, bulgurdan yapılan ve haşlanmış taze asma yaprağıyla yenilen ‘batırık’lara müthiş kızardı.” (s. 13) ► Erek Metin: “My father always hated eating on the floor and the fingers of bulgur and fresh vine leaves which people ate by hand.” (s. 15) ► Kaynak Metin: “(…) bu tarafta kırmızı kuşaklı bir delikanlı rakı içiyordu.” (s. 121) ► Erek Metin: “Over on the other a young man with a red waistband was drinking raki.” (s. 132) ► Kaynak Metin: “’Bana,’ dedi, ‘evvela zeytinyağlı dolma...’” (s. 136) ► Erek Metin: “’First,’ said Gazi, ‘bring me some cold dolma…’” (s. 149) Literal Translation ► Kaynak Metin: “Evvela babamla annemin elini öpmek lazımdı.” (s. 38) ► Erek Metin: “But first we had to kiss the hands of our parents.” (s. 42) ► Kaynak Metin: “Beyrut’un cetvelle çizilmiş gibi dümdüz uzanan kalabalık caddelerinde beş parasız dolaşırken çoğu kez bir oyuncakçı dükkânının vitrini önünde saatlerce kalırdım.” (s. 40) ► Erek Metin: “The streets of Beirut went in straight lines, as if they had been drawn with a ruler (...)’” (s. 44 ANOTHER EXAMPLE ► Tom Sawyer ve üç farklı çevirisi (Tezyürek, 2018) Deyiş Çevirileri ST: “... But I forgive ye, Tom, I reckon you’re kind of a singed cat, as the saying is—better’n you look, this time.” (p. 6) TT1: “... Seni bağışlıyorum Tom. Senin de herhâlde... hani derler ya, astarın yüzünden iyi olsa gerek. Bu seferlik.” (p. 14) TT2: “... Ama seni affettim, Tom. Eskilerin dediği gibi, görünüşe aldanmamak lazım, göründüğünden daha iyi bir insansın. Bu seferlik.” (p. 12) 58 TT3: “... Ama seni affediyorum Tom. Sen de haklısın yavrum, adı çıkmış dokuza, inmez sekize derler ya. Bu seferlik paçayı kurtardın” (p. 4) Deyiş Çevirileri ST: Then Tom girded up his loins, so to speak, and went to work to “get his verses”. (p. 23) TT1: Sonra da Tom, sözgelimi, gayret kuşağını kuşanarak, “ayetleri ezbere geçirmek” için çalışmaya koyuldu. (p. 41) TT2: Sonra Tom kollarını sıvadı, elbette lafın gelişi ve “ayetlerini ezberlemeye” gitti. (p. 27) TT3: Ondan sonra Tom, “İncil ayetlerini ezberlemek” üzere, tabiri caizse paçaları sıvadı. (p. 27) Deyiş Çevirileri ST: “... But old fools is the biggest fools there is. Can’t learn an old dog new tricks, as the saying is....” (p. 4) TT1: “... Neylersin ki bu dünyada kocamış budalanın üstüne budala yoktur. Hani derler ya, eski köyde yeni âdet tutmaz diye....” (p. 11) TT2: “... Ama aptal ihtiyarlar dünyadaki en aptal insanlardır. Dedikleri gibi, kırk yıllık Kani, olur mu Yani?...” (p. 10) TT3: “... Ama işte kurt kocayınca çakalın maskarası olur derler. İhtiyar itler yeni numara öğrenemezmiş....” (p. 2) Argo ST: “Ben, I’d like to, honest injun; but Aunt Polly—well, Jim wanted to do it, but she wouldn’t let him....” (p. 15) TT1: “Ben, isterdim izin vermeyi, kör olayım, valla. Gelgelelim Polly Teyzem… Bak, Jim yapmak istedi ama teyzem izin vermedi....” (p. 27) TT2: “Ben, hakikaten izin vermek isterdim ama Polly Teyze... Bak, bu işi Jim yapmak istedi, izin vermedi....” (p. 20) TT3: “Gerçekten vermek isterdim, Ben. Yalanım varsa canım çıksın. Ama Polly Teyze... Jim yapmak istedi ama teyzem bırakmadı....” (p. 15) ÜNLEM ST: “Mercy on us! Go on, Tom, go on!” (p. 118) TT1: “Tövbe yarabbim! Sen anlat Tom, anlatsana bana.” (p. 179) TT2: “Tanrım, bize merhamet et! Devam et, Tom; devam et! (p. 110) TT3: “Aman ya Rabbim! Devam et, Tom... devam et!” (p. 141) Afrikan Amerikan Ağzı Çevirisi ST: “Oh, I dasn’t, Ma’rs Tom. Ole missis she’d take an’ tar de head off’n me. ’Deed she would.” (p. 12) TT1: “Ay, yapamam, Bay Tom. Hanım Teyze kafamı koparır sonra. Valla billa koparır.” (p. 23) TT2: “Maalesef, Efendi Tom. Yaşlı Hanım benim kafamı koparır. Kesinlikle yapar.” (p. 17) TT3: “Mümkün değil Sahip Tom. Hanımefendi kafamı koparır sonra. Vallahi de koparır.” (p. 12) Ölçü birimlerinin çevirisi ST: The two marbles lay within a foot of each other. (p. 59) TT1: İki misket birbirinden yarım metre ötede duruyorlardı. (p. 91) TT2: İki misket birbirinden bir karış uzakta duruyordu. (p. 59) TT3: İkinci misket öncekinin yirmi otuz santim yakınına düşmüştü. (p. 70) DİNİ ÖĞELER ST: “The Lord giveth and the Lord hath taken away. Blessed be the name of the Lord!...” (p. 100) TT1: “Tanrı hem verici hem alıcıdır. Tanrı’nın yaptığı sorgulanamaz....” (p. 153) TT2: “Tanrı verir ve Tanrı alır, Tanrı büyüktür!...” (p. 94) TT3: “Rabbin verdiği canı Rab alır. Takdiri ilahi işte!...” (p. 119) IMT 105 WEEK 10 – TRANSLATION AND INTERPRETING COMPETENCE – REQUIREMENTS OF TRANSLATION MARKET COMPETENCE? (edinç) The macrocompetence that comprises the different capacities, skills, knowledge and even attitudes that professional translators interpreters possess and which are involved in translation interpreting as an expert activity. Who defines them? How to define them? Translation market Academics Professional standards TRANSLATION COMPETENCE Longitudial studies applying surveys to the graduates after 10 years, etc. Oktay Eser a summary for translation Sibel Okuyan a summary for interpreting INTERPRETING COMPETENCES COMPETENCES TRANSLATION INTERPRETING Langugage Project know-how Language competence competence Marketing Culture competence Culture competence competence World Knowledge Field competence Strategic competence Field competence Text competence Psychophysiological competence Emotional competence Transfer competence Translation service Profession, ethics and market Research competence information providing Theoretical knowledge competence Interpreting method information Technological Translation Technological competence competence competence Interpreting Market in Turkey – Some Graphics for ÇİD members Kurumunuzda çalıştırmak istediğiniz sözlü çevirmenlerin mesleki alan bilgisiyle ilgili beklentileriniz nelerdir? İş İlanına Başvuran Sözlü Çevirmen Adaylarının Değerlendirilme Ölçütleri Günümüzde Sözlü Çevirmen İstihdam Ederken Talep Edilen Özellikler Küreselleşme, teknoloji ve bunların Türkiye'ye etkileri göz önüne alındığında, sizce sözlü çevirmenlik mesleği nasıl bir yönelim ve değişim geçirecektir? «İnternet altyapısının gelişmesiyle uzaktan andaş çeviri sistemlerinin daha fazla gelişeceğini ve toplantılar için masraflı seyahat ve donanımların azalacağını düşünüyorum.” “Çevirmenler kendi bulundukları mekânlardan sözlü çeviri yapabileceklerdir. Bunların ilk örnekleri piyasaya çıktı ve yine bu konuda yoğun bir çalışma yapan şirketler var.” “Teknolojik gelişimler (makine çevirilerinin anlık ufak ihtiyaçları karşılaması) ve küreselleşmeden (hastanelerde, mahkemelerde ülkenin ana dilini bilmeyenlerin çeviri ihtiyacı artması) dolayı eskiden olduğu gibi büyük ve detaylı bir etkinlik olmak yerine anlık, saatlik, telefonda sözlü çeviri gibi alanlar gelişmektedir.” “Telekonferans araçları (yazılımları) bu şekilde arttıkça teknolojiyi takip eden, kullanabilen ve daha kaliteli işler ortaya koyan ve aynı zamanda talep ettiği ücreti ülke standartlarında belirleyebilen tercümanlar daha çok iş yapacaklar.” “İnternet üzerinden sözlü çeviri talepleri gerekli teknolojik altyapı sağlandıkça artacaktır.” “Konferanslarda, iş ve eğitim toplantılarında teknolojinin çevirmenlere getireceği yenilik ise mekân kısıtlamasının aşılması olacaktır.” Çalışmaya Yeni Başlamış Bir Sözlü Çevirmenin Kendini en çok Geliştirmesi Gereken Yönler Çeviri sürecinde zaman baskısı altında çalışabilme Alanlara ait terminoloji Diksiyon bilgisi becerisi %6 %14 %9 Çalışılan dillere ileri İletişim becerilerini artırma seviyede hâkimiyet %7 %13 Çoklu görev becerisi %7 Çalışılan dillerde genel kültürün artırılması %10 Çeviri sürecinde stresle başa çıkma becerisi %9 Güncel teknik ekipmanlara Meslek etiği Çalışılan dillerde güncel gelişmelerin takibi hakimiyet %10 %9 %6 Çeviri Bölümlerinde Sözlü Çeviri Derslerini Alan Öğrencilere Kendilerini Geliştirmeleri İçin Öneriler Yazılı çeviride kendini geliştirmek ; %11 Kelime ve kavram dağarcığını artırmak ; %19 Çalışılan dillerin konuşulduğu ülkelerdeki ekonomik, politik vb. yapılar hakkında bilgi edinmek ; %16 Çalışılan dillerde gündemi ve güncel gelişmeleri takip etmek ; %20 Çalışılan dillerin konuşulduğu ülkelere gitmek ; %21 Üniversitelerin diğer bölümlerinden ders almak (yandal vb. olanaklardan faydalanmak) ; %13 Çeviri bölümlerinde sözlü çeviri eğitimi alanında önümüzdeki on yıl içinde yapılması gereken değişiklikler sizce nelerdir? “Teknik donanımların nasıl çalıştırılacağı konusunda öğrenciler eğitilmelidir.” “Teknolojik alt yapı önemli.” “Teknolojiye daha fazla dikkat edilmeli.” “Teknoloji kullanımının artması.” “Öğrencilerin güncel teknik donanımlarının kullanılmasında yardımcı olunmalıdır.” “Teknoloji ve yazılım kullanımını arttırmak.” “Çeviri mezunlarının zaman zaman yeterli olmadığından hareket ederek şöyle iki ihtimalli bir yargıya varmak mümkün: Ya 4 yıllık çeviri eğitimi yeterli değildir; 1 yılı zorunlu staj gibi kabul edilerek 4+1 yıla çıkarılmalıdır veya 4 yıllık müfredat verimli bir şekilde kullanılmamaktadır. 4 yıllık çeviri eğitimini tamamladıktan sonra, mezunlar 5. yılda bir saha seçmeli ve hukuk fakültesi mezunları gibi bir yıllık zorunlu staj yapmalıdırlar. “ “Deneyim sahibi olabilmeleri için öğrencileri uluslararası toplantılara gözlemci öğrenci olarak göndermek.” “Öğrencilere sahada çalışma fırsatı verilmelidir.” “Staj süresini arttırılmalı.” “Sektörel uzmanlaşma.” “Uzmanlık alanları eklenmelidir.” “Uzmanlık alanlarıyla desteklenmesi çok faydalı sözlü çevirmenlerin yetişmesine katkı sağlar.” “Farklı alanlar için terminoloji dersi verilmelidir.” “Stresle baş etme ve meslek etiği (işe zamanında ve uygun şekilde gitme, hazır bulunma, söz verilen şekilde yerinde ve zamanında olma, kibar ve sakin hareket etme) kısacası, insani formasyona önem verilmeli. Terminolojiye hâkim olmayan bir çevirmen işi kurtarabilir ancak stresle baş edemeyen ve öfke kontrolü yapamayan bir çevirmen işi berbat eder.” “Teorik olarak günümüzde mütercim-tercümanlık/çeviribilim bölümlerinde verilen eğitimi akademik kariyer için yeterli buluyorum. Ancak yükseköğretim ortamı öğrencileri piyasa veya pazar koşullarına hazır hale getirmemektedir. Bunun nedeni ise genel olarak asosyal bir eğitim sisteminden gelen bir bireyin sosyal olmayı gerektiren disiplini öğrenmek istemesidir. Mütercim-tercümanlık yükseköğretiminin kuramsal eğitimin yanı sıra daha da sosyalleşmeyi sağlayacak şekilde yeniden yapılandırılması gerektiğine inanıyorum.” “En büyük değişiklik eğitim aldığı dile ve kendi ana diline hem yazılı hem de sözlü anlamda üst düzeyde hâkim kişiler yetiştirmektir. Eksik dil bilgisi sahibi arkadaşların üzerine bir yapı inşa edemeyiz. Başarılı arkadaşlarımız var ancak çeşitli üniversitelerden mezun arkadaşlarımızın bu temel gerekliliği yerine getiremediklerine üzülerek çok şahit olduk.” “Öğrencilerin çalışma dillerinin kültürel ve davranış kuralları üzerinde durulmalıdır.” Öğretim kadrosunun kendi menfaatlerine takılmaksızın öğrencilerini meslek etiği, kabin adabı, gri piyasa, price-cutting (fiyat düşürme) ve bilinçlendirmeye yürekli olması her şeyden önce gelmeli kanımca. Ayrıca hizmet sektöründe görev alacak ve zaman zaman müşterilerle birebir iletişimde olacak arkadaşlarımızın sosyal beceriler ve müşteri memnuniyeti çerçevesinde de bilgi ve eğitim almaları yararlı olacaktır. Stresle baş etme ve meslek etiği (işe zamanında ve uygun şekilde gitme, hazır bulunma, söz verilen şekilde yerinde ve zamanında olma, kibar ve acelesiz hareket etme) kısacası, insani formasyona önem verilmeli. “Tercümanlık eğitimi ilk dönemden başlayarak verilmelidir.” “Uzaktan tercümanlık (telefon ve video konferans) müfredata ders olarak eklenmelidir.” “Simültane tercüme, dördüncü ve beşinci yarıyılda verilmelidir.” “Gerçekçi ve performansa dayalı eğitim; ölçme ve değerlendirme” “Ayrıca hizmet sektöründe görev alacak ve zaman zaman müşterilerle birebir iletişimde olacak arkadaşlarımızın sosyal beceriler ve müşteri memnuniyeti çerçevesinde de bilgi ve eğitim almaları yararlı olacaktır.” “Uygulama derslerinin sürelerinin artırılması.” “Diksiyon ve çoklu görev becerileri özellikle geliştirilmelidir.” “Bunun dışında göç veren ülkelerin dillerinin üçüncü dil olarak öğretilmesi gerektiği kanısındayım.” “Mütercim-tercümanlık yükseköğretiminin teorik eğitimin yanı sıra, daha da sosyalleşmeyi sağlayacak şekilde yeniden yapılandırılması gerektiğine inanıyorum.” Çalışma Dillerine Yüksek Seviyede Hâkimiyet – Language Competence “Dünyayı ve gelişmeleri takip etsinler. Bu anlamda TRT World kanalı çok yardımcı olacaktır diye düşünüyorum. Türkçe ifadelerin İngilizcede nasıl kullanıldığını görmeleri açısından.” “Eğitim aldığı dile ve kendi ana diline hem yazılı hem de sözlü anlamda üst düzeyde hakim olmaları temel beklentimiz. Öğrenciler başka bir dil de bilmeli.” “Meslek etiğine uygun ve iyi dil yetisine sahip olmalı.” “Kaynak ve hedef dillere iyi hâkim olmalılar. Hem kaynak hem de hedef kültürü bilmelidirler.” “Ana dilinden yabancı dile ve yabancı dilden ana diline sözlü çeviri becerileri ve ikinci bir yabancı dil önemlidir.” “Diksiyon ve çoklu görev becerilerinin daha çok geliştirilmesi gerekli olduğunu düşünüyorum.” Bireysel Özellikler ve Beceriler “Sabırlı, dirayetli, dayanıklı ve alçak gönüllü olmak.” “Cesur ve yeniliklere açık olmalılar. Kendilerini geliştirme konusunda hevesli ve istekli olmalılar.” “Becerilerini geliştirmeliler.” “Kendilerini geliştirmeye açık olmalılar.” “Kendi seviyelerini test etmeliler. Zayıf noktalarını tespit etmeli ve bu noktaları hızlı bir şekilde düzeltmeye çalışmalılar. Tamamlayıcı ve uygulamalı eğitim almalılar.” “Mesleki etik en önemli vasıfları olmalıdır. Mesleki etiğe sahip oldukları sürece kendi eksiklerini tamamlamak için işleri dışında çaba göstererek gerekli gördükleri yerlerde yardım istemeliler.” “Sabır, sağduyu, nezaket, sadakat, iş disiplini.” “Kendilerini hitabet sanatında geliştirmeliler.” “Bu işin bir emek ve sebat işi olduğunu kabullenmeliler. Bunu yapamazlarsa bu işe uygun değillerdir.” Uzmanlık “Özel alan bilgisi ve terminoloji bilgisine sahip olmalılar.” “En fazla bir ya da iki uzmanlık alanına yoğunlaşmak.” “Güçlü terminoloji bilgisi.” “Seçilen alanda uzmanlaşmaya çalışılması.” “Belli bazı alanları hedefleyerek ve seçtiği alanlarda literatür takip ederek alana hakim olmaları. Sonra hâkim oldukları alanların sayısını arttırmaları.” “Bir alanda uzmanlaşmak çok önemlidir.” TECHNOLOGY- WORLD KNOWLEDGE Teknolojik Donanım Kullanımı Günceli Takip Etmek “Dünyayı ve güncel gelişmeleri takip etmeliler. Bu anlamda “Teknik donanım kullanabilmelidirler.” TRT World kanalı çok yardımcı olacaktır diye düşünüyorum.” “Güncel teknolojileri takip etmeliler.” “Birçok farklı alanda bilgi edinmek üzere gazete ve yayınları takip etmeleri gerekmektedir.” “Onların yeni donanıma ayak “Genel kültürleri geniş olmalı.” uydurmasını bekliyorum.” “Özellikle güncel gelişmeleri ve donanımları takip etmeleri ve sözlü çeviride söz konusu olacak konularda kendilerini “Sözlü çeviri ile ilgili teknolojileri ve geliştirmeleri beklenmektedir.” yazılımı kullanmayı bilmeliler.” “Dünya kültürleri hakkında geniş bir bilgi birikimi çok önemlidir.” “Öğrenciler teknolojiyi “Genel itibariyle ülkede eğitim kalitesi düşük olması kullanabilmelidir.” nedeniyle, genç çevirmenler ve çevirmen adaylarında da genel bir bilgi/genel kültür eksikliği gözlemlemekteyim. Gençlerimizin bilgi ile donatılmış olmasını arzu ediyorum.” EXPERIENCE “Öğrenciler kişisel gözlem veya katılımla deneyim kazanmalıdırlar.” “Bir de öğrencilik döneminde bizatihi çeviriyle ilgili bir şeyler yapmaları gerekli değil. Otellerde resepsiyon desk'inde, gazetelerde, restoranlarda, mesela bir tekstil firmasında, bir hastanenin halka ilişkiler bölümünde çalışsınlar. Sözlü çevirinin temelini oluşturan organik bir bilgi birikimini salt bilgisayar başında ders çalışarak ya da vekâletname çevirerek edinemiyorlar.” “Tecrübe kazanmalılar.” “Deneyimli olmalılar.” “Sözlü çevirmen olmak isteyen öğrencilerin mutlaka bu hedefleri oluştuğu andan itibaren öğretmenleriyle konuşmaları, sözlü çevirmenlerle beraber kabine girmek için imkân kovalamaları, tatillerinde veya okul dışı günlerinde konuşma pratiği yapacak şekilde çalışmaları, toplum önünde konuşma dersleri almaları vs. gerekmektedir.” TRANSLATION PROFESSION STANDARD BY MYK Çevirmen (Seviye 6), ilgili mevzuat ve/veya sözleşme, İSG önlemleri, kalite standartları ve hizmet prosedürleri çerçevesinde çeviri süreçlerinin iş organizasyonu ile hazırlık faaliyetlerini gerçekleştiren; sözlü çeviri, işaret dili çevirisi ve/veya yazılı çeviri faaliyetlerini yürüten ve bireysel mesleki gelişimini sağlayan nitelikli kişidir. Çevirmen (Seviye 6), yazılı çeviri hizmetlerinin sunulduğu durumlarda, bir dildeki çeşitli nitelikte belgelerin, fikir ve sanat eserlerinin, çeşitli medya ve çoklu ortam materyalleri içeriğinin, bir erek (hedef) dile aktarılması ve yerelleştirilmesi çalışmalarını; sözlü çeviri hizmetlerinin sunulduğu durumlarda, farklı dili/dilleri konuşan katılımcıların bulunduğu toplantı, konferans gibi ortamlarda ve görüşmelerde katılımcılar arasında, bir dildeki sözlü iletilerin ardıl veya simültane olarak erek (hedef) dile/dillere aktarılması faaliyetlerini; işaret dilinin kullanıldığı ortamlarda, bu dilde iletilenleri sesli dile, sesli veya yazılı bir dille ifade edilen içeriği de işaret diline çevirmeye yönelik faaliyetleri yürütür. Çevirmen (Seviye 6), çeviri sürecinde üstlendiği bölümün uygulama ve yönetiminden sorumludur. Bu kapsamda işin niteliğine göre bazı durumlarda ekip çalışmasının aktif bir üyesi olarak çalışır. HOW TO DEVELOP THESE COMPETENCES? Some internet sites and some techniques LANGUAGE Ted.com https://webgate.ec.europa.eu/sr/home the ONE. Official website for DG Interpreting http://speechpool.net/en/ Youtube – Discovery UK / «how is it made» type videos Audio books Listen classics and other books while commuting Librivox is number one! Libgen books for novels, etc. «Shadowing exercise» Number 1 exercise for fluency Shadowing Turkish TV reporter Shadowing how is it made type videos / TLC videos Shadowing on Youtube Video diaries / voice diaries Narrate your day for 5 minutes and watch / listen yourself! What verbs did you try to remember? CULTURE COMPETENCE Do you like caps? Are you a reader or twitter guru? English or American? Canadian? Youtube is your friend! Listen and learn about culture! New idioms / words use them in your video / voice diaries! Try to follow some BBC and Washington Post type twitter accounts! Go to Erasmus Internship! World Knowledge History / politics / general news, etc. TRT WORLD General knowledge youtube channels World capitals / leaders / government style, etc. Famous paintings and musical pieces Virtual tours for museums Daily art Google arts & culture Famous people in the history of the languages you speak American English Turkish Field competence Special knowledge on certain fields of translation: legal / medical / scientific / economics / art history Udemy Khan Academy (art history / macroeconomy) Coursera AÖF 2. Üni (adalet / tıbbi sekreterlik) Minor / double major programs Conferences / webinars Research competence What to do when you face a translation problem? Proz.com Googling Text competence How to produce different text types in translation? By reading them carefully beforehand! Analysing different texts Readers Readers expectations and world knowledge level Possible important messages, etc. Read novels / newspapers / journals Read different types of texts commercial texts, legal texts, etc. both in Turkish and English Freely available via library and e-library Internship Project know-how Do internship at a respected translation bureau / office Marketing competence Try to learn something / don’t do fake Translation service providing internship competence Try to mimic what professionals do Profession, ethics and market Get extra jobs from these bureaus information During summers, get a job at least a receptionist at a summer side province Looks good at your CV Improves your English / interpersonal skills TECHNOLOGICAL COMPETENCE Udacity Some free TENTS Memsource Matecat Work in groups to give each other feedback via the programs Excel Word! Youtube / Webinars Volunteer translators for manga / anime Project based skills Inspect an interpreting equipment Individual Characteristics Respectful manners while writing an e- How to build these? mail / during an interview Some self-help books Humility in explaining your skills Youtube channels Openness for innovation and new experiences Maturity Responsibility taking is important! Be a good, humble team player! Don’t be a Diva! NEXT WEEK Midterm Study in detail! IMT 105 – INTRODUCTION TO TRANSLATION AND TRANSLATION PROFESSION WEEK 11 – INTERPRETING TECHNOLOGIES Technological turn in interpreting 2 Milestones Technological turn ► Technological turn that allows SI ► computer-assisted (cai), remote (ri), and machine interpreting (mi) ► Sixth Congress of the Comintern / the International Labour Conference / ► Computer-aided interpreting Nuremberg trials ► Terminology / preparation ► Social status and self-perceptions of ► Remote Interpreting interpreters ► Lifting of time and space restrictions ► Internet ► Machine translation ► Changing the preparation process ► automatic speech recognition (asr), to transcribe the oral speech into written text, machine translation (mt), and speech-to-text synthesis (stt), to generate an audible version in the target language. INTERPRETING TECHNOLOGIES ► To improve yourself ► In your work life ► While getting ready for work ► During work ► Face-to-face mode ► Remote mode ► After the assignment TO IMPROVE YOURSELF ► https://webgate.ec.europa.eu/sr/home --> EU verbal translation training portal ► http://speechpool.net/en/ ► https://www.emcinterpreting.org/emci/resources/theory-interpreting --> Translation theories 🡪 video courses WHILE GETTING READY FOR WORK WHILE GETTING READY FOR WORK ► INTRAGLOSS 🡪 EUR 269/year ► Integrate your preparatory glossary within your glossary and start extracting ► Lookup 🡪 99 Euro + VAT terminology with a click of a button. ► INTERPRETBANK 🡪 89 EURO VAT ► Let InterpretBank suggest you possible ► What good are they? translations. ► Creating a list of terminology to remove ► It will collect and present you translations, terms from documents 🡪 triangulating results with previously saved glossaries, with your documents and so on ► Prepare a field-specific bilingual to give you the best possible experience terminology list ► Find an automatic term from parallel text ► Use technology to improve your workflows ► Archiving HOW TO DO IT FOR FREE ► https://www.fivefilters.org/term-extraction/ ► http://www.nactem.ac.uk/software/termine/#form DURING WORK – FACE-TO-FACE MODE SIM 🡪 EQUIPMENT ► Cough button --> for preventing unpleasant voices ► Drinking water ► Paper noise ► Coughing ► Channels BOOTH ► 2 sim 🡪 20 minutes each ► 20 minutes interpreting ► 20 minutes assisting the boothmate ► Voice technician ► A separate person 🡪 not you! ► Air ventilation ► Voice check RELATED ► TS ISO 2603 23.01.2007 EŞZAMANLI (SİMÜLTANE) TERCÜME İÇİN KABİNLER – GENEL ÖZELLİKLER VE DONANIM ► TS ISO 4043 23.01.2007 Eşzamanlı (Simültane) tercüme için taşınabilir kabinler – Genel özellikler ve donanım ► ISO ► ISO 2603:1998 Booths for simultaneous interpretation – General characteristics and equipment ► ISO 4043:1998 Mobile Booths for simultaneous interpretatio
