students' errors in business translation: causes, consequences and implications

8/20/2019 Students' errors in business translation: causes, consequences and implications

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lan o the presentation

1. Error analysis and its ali!ations in translation

2. "efinin# lin#$isti! errors and translation errors

%. &lassifi!ations of translation errors

4. '$siness translator !ometen!e and mar(et re)$irements*. '$siness translation !ometen!e as a m$lti!omonential

!onstr$!t

+. vervie of a st$dent translation assessment form

. /t$dents translations error analysis tyolo#y of most!ommon errors

8. Potential !a$ses of st$dents translation errors

9. mrovements and imli!ations for t3e translation !o$rsero#ram


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%rror #nalysis

%rror analysis is a systematic study o learner's perormance,3i!3 attemts to e1amine and classiy learner's errors,e1plain the potential causes or their occurrence, account ortheir lin"uistic and psycholo"ical ori"in and understand theco"nitive processes alloin# learners to !onstr$!t lin#$isti!(noled#e in se!ond lan#$a#e a!)$isition.

&ontrary to !ontrastive analysis &56, error analysis 2%#3 doesnot er!eive errors as si#ns of fail$re and e7amles of ne#ativeinterlin#$al interferen!e 3i!3 s3o$ld be eliminated b$t rat3er asmaniestations o universal learnin" strate"ies andindicators o learner4s pro"ress in lan"ua"e learnin"

process.

it3 %# a s3ift in resear!3 from teachin" perspective tolearnin" perspective, rom contrastive analysis to co"nitivepsycholo"y.


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%rror #nalysis in !ranslation

5hat are the applications o error analysis intranslation and interpretin"6

%((*( #$#)7SIS

:!an serve as a constructive teachin" toolbot3 in /L5 and in translation and interretin#

tea!3in#6

:it rovides !&(%%8+I(%C!I*$#) 9%%+#C;

Implications or translation student

Implications or translation teacher

Implications or syllabus desi"ners


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%rror #nalysis in !ranslation <!&(%%8+I(%C!I*$#) 9%%+#C; !(I#$)%


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0= Implications or translation student

• eviden!es t3ese areas on which students need to ocus.

• informs abo$t t3e "ravity o translation errors in relationto translation purpose, client, speciications, et!.

•draws students4 attention to vario$s ase!ts and levels oftranslation quality.

• indi!ates sensitive translation quality points imortantfrom t3e erse!tive of translation mar(et a#ents=

• indi!ates student4s pro"ress.

•

informs abo$t t3e development o the student'slin"uistic competence in relation to other translator4ssubcompetences.

• informs abo$t t3e development o the overall student4stranslation competence.


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.= Implications or translation teacher

• rovides insi"ht into learner's learnin" system aserrors artially reveal the co"nitive processes.

• indi!ates t3e potential causes o students4 errors.

• informs abo$t t3e overall student4s translationcompetence lin#$isti!, information minin#,instr$mental, t3emati!, translation, et!.6.

• dia#noses students4 deiciencies and indicatesareas and abilities which need improvement

e.#. #reater fo!$s on !orre!t #rammar;sellin#, translation s(ills,information minin# s(ills, $sin# &< for translation $roses,verifi!ation of terminolo#i!al data, et!.6.

• rovides insi#3t into t3e infl$en!e and si"niicance olan"ua"e transer in the translation process.


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>= Implications or syllabusdesi"ners?teachin" process

• rovides val$able eedback or translation teachin"peda"o"ies=

•

indi!ates 3i!3 course components are underdevelopedand need to be improved.

• su""ests modiications in the teachin" methods lessfo!$s on &


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+einin" errors

: eneral deinition o error:: error is a violation of norms;deviation from t3e a!!eted

standards: %rror in second lan"ua"e teachin"?acquisition• a deviation from a system of lin#$isti! norms or r$les

ortho"raphic errors

punctuation errors

le1ical and semantic errors

syntactic errors

morpholo"ical errors

le1ical and semantic errors

stylistic errors

s

interlin"ual?transererrors

intralin"ual?develop

mental errors


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+einin" translation errors

!(#$S)#!I*$ #S # $*(@8+(IA%$ %AI*(

!ranslation norms determine:

Bwhich kind o translation behaviour is considered to be correct andwhich kind o te1ts are accepted as translations in a particular culture

at a particular period o time=


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+einin" translation errors

@oller 199 21+6.•from t3e erse!tive of 9U$C!I*$#) #$+ S;**S8#S%+!&%*(I%S errors are deined in terms o the purpose o thetranslation process and product

Fa ailure to carry out the instructions implied in the

translation brieFG or in ot3er ords Af t3e $rose of atranslation is to a!3ieve a arti!$lar f$n!tion for t3e tar#etaddressee, anyt3in# t3at obstr$!ts t3e a!3ievement of t3is $roseis a translation error.> Nord 199%-*6


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Classiication o !ranslation %rrors

9unctionalist #pproach to !ranslation %rrors

: 9unctional errors fail$re to f$lfill translationbrief se!ifi!ations, violation o certain

unctional aspects o the translation proHect=

: #bsolute errors errors indeendent of t3ese!ifi! translation roBe!tC violation olin"uistic or cultural rules in a #iven lan#$a#e.

Nord 1998, Do$ade! 19896


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: S!8related errors 2translation errors <visible only when S! is compared to !!3:

oosite sense, ron# sense, nonsense,addition and s$ression

: !!8related errors 2lin"uistic errors < visibleor the tar"et reader without comparison o!! with S!3:

sellin#, vo!ab$lary, synta7, !o3eren!e and

!o3esion

@$s!3-Losereit 198*C "elisle 199%C ?$rtado 5lbir 1999C


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Communicative approach to translation <minimalist definition of translation !ometen!e !ranslation competence ability to #enerate a set of!orre!t and ossible translations and t3e ability to sele!t aversion 3i!3 s$its best a se!ified $rose and reader of a

#iven translation:inary errors !learly ron# sol$tions ron#-ri#3tanser6

:$on8binary errors < possible solutions with varyin"de"ree o adequacy several ossible sol$tions in!l$din#

ri#3t and ron# ansers6:$on8binary errors can be "raded alon" a scale s3adesof #rey6 and t3is aroa!3 rovides more obBe!tive standardsfor translation assessment

Pym 19926


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usiness !ranslator4s Competenceand @arket $eeds

: @arket (elatedness o usiness !ranslator4sCompetence

: !ranslator trainin" < under"raduate studies

in business %n"lish:

G be adated to translation mar(et re)$irements,G develo m$lti-ase!t$al and m$lti-!omonential

translators !ometen!e,G fo!$s ese!ially on ra!ti!al and ro!ed$ral s(ills,G ed$!ate rofessionals to resond to t3e needs of

lo!al e!onomy b$t also #lobal internationalmar(et6.


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USI$%SS !(#$S)#!*( C*@%!%$C%#S # @U)!IC*@*$%$!I#) C*$C%!


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Student translation assessment orm <classiication o translation errors

: t is based on over a decade o e1perience asra!ti!in# translators;!ertified translators on translationmar(et.

: t is motivated by t3e rofile of t3e b$siness En#lis3

se!ialization educatin" practicin" translationspecialists not theoreticians.

: t as !reated in !ooeration it3 deartment team

: t ocuses on practical aspects o translation.

: t ocuses on customer8 and market8relatedness,i.e. it is a tool for assessment of mar(et-related )$alityof t3e translation rod$!t.

: t fo!$ses on meetin" customer needs and providin"! in accordance with client's requirements.


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: t dras students4 attention to speciic aspects otranslation product and translation market qualitystandards, and indi!ates areas for imrovement.

: t as desi#ned for specialized translation classesb$siness6.

: t aids obHective assessment o student translations.

: t offers a combined approach to translation errorassessment: assessment o overall translation qualityand more detailed assessment based on error analysis.

: It assesses a variety o aspects: mar(et-a!!etabilityoverall )$ality, translation brief !omlian!e6, !ontent-relatede)$ivalen!e6, lin#$isti! vo!ab$lary, #rammar, style6, formallayo$t, format, editin#6.


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0= %quivalence errors e)$ivalen!e of sense, $rose,f$n!tion, effe!t6

.= rammatical errors #eneral and dis!o$rse-se!ifi!assessment of form, $se, aroriateness6

>= )e1ical errors #eneral and se!ialized vo!ab$lary

sellin#, $se, !ollo!ations, aroriateness6-= unctuation errors !orre!tness, lan#$a#e variety $se!onsisten!y6

= @echanical errors sa!in#, indentation, 3y3enation,!aitalization et!.6

J= Style and re"ister errors aroriate style and

re#ister6K= )ayout?ormat errors editin#, formattin#, layo$t6L= Customer8relatedness assessment $na!!etable

a!!etable6

a$t3or H. al!zyIs(i6


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(#+I$

: ased on +aniel ouadec4s "rades:1. =ro$#3-!$t>

2. =fit-for-delivery> it3 minor imrovements needed6

%. =fit-for-broad!ast> =a!!$rate, effi!ient, an er#onomi!>6

: rades in the assessment orm:: % Bacceptable without revisions !orresonds to

Do$ade!Js =fit-for-broad!ast>

: 2 =acceptable ater minor revision !orresonds toDo$ade!Js =fit-for-delivery>

: 0 Bunacceptable !orresonds to Do$ade!Js =ro$#3-!$t>


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%rror #nalysis o Students4 !ranslationsle7i!al and synta!ti! !al)$es, ron# $se of reositions, #rammar mista(es, ord-for-

ord translation, stylisti! in!onsisten!y, no attention to !onte7t6

C*@@*$ %((*(S 2)8%$3:U$C!U#!I*$:

10,8 billion PLN;10,8 mld zl olis3 !aital mar(et , t3at ron# sa!in#, do$ble sa!in#, ron# $se of 3y3ens and das3es, ron# $se of !aital letters(#@@#(:- la!( of arti!les, ron# $se of arti!les


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%rror #nalysis o Students4 !ranslationsstyle, le7i!al and synta!ti! !al)$es, ron# infle!tion,

literal translation, la!( of nat$ralness6

C*@@*$ %((*(S 2%$8)3:

%EUIA#)%$C%:

misunderstandin" o the S!: furnish students and instructors with single computerlicense – udostępnić studentom i instruktorom z osobistymi komputerami;companies can turn their terminology into a corporate asset – firmy mogą załączyćswoją terminologię do aktywów spółki

(#@@#(:

wron" inlection?case: udziela icencjobiorcy niewyłączne! niezbywalne licencje;udziela stacjonarną licencje; doceniamy wkład uczelni w promowaniu programu syntactic calque: numbers allocated to instructors – numerów przydzielonych do

instruktorów syntactic error: zobowiązany do wysłania "#$ lub rozpowszechnić S!7)%:

wron" or non e1istin" collocations, awkward structures: program mo%e być

u%ywany przez wiele komputerów; u%ytkowanie składa się z& u%ytkowanieA*C#U)#(7:- wron" collocation?word: u%ywanie programu do handlowego tłumaczenia;

distribute serial numbers from its range "of recei'ed numbers$ ( rozprowadzić nrseryjny we własnym zasięgu; memo) jest inteligentym localizatorem otoczenia; przetrzymywanych kopii programu "przechowywane kopie$; poza zezwoleniem firmiedo posługiwania się!

S%))I$: w ane*ie +; posiadacz koncesjii; przydzieloncyh; licenjię; usunąc

U$C!U#!I*$: la!( of !ommas


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otential causes o students4translation errors

0= Insuicient S) and !) lin"uistic skills roblems it3 style,senten!e str$!t$re, infle!tion and synta!ti! errors.

.= )ack o understandin" o S! fra#ment, 3rase, le7i!al item res$ltin# in mistranslation, loss;distortion of meanin#, omissions.

>= )ack o knowled"e 2"eneral, e1tralin"uistic3 res$ltin# ininability to identify a se!ialized term in /< or erroneo$s form in


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Implications or ractical !ranslation Course2teachers, students, course syllabus3

Identiied errors and their potential causes:

:


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!hank you or your attentionO

Iwona Sikora

: University o #pplied Sciences in $ysa

nstit$te of Hodern Lan#$a#es ; /e!tion of '$siness En#lis3

: Częstochowa University o !echnolo"y

Hana#ement "eartment; &3air of Lin#$isti! 5li!ations inHana#ement; '$siness En#lis3

iona.si(oraOslovi(.!om.l


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(eerences• "elisle, K. 199%. a traduction raisonn,e! -ttawa! .resses de l/0ni'ersit, d/-ttawa1 •

Dile, ". 198%. A5se!ts mt3odolo#i)$es de lMval$ation de la )$alit d$ travail en interrtationsim$ltaneA, 2eta! 34(5! p1 356(375119926 ALes fa$tes de trad$!tion $ne analyse da#o#i)$eA,2eta! 58(3! p1 39+(3631

• Do$ade!, ". 1998. &omrendre, val$er, rvenir. Prati)$e, ensei#nement et re!3er!3e fa!e Qlerre$r et Q la fa$te en trad$!tion. n :: ":raduction! :erminologie! ,daction6 2 26. %*-*4.

•

students' errors in business translation: causes, consequences and implications

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