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 | To have the sufficient background in the field of translation and to use the theoretical and applied knowledge in translation. | X | ||||
| 2 | To find, define, formulate and solve the possible problems in translation and interpreting. | X | ||||
| 3 | To select and use the technical equipment in the applications of translation and interpreting; to be able to use simultaneous interpreting booth equipment. | X | ||||
| 4 | To acquire the skills of translation analysis, criticism and hermeneutics | X | ||||
| 5 | To access information and to do research in line with that; to use data bases, translation programs and other information resources. | X | ||||
| 6 | To develop efficient individual and group working skills; to build self-confidence for taking responsibility. | X | ||||
| 7 | To build efficient verbal and spoken communication skills; to establish fluency in English and to acquire at least one foreign language. | X | ||||
| 8 | To build the awareness for life-long learning; to catch the developments in science and technology and to sustain continuous personal development. | X | ||||
| 9 | To have the awareness of professional and ethical responsibility. | X | ||||
| 10 | To build awareness about project management and the rights of employees and the legal consequences of translation and interpreting applications. | X | ||||
| 11 | To build awareness about the universal and societal dimensions of translation and interpreting applications and to 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 | ||