For the section 'Documentation';
' The typology of documents
' Research in library catalogues and Google
' Classifying documents la classification des documents
' Documentary research related to a given translation or terminology project
' Assessing documentary sources
' Seeking out experts
' Introduction to the use of corpora and concordance software in translating
At the end of this learning unit, the student is able to : | |
| 1 | Contribution of teaching unit to learning outcomes assigned to programme This unit contributes to the acquisition and development of the following learning outcomes, as assigned to the Master¿s degree in translation: 2.6, 2.7, 2.8, 4.3, 4.4, 4.6, 4.7
2.6, 2.7, 2.8, 4.3, 4.4, 4.6, 4.7
Specific learning outcomes on completion of teaching unit On completing this unit the student is able to: ¿ Use the CAT tools taught; ¿ Assess the advantages and limits of these tools; ¿ Learn how to use new computer-assisted translation (CAT) tools; ¿ Distinguish between primary, secondary and tertiary documents; ¿ Determine the level of specialization to assign to a given primary document; ¿ Research in library catalogues; ¿ Use the search functions in Google; ¿ Select the documents necessary to carry out a given translation or terminology project; ¿ Classify the selected documents according to criteria studied in the course; classer les documents |
The contribution of this Teaching Unit to the development and command of the skills and learning outcomes of the programme(s) can be accessed at the end of this sheet, in the section entitled “Programmes/courses offering this Teaching Unit”.
Documentation: written exam at the end of the term (60%).
This course is subdivided into two parts (part "Translation Tools" and part "Documentation") and has two separate exams. The global mark is an average calculated as described above. In case of a fail grade, you’re invited to contact the department’s secretary and check the details. Only the part failed during the first session will be the subject of the second session. If the course is not validated at the end of a year, the two parts must be presented the following year.
BERNARDINI, S., STEWART, D. et ZANETTIN, F. (éds) (2003) : Corpora in Translator Education, Manchester, St. Jerome Publishing.
BERTRAND BASCHWITZ, M. A. (2010) : Comment me documenter ?, Bruxelles, De Boeck.
BOWKER, L. et PEARSON, J. (2002) : Working with Specialized Language: A Practical Guide to Using Corpora, London & New York, Routledge.
DELENGAIGNE, X. (2012) : Organiser sa veille sur Internet : Au-delà de Google... Outils et astuces pour le professionnel, Paris, Eyrolles.
DURIEUX, C. (2010) : Fondement didactique de la traduction technique, Paris, La maison du dictionnaire.
GILE, D. (2005) : La traduction, la comprendre, l'apprendre, Paris, Presses Universitaires de France.
L'HOMME, M.-C. (2004) : La terminologie : principes et techniques, Montréal, Les Presses de l'Université de Montréal.
LOOCK, R. (2016) : La traductologie de corpus, Villeneuve-d'Ascq, Presses universitaires du Septentrion.
PLASSARD, F. (2007) : Lire pour traduire, Paris, Presses Sorbonne Nouvelle.
POCHET, B. (2005) : Méthodologie documentaire, Bruxelles, De Boeck.
SCARPA, F. (2010) : La traduction spécialisée : une approche professionnelle à l'enseignement de la traduction, Ottawa, Les Presses de l'Université d'Ottawa.
ZANETTIN, F. (2012) : Translation-Driven Corpora: Corpus Resources for Descriptive and Applied Translation Studies, Manchester, St. Jerome Publishing.
