Using bilingual parallel corpora in translation methodology: an analysis of students’ translation competences in the UCMA-MUST corpus (English-Spanish)

Authors

  • Jorge Braga Riera Universidad Complutense de Madrid/ITEM
  • María de la Nava Maroto García Universidad Politécnica de Madrid

DOI:

https://doi.org/10.7203/qf.24.16298

Keywords:

UCMA-MUST, specialised translation, parallel corpora, translation competences, tagging

Abstract

The Multilingual Student Translation (MUST) Project (Granger & Lefer, 2018: 72) aims to compile a multilingual parallel corpus of translations carried out by inexperienced learners. Within this project, the MUST partner UCMA (Complutense 

University of Madrid) contributes to the global MUST project with a bilingual subcorpus containing student-translated specialised texts in the fields of media and humanities, among others. Bearing in mind the five sub-competences that contribute to the acquisition of a translation competence, namely linguistic, extra-linguistic, transfer, professional, psychophysiological and strategic (PACTE 2001, 2003), this study aims to detect the weaknesses and strengths present in the students’ tasks when translating from English into Spanish. To do so, the TAS annotating system put forward by Granger & Lefer (2018) and Granger, Lefer & Penha Marion (2018), together with a sample of humanistic texts translated by trainee translators at a university (postgraduate) level and retrieved from the UCMA corpus has been used as means of exemplification.

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Author Biographies

Jorge Braga Riera, Universidad Complutense de Madrid/ITEM

Departament of English Studies: Linguistics and Literature

María de la Nava Maroto García, Universidad Politécnica de Madrid

Department of Linguistics applied to Sicence and Technology

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Published

2019-12-27

How to Cite

Braga Riera, J., & Maroto García, M. de la N. (2019). Using bilingual parallel corpora in translation methodology: an analysis of students’ translation competences in the UCMA-MUST corpus (English-Spanish). Quaderns De Filologia - Estudis Lingüístics, 24(24), 39–58. https://doi.org/10.7203/qf.24.16298
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Issue

Vol. 24 (2019): Educating in translation and teaching from translation: state of the art and diachronic evolution

Section

Artículos

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