ClassrooM – First results oF an eMPiriCal investigation
6. liMitations and questions For Further researCh
Tothebestofourknowledge,ourstudyisthefirstattempttotestprojectworkintranslation
trainingempiricallyona relativelylargesample.asa consequence,thestudyhasthetypical
shortcomingsofa pioneeringresearcheffort:thesampleisstillrelativelysmallandnotrepre-sentativeandtheresearchmethodologyisconstantlyevolving:afteranalysingthequestionnaire
anditsdata,weplantomodifyit,thatis,toincludenewitemsandtochangesomeitems.
actionresearchdesignobviouslysetslimits,too:althoughwecouldprovidea valuableinsight
intosomeofthefactorsthatinfluencethesuccessofprojectworkandwealsoshedlightonsome
potentialproblemsandchallenges,furtherresearchisneededtodeterminehowfartheseresults
aregeneralisable.ourfindingscanserveasa basisfordevisingmoresophisticatedandefficient
instruments(e.g.questionnaireswithmoreclosedquestionsthatcouldallowforquantitative
analysis),which,inturn,couldeventuallycontributetogeneratingmoregeneralisablefindings.
Itis,however,notonlythedatacollectioninstrumentsthatcanandshouldbemodified
inlaterresearch.Wehaverealisedthenecessityformodifyingsomeofthevariablesofthe
projectwork(e.g.changingthetextandtheavailabletime).Intermsoftextselection,the
dilemmacausedbythelinguafrancalanguageofthetexthasalreadybeendescribed,butthe
lengthandthegenreofthetextmightalsobemodified,sothatmoregeneralconclusionscan
bedrawn.accordingly,weareplanningtoassigna newtextwithdifferentparametersfrom
theacademicyearonwards.
Furthermore,wehaveconsideredwhethertoincludealltheelementsofthetranslation
projectmanagementworkflowintheprocess–currentlythepreparationofthepricequota- tion,theconfirmationoftheorder,thesigningoftheconfidentialityagreementandthebill-ingaremissing.althoughmostoftheseareusuallyarrangedonline,theinvolvementofthese
elementswouldincreasetheoveralltime-spanoftheprojectandconsequentlywouldimply
structuralchangesinthecurriculum.
anotherdilemmawefacedwaswhethertheuseofCaTtoolsduringtheprojectwork
shouldbemadeobligatory.TheuseofCaTtoolsisa basicrequirementfortranslators,but
veryfewtranslatortrainingsinHungaryrequiretheuseoftranslationsoftwareona daily
basis(ugrin2017).Thereasonwhywefinallydecidednottomakeitobligatorywaspartly
ethical(notallstudentscanaffordtobuytheprogramevenatthediscountedrateofferedby
theserviceprovider)andpartlydidactical(atthisstageofthetrainingnotallstudentsare
comfortablewithitsuse).
Thenecessityofpeer-reviewalsoremainsa questiontoponder.especiallyamongthe
populationofstudentsofhumanities,concernswereraisedaboutwhethertheirsubjectfield
competencehasreacheda levelwheretheycanconfidentlyjudgetheerrorsmadebyothers.
Furthermore,therevisionphaseputsextraworkloadonstudentsandlengthenstheoverall
timeoftheproject.ontheotherhand,itisclearlybeneficialforthestudentsiftheyrevise
dorkaBaloghandMártaLesznyák
thesamepartofthetextthathasbeentranslatedbythem,itforcesthemtohavea lookatthe
textagainandmakea consciousefforttoanalyseit,oreventoreviewtheirowndecisions,
nottomentionthefactthatrevisionandproofreadingareorganiccomponentsofthetotal
workflowmanagement.
alreadyatthebeginningoftheprojectworkwethoughtitwouldbeanexcitingexperi-menttogetthetwodifferentstudentpopulationstocooperateinonewayoranother,probably
intheformofmixedgroups.Wefinallyrejectedtheideaduetoissuesoftimemanagement
andsynchronisation,butwewerealsoconcernedabouttheagedifferenceofthetwopopula-tions.However,suchcooperationcouldprovidea solutiontotheabovementionedproblem
ofproofreading,withtheexperiencedlegalprofessionalsgivingadvicetotheiryoungerand
lessexperiencedpeersinmattersrelatedtolegalcontent,andMastudentscontributingwith
theirmoresophisticatedlanguageproficiency.
Finally,inbothinstitutions,projectworkwasfirstintroducedina laterphaseofthe
course(2ndand4thsemesters)andina relativelydemandingclass(legaltranslation).Itmight
bea goodideatointroduceprojectworkearlierinthetraining(e.g.intheveryfirstsemester),
sothatstudentslearnoneasiertaskshowtodoa projectandhowtocooperatewithothers.If
studentscantakepartinseveralprojectsduringtheirstudies,theyalsohavetheopportunity
totryoutmoreroles,whichcanhelpthemfindoutwhattheyarereallygoodat.
references
aronson,e.2012.The Social Animal. newYork:WorthPublishers.12thedition.
Bieł,L.2011.ProfessionalrealismintheLegalTranslationClasssroom:TranslationCom-petenceandTranslatorCompetence.Meta Vol.56.no.1.162–178.
Buhrmester,d.,Furman,W.,Wittenberg,M.T.,andreis,H.T.1988.Fivedomainsofinter-personalcompetenceinpeerrelationships.Journal of personality and social psychologyVol.
55.no.6.991−1008.
Cohen,e.g.1994.restructuringtheClassroom:ConditionsforProductiveSmallgroups.
Review of Educational Research Vol.64.no.1.1–35.
Forgas,J.1985. Interpersonal behaviour: The psychology of social interaction.Sydney&oxford:
PergamonPress.
gonzález-davies,M.2016.a CollaborativePedagogyforTranslation.In:Venuti,L.(ed.)Teaching translation: programs, courses, pedagogies.LondonandnewYork:routledge.118–131.
gonzález-davies,M.2004.MultipleVoicesintheTranslationClassroom:activities,Tasks
and Projects. In: Toury, g. (ed.)Benjamins Translation Library Vol. 54. amsterdam/
Philadelphia:JohnBenjaminsPublishing.
greere,a.L.2014.TrainingMethodologiesinProfessionally-orientedTranslatoreducation.
examplesofPractice.In:erakovic,B.,Todorova,M.(eds)Topics in Trans lator and Inter-preter Training. Proceedings of the Third IATIS Regional Workshop on Translator and InterInter-preter Training.noviSad:FacultyofPhilosophy,universityofnoviSad.27–46.
griffee,d.T.2012.An Introduction to Second Language Research Methods: Design and Data.
Berkeley:TeSL-eJPublications.
Hogan,r.,Blake,r.1999.JohnHolland’sVocationalTypologyandPersonalityTheory.
Journal of Vocational Behavior Vol.55.no.1.41–56.
Horváth,I.2007a.autonomousLearningandInterpreterTraining.In:Muráth,J.,oláh-Hubai,Á.(eds).Interdisciplinary Aspects of Translation and Interpreting. 23–25 June 2005.
Conference Proceedings. Bécs:PraesensVerlag.537–548.
Horváth,I.2007b.autonomousLearning:WhatMakesitWorkinPostgraduateInterpreter
Training?Across Languages and CulturesVol.8.no.1.103–122.
Horváth,I.2013.a fordító-éstolmácsképzésújkihívásai.[newchallengesoftranslatorand
interpretertraining.]In:Klaudy,K.(ed.)Fordítás és tolmácsolás a harmadik évezred elején.
Budapest:eLTeeötvöskiadó.149–158.
Horváth,I.2016.Theroleofcooperativelearningininterpreterandtranslatortraining.in:
Horváth,I.(ed.)The Modern Translator and Interpreter.Budapest:eötvösuniversityPress.
House,J.2015.Translation Quality Assessment.LondonandnewYork:routledge.
Hurtadoalbir,a.2007.Competence-basedCurriculumdesignforTrainingTranslators.The Interpreter and Translator Trainer(ITT).1/2.163–195.
Jääskeläinen,r.1999.Tapping the Process. An Explorative Study of the Cognitive and Affective Factors Involved in Translating.Stockholm:universityofJoensuuPress.
Kagan,S.2001.Cooperative Learning.SanClemente:Kaganonline.
Kelly,d.2005.A Handbook for Translator Trainers. A Guide to Reflective Practice.Manchester:
St.Jerome.
Kiraly,d.C.2000.A social constructivist approach to translator education: Empowerment from theory to practice.St.Jerome,Manchester.
Kiraly,d.C.2003.FromInstructiontoCollaborativeConstruction:a passingfadorthe
promiseofa paradigmshiftintranslatoreducation?In:Baer,B.J.,Koby.g.S.(eds)
Beyond the Ivory Tower. Rethinking translation pedagogy.JohnBenjamins,amsterdam,
Philadelphia,3–27.
Kiraly,d.C.2005.Project-basedlearning:a caseforsituatedtranslation.Meta Vol.50.no.4.
1098–1111.
Kiraly,d.C.2012.growinga Project-basedTranslationPedagogy:a FractalPerspective.
Meta Vol.57.no.1.82–95.
Kiraly,d.C.1995.Pathways to Translation.Kent,ohioandLondon,england:TheKent
StateuniversityPress.
Koller, W. 1992. Einführung in die Übersetzungswissenschaft. 4th ed. Heidelberg-Wiesbaden: QuelleandMeyer.
Kovács,M.2016.newCoursesintheCurriculum:LanguageTechnology,Supervised TranslationProjectWork.In:Horváth,I.(ed.)The Modern Translator and Interpreter
Budapest:eötvösuniversityPress.207–218.
Lesznyák,M.2016.A szociális kompetencia vizsgálata fordító- és tolmácsképzésben résztvevő hallgatók körében.[Translationandinterpretationtrainees’socialcompetence.]Paperpre-sentedtotheXVI. SZOKOE Szaknyelvi Konferencia - Szaknyelvhasználat: a tudomány és a szakma nyelvének alkalmazása.Budapest,Hungary,11–12november2016.
Li, d. 2013. Teaching Business Translation: a Task-Based Method.The Interpreter and Translator TrainerVol.7.no.1.1–26.
Li,d.,Zhang,C.andHe,Y.2015.Project-basedlearninginteachingtranslation:students’
perceptions.The Interpreter and Translator TrainerVol.9.no.1.1–19.
dorkaBaloghandMártaLesznyák
McCrae,r.r.,andPaulT.C.Jr.1999.a five-factortheoryofpersonality.In:John,o. P., robins,
W.r.and Pervin,L.a.(eds)Handbook of personality: Theory and research.139–153.new
York:guilfordPress.
McPherson,M.,Smith-Lovin,L.andCook.J.M.2001.Birdsofa feather:Homophilyin
socialnetworks.Annual Review of SociologyVol.27.no.1.415–444.
Mount,M.K.,Barrick,M.r.,Scullen,S.M.androunds,J.2005.Higher‐orderdimen-sionsofthebigfivepersonalitytraitsandthebigsixvocationalinteresttypes.Personnel PsychologyVol.58.no.2.447–478.
M.nádasdi,M.2003.Projektoktatás.[Projectworkineducation.]Budapest:gondolatKiadói
Kör–eLTeBTKneveléstudományiIntézet.
nord,C.1991.Text Analysis in Translation.amsterdam-atlanta:rodopi.
nord,C.2005.Trainingfunctionaltranslators.In:MarthaTennent(ed.):Training for the New Millennium: Pedagogies for translation and interpreting. amsterdam/Philadelphia:
JohnBenjamins.209–223.
northcott,J.,Brown,g.2006.LegalTranslatorTraining:PartnershipbetweenTeachersof
englishforLegalPurposesandLegalSpecialists.English for Specific PurposesVol.25.no.
3.358–375.https://edinburgh.academia.edu/Jillnorthcott.lastaccessed:12.12.2017 nunan,d.1992.Research methods in language learning.CambridgeuniversityPress.
olveraLobo,M,d.,robinson,B.,CastroPrieto,r.M.,Querogervilla,e.,MuñozMartín,r.,
Muñozraya,e.,MurilloMelero,M.,Sensoruiz,J.a.,VargasQuesada,B.anddíezLerma,
J.L.2007.a ProfessionalapproachtoTranslatorTraining.Meta Vol.52.no.3.517–528.
Pralas,J.2014.usingMini-TeamProjectsinTranslationClassestoachieveCompetences
definedintheeMTreferenceframework.In:erakovic,B.,Todorova,M.(eds)Topics in Translator and Interpreter Training. Proceedings of the Third IATIS Regional Workshop on Translator and Interpreter Training.FacultyofPhilosophy,universityofnoviSad,noviSad.87−100.
Pym,a.2007.Professionalcorpora:Teachingstrategiesforworkwithonlinedocumentation,
translationmemories,andcontentmanagement.PaperdeliveredtotheForumonTranslator
TrainingheldinBeijing,China,andorganisedbyChinaForeignLanguagePressandthe
MontereyInstituteofInternationalStudies,august16–17,2007.http://usuaris.tinet.cat/
apym/on-line/training/2007_professional_corpora.pdf,lastaccessed:12.12.2017.
rose,S.,Spinks,n.andCanhoto,a.I.2014.Management research: Applying the principles.
London:routledge.
Šarčević,S.1997.New Approach to Legal Translation.Hague:KluwerLawInternational.
Thelen,M.2016.CollaborativeTranslationinTranslatorTraining.Konin Language Studies
Vol.4.no.3.253–269.
ugrin,Z.2017.azinstrumentálisfordításoktatóikompetenciatechnológiaivonatkozásai[The
technologicalaspectsoftranslationtrainers’instrumentalcompetence].In:J.Kerülő,T.Jenei
andI.gyarmati(eds)XVII. Országos Neveléstudományi Konferencia, Program és absztrakt kötet.nyíregyháza:MTaPedagógiaiTudományosBizottság,nyíregyháziegyetem.178.
(Paperpresentedatthe17thnationalConferenceoneducationinnyíregyháza,11.11.2017) Vygotsky,L.S.1978.Interactionbetweenlearninganddevelopment(M.Lopez-Morillas,Trans.).
In:Cole,M.,John-Steiner,V.,Scribner,S.ande.Souberman(eds)Mind in society: The de-velopment of higher psychological processes. Cambridge,Ma:HarvarduniversityPress.79–91.
annexe 1
desCriPtion and tiMing oF the ProJeCt (sZte and PPKe JÁK aCadeMiC years 2015-2016)
you are working for a translation agency in a team of 4/5 translators. The agency has asked the team to translate, edit and revise proofread a 15page long legal agreement. The teams have to agree on the allocation of the following roles:
1. terminologist:willbeconsultedbytheotherteammembersintheeventtheyarenotsure
abouttheappropriateusageofa term.afterlisteningtothetranslators’suggestionsforalterna-tivesolutions,theterminologistwilldobackgroundresearchanddecideontherighttermtouse.
Whenthetranslationworkhasbeencompleted,theywillcheckthetextforconsistentuseof
terminology.
2.proofreader/revisor:willrevisethecontentandproofreadthelanguageusageofthetranslated
textwhenthetranslatorshavefinishedthetranslation.
3.editor:willdothefinalediting(andifnecessary,thepre-editing)ofthetextwhentheother
groupmembershavefinishedwiththeirparts.Theywillmakesuretheformatcorrespondstothe
original.
4.project manager:willkeepcontactwiththecustomer(theteacher),willsetandcoordinate
deadlinesandenforcetheirobservationbysendingreminderstotheothergroupmembers.
5:language technologist:willprovidetechnicalsupportwithmanaginggooglecloudsorany
otherplatformand/orCaTtools,finalisethepptpresentationbasedontheslidessenttothemby
othergroupmembers.
tasKs:
1. translating a part of the text (as divided up by the team) and keeping a translation journal