Errors in Specialized Translation Training: A Corpus-Based Study on the Sight Translation of a Popular Science Article
Abstract In recent years, sight translation (SiT), the oral translation of a written text, has received little attention in the sphere of translator training. Rather, this practice has been almost exclusively studied within the framework of interpreting. Yet, based on the examination of the master’s programs in translation (Giancola, 2022) recognized by the European Master’s in Translation (EMT) (European Commission, 2022c), SiT is used, although rarely, as a course per se or as occasional exercises in translation training. Additionally, Dragsted and Hansen (2009) have emphasized its relevance and its benefits for translation students, which include improving speed rate, acquiring automatisms, and being more fluent. Based on these preliminary observations, the present study focuses on error patterns and speech disfluencies in SiT as part of specialized translation training. The study rests upon a corpus of twenty English-to-French SiTs of a popular science article about astrophysics performed by specialized translation students (Meyers, 2022). Building on existing work on errors in SiT, this study aims to find out the different error patterns observed in the corpus and the impact of speech disfluencies on the overall quality of the output. To analyze the corpus, an error typology in line with SiT has been developed based on established error analysis frameworks, such as MQM (Lommel et al., 2015) and Falbo’s typology (1998), combined with new categories. Analysis of the corpus demonstrated the significant prevalence of meaning errors (p < 0.05), with a high number of terminological issues. This study also established the statistically significant association between errors and speech disfluencies (p < 0.05). The results suggest that SiT error patterns in specialized translation training differ from the observations made in the context of interpreting and that speech disfluencies negatively influence the overall performance. On this basis, it is recommended to explore SiT in specialized translation training independently and target speech disfluencies to enhance performance. Future research is needed to identify the ins and outs of SiT as part of specialized translation training —for instance, in legal translation training— and to determine whether it should become an integral part of the curriculum.
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Agrifoglio, M. (2004). Sight translation and interpreting: A comparative analysis of constraints and failures. Interpreting. International Journal of Research and Practice in Interpreting, 6(1), 43-67. https://doi.org/10.1075/intp.6.1.05agr
Alic, L. (2020). La traduction à vue: quelles compétences? In S. Vaupot, A. Mezeg, G. Perko, M. Schlamberger Brezar, M. Zupančič (Eds.), Contacts linguistiques, littéraires, culturels: cent ans d’études du français à l’université de Ljubljana, Les presses universitaires de l’Université de Ljubljana, pp. 218-229.
Ananthaswamy, A. (2015). Looking into the voids could help explain dark energy. New Scientist. https://www.newscientist.com/article/mg22630164-600-looking-into-the-voids-could-help-explain-dark-energy/
Anthony, L. (2020). AntConc (3.5.9) [Computer software]. http://www.laurenceanthony.net/software/antconc/
Anthony, L. (2022). AntConc (4.0.5) [Computer software]. http://www.laurenceanthony.net/software/antconc/
Baghi, H. and Khoshsaligheh, M. (2019). Stress in written and sight translation in training setting. Hikma, 18(2), 237-255.
Baxter, R. N. (2017). Exploring the effects of computerised sight translation on written translation speed and quality. Perspectives, 25(4), 622-639. https://doi.org/10.1080/0907676X.2016.1241287
Calvo, E. (2011). Translation and/or translator skills as organising principles for curriculum development practice. The Journal of Specialised Translation, 16, 5-25.
Dizdar, D. (2014). Instrumental Thinking in Translation Studies. International Journal on Translation Studies, 26(2), 206-223.
Dragsted, B., & Hansen, I. G. (2009). Exploring Translation and Interpreting Hybrids. The Case of Sight Translation. Meta, 54(3), 588-604. https://doi.org/10.7202/038317ar
Druide informatique. (2021). Antidote 10 (6.3) [Computer software]. https://www.antidote.info
Ericsson, K. A. (1996). The acquisition of expert performance: An introduction to some of the issues. In The road to excellence: The acquisition of expert performance in the arts and sciences, sports, and games. (pp. 1-50). Lawrence Erlbaum Associates, Inc.
Ericsson, K. A., Krampe, R. Th., & Tesch-Romer, C. (1993). The Role of Deliberate Practice in the Acquisition of Expert Performance. Psychological Review, 100(3), 363-406.
European Commission. (2022a). European Master’s in Translation Competence Framework 2022. Retrieved November 21, 2022, from https://ec.europa.eu/info/sites/default/files/about_the_european_commission/service_standards_and_principles/documents/emt_competence_fwk_2022_en.pdf
European Commission. (2022b). European Master’s in Translation (EMT) explained. Retrieved November 21, 2022, from https://ec.europa.eu/info/resources-partners/european-masters-translation-emt/european-masters-translation-emt-explained_en
European Commission. (2022c). List of EMT members 2019-2024. Directorate-General for Translation. https://ec.europa.eu/info/resources-partners/european-masters-translation- emt/list-emt- members-2019-2024_en
Falbo, C. (1998). Analyse des erreurs en interprétation simultanée. The Interpreters’ Newsletter, 8, 107-120.
Fliess, M. (2007). Probabilités et fluctuations quantiques. Comptes rendus de l’Académie des sciences. Série I, Mathématique, Elsevier, 344 (10), pp.663-668. https://hal.inria.fr/inria-00141719/document
Gaspari, F., Almaghout, H., & Doherty, S. (2015). A survey of machine translation competences: Insights for translation technology educators and practitioners. Perspectives, 23(3), 333-358. https://doi.org/10.1080/0907676X.2014.979842
Giancola, K. (2022). Exploring sight translation as a pedagogical tool in translator training programs across Europe [Conference]. European Society for Translation Studies Congress 2022 – Advancing Translation Studies.
Gile, D. (1983). Des difficultés de langue en interprétation simultanée. Traduire, 117, 2-8.
Gile, D. (1984). Les noms propres en interpretation simultanée. Multilingua, 3, 79-85.
Gile, D. (1985a). La sensibilité aux écarts de langue et la sélection d’informateurs dans l’analyse d’erreurs: une expérience. The Incorporated Linguist, 24/1, 29-32.
Gile, D. (1985b). Le modèle d’efforts et l’équilibre d’interprétation en interprétation simultanée. Meta, 30(1), 44-48. https://doi.org/10.7202/002893ar
Gile, D. (1989). La communication interlinguistique en réunion multilingue: les différences de la transmission informationelle en interprétation simultanée. [Unpublished doctoral dissertation]. Université Paris III.
Gile, D. (1990). L’évaluation de la qualité de l’interprétation par les délégués: une étude de cas. The Interpreters’ Newsletter, 3, 66-71.
Gile, D. (1994). The process-oriented approach in translation training. In C. Dollerup & A. Lindegaard (Eds.), Teaching Translation and Interpreting 2: Insights, aims, visions (pp. 107-112). John Benjamins.
Gile, D. (1995). Regards sur la recherche en interprétation de conférence. Presses universitaires de Lille.
Gile, D. (1997/2002). Conference interpreting as a cognitive management problem. In F. Pöchhacker and M. Shlesinger (Eds.), The Interpreting Studies Reader, Routledge, 163- 176. [Original work published in 1997].
Gile, D. (2004). Integrated Problem and Decision Reporting as a Translator Training Tool. The Journal of Specialised Translation, 2, 2-20.
Gile, D. (2009). Basic Concepts and Models for Interpreter and Translator Training: Revised edition. John Benjamins. https://doi.org/10.1075/btl.8
Havnen, R. (2019). Multimodal and interactional aspects of sight translation: a critical review. FITISPos International Journal, 6, 91-106.
Kiraly, D. (2013). Towards a View of Translator Competence as an Emergent Phenomenon: Thinking Outside the Box(es) in Translator Education. In D. Kiraly, S. Hansen-Schirra, & K. Maksymski (Eds.), New Prospects and Perspectives for Educating Language Mediators (pp. 197-224). Narr Francke Attempto.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
Li, X. (2014). Sight translation as a topic in interpreting research: Progress, problems, and prospects. Across Languages and Cultures, 15(1), 67-89. https://akjournals.com/view/journals/084/15/1/article-p67.xml
Lommel, A., Burchardt, A., Görög, A., Uszkoreit, H., and Melby, A. K. (Eds.). (2015, December 30). Multidimensional Quality Metrics (MQM) Issue types [version 1.0]. German Research Center for Artificial Intelligence and QTLaunchPad. Retrieved March 27, 2022, from https://www.qt21.eu/mqm-definition/issues-list-2015-12-30.html
Lommel, A., Uszkoreit, H. and Burchardt, A. (2014). Multidimensional Quality Metrics (MQM): A Framework for Declaring and Describing Translation Quality Metrics. Tradumàtica: Tecnologies de La Traducció, 12, 455-463. https://doi.org/10.5565/rev/tradumatica.77
Martín Martín, J.M. (2010). Sobre la evaluación de traducciones en el ámbito académico? Revista española de lingüística aplicada, 23, 229-245.
Massey, G. (2017). Translation Competence Development and Process‐Oriented Pedagogy. In J. W. Schwieter & A. Ferreira (Eds.), The Handbook of Translation and Cognition (1st ed., pp. 496-518). Wiley. https://doi.org/10.1002/9781119241485.ch27
Massey, G. (2019). Learning to Learn, Teach and Develop. Co-emergent Perspectives on Translator and Language-mediator Education. TRAlinea, Special Issue: New Insights into Translator Training, 1-10.
Meyers, C. (2021). Qualitative and quantitative analyses of metaphors in the LSP of astrophysics: A comparative linguistic study in three registers of English and a translation study in English and French followed by pedagogical considerations [Thèse de doctorat en langues, lettres et traductologie]. Université de Mons.
Meyers, C. (2022). Transcription of 20 sight translations (EN >FR) by translation students coded with voiced pauses and silent pauses [Data set]. Social Sciences and Digital Humanities Archive – SODHA. https://doi.org/10.34934/DVN/KHQE0P
Mellinger, C. D. (2017). Equal access to the courts in translation: A corpus-driven study on translation shifts in waivers of counsel. Perspectives, 25(2), 308-322. https://doi.org/10.1080/0907676X.2016.1248985
Prak-Derrington, E. (2011). Traduire ou ne pas traduire les répétitions. Nouveaux Cahiers d’Allemand: Revue de linguistique et de didactique, Association des Nouveaux Cahiers d’Allemand, 29 (3), pp.293-305.
Riccardi, A. (1999). Interpretazione simultanea: strategie generali e specifiche. In Ed. par C. Falbo, M. Russo and F. Straniero Sergio, Interpretazione simultanea e consecutiva: problemi teorici e metodologie didattiche. Hoepli, pp. 161-174.
Setton, R., & Motta, M. (2007). Syntacrobatics: Quality and reformulation in simultaneous-with-text. Interpreting. International Journal of Research and Practice in Interpreting, 9(2), 199-230. https://doi.org/10.1075/intp.9.2.04set
Shreve, G. (2006). The Deliberate Practice: Translation and Expertise. Journal of Translation Studies, 9(1), 27-42.
Shreve, G. M., Lacruz, I. and Angelone, E. (2010). Cognitive Effort, Syntactic disruption, and Visual Interference in a Sight Translation Task. In G. M. Shreve and E. Angelone (Eds.), Translation and Cognition, John Benjamins Publishing Company, 63-84.
Shreve, G. M., Lacruz, I. and Angelone, E. (2011). Sight Translation and Speech disfluency: Performance Analysis as a Window to Cognitive Translation Processes. In B. Englund Dimitrova, C. Alvstad, A. Hild and E. Tiselius (Eds.), Methods and Strategies of Process Research: Integrative Approaches in Translation Studies, John Benjamins Publishing Company, 93-121.
Stenzl, C. (1983). Simultaneous interpretation: ground work towards a comprehensive model. [Unpublished Master’s thesis]. University of London.
Whyatt, B. (2022). Training and Pedagogy. In A. Ferreira & J. Schwieter (Eds.), Introduction to Translation and Interpreting Studies (pp. 244-269). Wiley Blackwell. https://www.wiley.com/en-us/Introduction+to+Translation+and+Interpreting+Studies-p-9781119685326
Alic, L. (2020). La traduction à vue: quelles compétences? In S. Vaupot, A. Mezeg, G. Perko, M. Schlamberger Brezar, M. Zupančič (Eds.), Contacts linguistiques, littéraires, culturels: cent ans d’études du français à l’université de Ljubljana, Les presses universitaires de l’Université de Ljubljana, pp. 218-229.
Ananthaswamy, A. (2015). Looking into the voids could help explain dark energy. New Scientist. https://www.newscientist.com/article/mg22630164-600-looking-into-the-voids-could-help-explain-dark-energy/
Anthony, L. (2020). AntConc (3.5.9) [Computer software]. http://www.laurenceanthony.net/software/antconc/
Anthony, L. (2022). AntConc (4.0.5) [Computer software]. http://www.laurenceanthony.net/software/antconc/
Baghi, H. and Khoshsaligheh, M. (2019). Stress in written and sight translation in training setting. Hikma, 18(2), 237-255.
Baxter, R. N. (2017). Exploring the effects of computerised sight translation on written translation speed and quality. Perspectives, 25(4), 622-639. https://doi.org/10.1080/0907676X.2016.1241287
Calvo, E. (2011). Translation and/or translator skills as organising principles for curriculum development practice. The Journal of Specialised Translation, 16, 5-25.
Dizdar, D. (2014). Instrumental Thinking in Translation Studies. International Journal on Translation Studies, 26(2), 206-223.
Dragsted, B., & Hansen, I. G. (2009). Exploring Translation and Interpreting Hybrids. The Case of Sight Translation. Meta, 54(3), 588-604. https://doi.org/10.7202/038317ar
Druide informatique. (2021). Antidote 10 (6.3) [Computer software]. https://www.antidote.info
Ericsson, K. A. (1996). The acquisition of expert performance: An introduction to some of the issues. In The road to excellence: The acquisition of expert performance in the arts and sciences, sports, and games. (pp. 1-50). Lawrence Erlbaum Associates, Inc.
Ericsson, K. A., Krampe, R. Th., & Tesch-Romer, C. (1993). The Role of Deliberate Practice in the Acquisition of Expert Performance. Psychological Review, 100(3), 363-406.
European Commission. (2022a). European Master’s in Translation Competence Framework 2022. Retrieved November 21, 2022, from https://ec.europa.eu/info/sites/default/files/about_the_european_commission/service_standards_and_principles/documents/emt_competence_fwk_2022_en.pdf
European Commission. (2022b). European Master’s in Translation (EMT) explained. Retrieved November 21, 2022, from https://ec.europa.eu/info/resources-partners/european-masters-translation-emt/european-masters-translation-emt-explained_en
European Commission. (2022c). List of EMT members 2019-2024. Directorate-General for Translation. https://ec.europa.eu/info/resources-partners/european-masters-translation- emt/list-emt- members-2019-2024_en
Falbo, C. (1998). Analyse des erreurs en interprétation simultanée. The Interpreters’ Newsletter, 8, 107-120.
Fliess, M. (2007). Probabilités et fluctuations quantiques. Comptes rendus de l’Académie des sciences. Série I, Mathématique, Elsevier, 344 (10), pp.663-668. https://hal.inria.fr/inria-00141719/document
Gaspari, F., Almaghout, H., & Doherty, S. (2015). A survey of machine translation competences: Insights for translation technology educators and practitioners. Perspectives, 23(3), 333-358. https://doi.org/10.1080/0907676X.2014.979842
Giancola, K. (2022). Exploring sight translation as a pedagogical tool in translator training programs across Europe [Conference]. European Society for Translation Studies Congress 2022 – Advancing Translation Studies.
Gile, D. (1983). Des difficultés de langue en interprétation simultanée. Traduire, 117, 2-8.
Gile, D. (1984). Les noms propres en interpretation simultanée. Multilingua, 3, 79-85.
Gile, D. (1985a). La sensibilité aux écarts de langue et la sélection d’informateurs dans l’analyse d’erreurs: une expérience. The Incorporated Linguist, 24/1, 29-32.
Gile, D. (1985b). Le modèle d’efforts et l’équilibre d’interprétation en interprétation simultanée. Meta, 30(1), 44-48. https://doi.org/10.7202/002893ar
Gile, D. (1989). La communication interlinguistique en réunion multilingue: les différences de la transmission informationelle en interprétation simultanée. [Unpublished doctoral dissertation]. Université Paris III.
Gile, D. (1990). L’évaluation de la qualité de l’interprétation par les délégués: une étude de cas. The Interpreters’ Newsletter, 3, 66-71.
Gile, D. (1994). The process-oriented approach in translation training. In C. Dollerup & A. Lindegaard (Eds.), Teaching Translation and Interpreting 2: Insights, aims, visions (pp. 107-112). John Benjamins.
Gile, D. (1995). Regards sur la recherche en interprétation de conférence. Presses universitaires de Lille.
Gile, D. (1997/2002). Conference interpreting as a cognitive management problem. In F. Pöchhacker and M. Shlesinger (Eds.), The Interpreting Studies Reader, Routledge, 163- 176. [Original work published in 1997].
Gile, D. (2004). Integrated Problem and Decision Reporting as a Translator Training Tool. The Journal of Specialised Translation, 2, 2-20.
Gile, D. (2009). Basic Concepts and Models for Interpreter and Translator Training: Revised edition. John Benjamins. https://doi.org/10.1075/btl.8
Havnen, R. (2019). Multimodal and interactional aspects of sight translation: a critical review. FITISPos International Journal, 6, 91-106.
Kiraly, D. (2013). Towards a View of Translator Competence as an Emergent Phenomenon: Thinking Outside the Box(es) in Translator Education. In D. Kiraly, S. Hansen-Schirra, & K. Maksymski (Eds.), New Prospects and Perspectives for Educating Language Mediators (pp. 197-224). Narr Francke Attempto.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
Li, X. (2014). Sight translation as a topic in interpreting research: Progress, problems, and prospects. Across Languages and Cultures, 15(1), 67-89. https://akjournals.com/view/journals/084/15/1/article-p67.xml
Lommel, A., Burchardt, A., Görög, A., Uszkoreit, H., and Melby, A. K. (Eds.). (2015, December 30). Multidimensional Quality Metrics (MQM) Issue types [version 1.0]. German Research Center for Artificial Intelligence and QTLaunchPad. Retrieved March 27, 2022, from https://www.qt21.eu/mqm-definition/issues-list-2015-12-30.html
Lommel, A., Uszkoreit, H. and Burchardt, A. (2014). Multidimensional Quality Metrics (MQM): A Framework for Declaring and Describing Translation Quality Metrics. Tradumàtica: Tecnologies de La Traducció, 12, 455-463. https://doi.org/10.5565/rev/tradumatica.77
Martín Martín, J.M. (2010). Sobre la evaluación de traducciones en el ámbito académico? Revista española de lingüística aplicada, 23, 229-245.
Massey, G. (2017). Translation Competence Development and Process‐Oriented Pedagogy. In J. W. Schwieter & A. Ferreira (Eds.), The Handbook of Translation and Cognition (1st ed., pp. 496-518). Wiley. https://doi.org/10.1002/9781119241485.ch27
Massey, G. (2019). Learning to Learn, Teach and Develop. Co-emergent Perspectives on Translator and Language-mediator Education. TRAlinea, Special Issue: New Insights into Translator Training, 1-10.
Meyers, C. (2021). Qualitative and quantitative analyses of metaphors in the LSP of astrophysics: A comparative linguistic study in three registers of English and a translation study in English and French followed by pedagogical considerations [Thèse de doctorat en langues, lettres et traductologie]. Université de Mons.
Meyers, C. (2022). Transcription of 20 sight translations (EN >FR) by translation students coded with voiced pauses and silent pauses [Data set]. Social Sciences and Digital Humanities Archive – SODHA. https://doi.org/10.34934/DVN/KHQE0P
Mellinger, C. D. (2017). Equal access to the courts in translation: A corpus-driven study on translation shifts in waivers of counsel. Perspectives, 25(2), 308-322. https://doi.org/10.1080/0907676X.2016.1248985
Prak-Derrington, E. (2011). Traduire ou ne pas traduire les répétitions. Nouveaux Cahiers d’Allemand: Revue de linguistique et de didactique, Association des Nouveaux Cahiers d’Allemand, 29 (3), pp.293-305.
Riccardi, A. (1999). Interpretazione simultanea: strategie generali e specifiche. In Ed. par C. Falbo, M. Russo and F. Straniero Sergio, Interpretazione simultanea e consecutiva: problemi teorici e metodologie didattiche. Hoepli, pp. 161-174.
Setton, R., & Motta, M. (2007). Syntacrobatics: Quality and reformulation in simultaneous-with-text. Interpreting. International Journal of Research and Practice in Interpreting, 9(2), 199-230. https://doi.org/10.1075/intp.9.2.04set
Shreve, G. (2006). The Deliberate Practice: Translation and Expertise. Journal of Translation Studies, 9(1), 27-42.
Shreve, G. M., Lacruz, I. and Angelone, E. (2010). Cognitive Effort, Syntactic disruption, and Visual Interference in a Sight Translation Task. In G. M. Shreve and E. Angelone (Eds.), Translation and Cognition, John Benjamins Publishing Company, 63-84.
Shreve, G. M., Lacruz, I. and Angelone, E. (2011). Sight Translation and Speech disfluency: Performance Analysis as a Window to Cognitive Translation Processes. In B. Englund Dimitrova, C. Alvstad, A. Hild and E. Tiselius (Eds.), Methods and Strategies of Process Research: Integrative Approaches in Translation Studies, John Benjamins Publishing Company, 93-121.
Stenzl, C. (1983). Simultaneous interpretation: ground work towards a comprehensive model. [Unpublished Master’s thesis]. University of London.
Whyatt, B. (2022). Training and Pedagogy. In A. Ferreira & J. Schwieter (Eds.), Introduction to Translation and Interpreting Studies (pp. 244-269). Wiley Blackwell. https://www.wiley.com/en-us/Introduction+to+Translation+and+Interpreting+Studies-p-9781119685326
Giancola, K., & Meyers, C. (2023). Errors in Specialized Translation Training: A Corpus-Based Study on the Sight Translation of a Popular Science Article. CLINA Revista Interdisciplinaria De Traducción Interpretación Y Comunicación Intercultural, 9(2), 85–115. https://doi.org/10.14201/clina20239285115
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