Errores en el marco de la enseñanza de la traducción especializada: un estudio sobre un corpus de traducción a la vista de un artículo de divulgación científica
Resumen En los últimos años, la traducción a la vista, es decir, la traducción oral de un texto escrito, ha recibido poca atención en el ámbito de la formación de traductores. Más bien, esta práctica se ha estudiado casi exclusivamente en el marco de la interpretación. Sin embargo, el examen de los programas de máster en traducción (Giancola, 2022) reconocidos por la red European Master’s in Translation (EMT) (Comisión Europea, 2022c) ha demostrado que la traducción a la vista se utiliza, aunque raramente, como curso propio o como ejercicios ocasionales en la formación en traducción. Además, Dragsted y Hansen (2009) han destacado su relevancia y sus beneficios para los estudiantes de traducción, incluso la mejora de la velocidad, la adquisición de automatismos y una mayor fluidez. Partiendo de estas observaciones preliminares, el presente estudio se centra en las tendencias de error y las disfluencias del habla en la traducción a la vista en el ámbito de la enseñanza de la traducción especializada. El estudio se basa en un corpus de veinte traducciones a la vista del inglés al francés de un artículo de divulgación científica sobre astrofísica realizadas por estudiantes de traducción especializada (Meyers, 2022). Partiendo de los trabajos existentes sobre los errores en la traducción a la vista, este estudio pretende averiguar las distintas tendencias de error observadas en el corpus y el impacto de las disfluencias del habla sobre la calidad general. Para analizar el corpus, se ha desarrollado una tipología de errores acorde con la traducción a la vista basada en tipologías de errores establecidas, como MQM (Lommel et al., 2015) y la tipología de Falbo (1998), y combinada con nuevas categorías. El análisis del corpus demostró la prevalencia significativa de errores de significado (p < 0,05), con un elevado número de problemas terminológicos. Este estudio también estableció la correlación estadísticamente significativa entre los errores y las disfluencias (p < 0,05). Los resultados sugieren que los errores de traducción a la vista en el ámbito de la formación en traducción especializada difieren de las observaciones realizadas en el contexto de la interpretación y que las disfluencias del habla influyen negativamente en el rendimiento general. Sobre esta base, se recomienda explorar, de forma independiente, la traducción a la vista en la formación en traducción especializada y centrarse en las disfluencias del habla para mejorar el rendimiento. En el futuro, habrá que investigar los pormenores de la traducción a la vista en el contexto de la formación en traducción especializada —por ejemplo, en la formación en traducción jurídica— y determinar si debería formar parte integrante del plan de estudios.
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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
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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). Errores en el marco de la enseñanza de la traducción especializada: un estudio sobre un corpus de traducción a la vista de un artículo de divulgación científica. CLINA Revista Interdisciplinaria De Traducción Interpretación Y Comunicación Intercultural, 9(2), 85–115. https://doi.org/10.14201/clina20239285115
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