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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S Quality assurance methods Student feedback via questionnaires and surveys. Lecturers responsible for the same subject area collaborate closely and monitor each other’s work. Course title Course code Translation Methodology – Theory and Practice HZE708 Type of course Lecture + Seminar / Advisory hours Core course (Elective course in 3.1.1.) Level of course Specialised level course Year of study First Semester Two ECTS 6 ECTS credits (Number of Contact hours (30 lectures + 25 seminars + 5 advisory hours) = 2 credits. credits allocated) Student study time (135 hours) = 4 credits. Name of lecturer Prof Dr Zjena Čulić Ivana Petrović, Assistant Learning The objective of the course is translator competence rather than translation outcomes and competence wherein the emphasis is placed on the complex nature of the competences professional translator’s task and the non-linguistic skills that are required; thus it is possible to distinguish between the more general types of native and foreign language communicative competence and the translation skills that are specific to professional translation. After the student has successfully completed specialized translator education s/he should be able to translate difficult scientific and technical texts from source language into a foreign language (even under time pressure) so that the result is perfect with respect to both content and language. S/he should be able to interpret specialized conversations and conferences quickly and without error. After the completion of this course, translator competences will include the interlingual transfer ability and the research skills, the ability to write in the native language, creative thinking, and the skills and understandings implied by the word professional. The learning outcome of translation methodology is to build a communicative competence focusing on grammatical, sociolinguistic, discourse, and strategic competences. Prerequisites Competences and skills acquired after the completion of the third year undergraduate study programme; the student's grade point average should be at least 3.5. Course contents The course is based on the assumption that translation is not an exclusively linguistic operation of transcoding the source text into the target language but a process which includes cultural, social, cognitive and communication components and the respective skills/competences. The aim of the course is to enable the learner to translate specialised texts and to translate, consecutively and simultaneously lectures and speeches at conferences. Consequently the course combines sound translation pedagogy 51
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S Recommended reading Supplementary reading Teaching methods Assessment methods Language of instruction Quality assurance methods with translation studies, with an interdisciplinary mix of linguistics and the social and cognitive sciences, and with empirical studies of professional translation practice. Translation methodology is based on new ideas which include moving from teacher-centred to student-centred instruction; using teaching methods that foster responsibility, independence, and the ability to see alternatives; using methods such as role-playing and simulation to create a greater sense of realism; developing a sense of profession through a basic or core course in translation studies that develops broad translation principles and attaches them to translation practice. Translation methodology requires a solid theoretical framework, assembled from translation studies and from allied discipline, and solid empirical data on the social and cognitive aspects of the translation process and translation competence. The student-centred translation methodology focuses on students’ autonomy from the instructor as a primary objective of a translator education program. Selected chapters from: Gile, D. (1995). Basic Concepts and Models for Interpreter and Translator Training. Benjamins Translation Library. Volume 8. Amsterdam, Philadelphia: John Benjamins Publishing Company. Kiraly, D.C. (1995). Pathways to Translation. Pedagogy and Process. Kent, Ohio; London, England: Kent University Press. Lambert, S. & Moser-Mercer, B. (1994). Bridging the Gap: Empirical research in simultaneous interpretation. Amsterdam, Philadelphia: John Benjamins Publishing Company. Gambier, Y., Gile, D. & Taylor, Ch. (Eds.). (1997). Conference Interpreting: Current Trends in Research. Amsterdam, Philadelphia: John Benjamins Publishing Company. Dollerup, C. & Lindegaard, A. (Eds.). (1994). Teaching Translation and Interpreting. Amsterdam, Philadelphia: John Benjamins Publishing Company. Čulić, Z. (2005). Teacher-generated materials. Lectures: student participation encouraged; Seminars: problem-solving tasks; Student participation encouraged through various tasks and activities such as: individual work, pair work, group work, etc. The assessment of student knowledge will be based on the following: Continuous assessment during the course. Exam: written and oral. <strong>English</strong>. Student feedback via questionnaires and surveys. Lecturers responsible for the same subject area collaborate closely and monitor each other's work. Occasional class observations and appraisal by Head of Department. 52
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