B2500 - TRADUZIONE DALL'ITALIANO ALLO SPAGNOLO (PRIMA LINGUA)

Learning outcomes

Students can use the tools (grammars, dictionaries and textual corpora) and the methods ( analysis of a text before translating it and its transposition into the final text) and can apply these methods to a variety of simple texts from Italian into Spanish. Besides students are able to identify and apply the most adequate translational strategies to the operative/communicative functions of the texts to be translated.

Course contents

The course aims to provide students with the fundamental elements of the theories and practices of translation (Italian> Spanish). In particular, it will develop the understanding and production of written texts of increasing complexity, relating to different types of text. The focus will be analyzing text and translation as a communicative event in context, highlighting the dynamic relationship between linguistic choices and the frame situational and cultural.

The objectives of the training program are as follows:

1. Develop the ability to understand a written text:
1.1 Develop the skills of linguistic-communicative and in technical skills, semantic, syntactic, textual and pragmatic-communicative.
1.2 Develop cognitive skills in text comprehension: ability to make correct predictions and inferences.
1.3 Develop encyclopedic-cultural skills: enrich the system of knowledge and wealth of pre-knowledge culturally connoted.

2. Develop written skills, with a focus on language and communication skills for the preparation of different types of texts in Spanish:
2.1 Perfecting written expression and writing in Spanish.
2.2 Encourage the transmission of linguistic and cultural information through a clear and appropriate language to the context.

3. Developing translation competence:
3.1. Develop the ability to analyze different types of texts, through the study of language structures and comparative reflection on the organization text.
3.2 Acquiring the reformulation skills in Italian and Spanish.
3.3 Activate the appropriate translation strategies to the texts presented.
3.4 Identify the translation problems.
3.5 Translate from Italian to Spanish texts of different types of texts, mainly of informative nature and with an increasing degree of complexity with the purpose of stimulating reflection on the problems of translation between related languages.
3.6 Analyze translations and work with parallel texts.
3.7 To know and use with the adequacy lexicographical resources

Readings/Bibliography

Sánchez Lobato, Jesús (coord.) (2006). Saber escribir. Madrid: Aguilar / Instituto Cervantes.

Gómez Torrego, Leonardo (2002). Nuevo manual de español correcto. Madrid: Arco Libros.

Real Academia Española y Asociación de Academias de la Lengua Española (2010). Ortografía de la lengua española. Madrid: Espasa.

García Izquierdo, Isabel (2000). Análisis textual aplicado a la traducción. Valencia: Tirant lo Blanch.

Hatim, B. e I. Mason (1994). Teoría de la Traducción. Una aproximación al discurso, Barcelona: Ariel.

Carbonell i Cortés, Octavi (1999). Traducción y cultura. Salamanca: Ediciones Colegio de España.

Eco, Umberto (2003). Dire quasi la stessa cosa. Milano: Bompiani.

Hatim, Basil e Ian Mason (1995). Teoría de la traducción. Barcelona: Ariel.

Dizionari:

Rodríguez González, Félix e Aquilino Sánchez (Proyecto, dirección y edición) (2001). Gran Diccionario de Uso del Español Actual. Madrid: SGEL

[CLAVE] Diccionario de uso del español actual (2007). Milano: Hoepli.

[DRAE] Real Academia Española (2001). Diccionario de la Lengua española.Madrid: Espasa.

[DUE] Moliner, M. (1998). Diccionario de uso del español. Madrid: Gredos.

Real Academia Española (2005). Diccionario panhispánico de dudas. Madrid: Santillana.

Bosque, Ignacio (2004). Redes: diccionario combinatorio del español contemporáneo. Madrid: SM Giacomo Devoto, Gian Carlo Oli (2014). Il Devoto-Oli 2014. Vocabolario della lingua italiana. Milano: Le Monnier/

Seco, M., O. Andrés & G. Ramos. (1999). Diccionario del español actual. Madrid: Aguilar.

Treccani (2013). Treccani 2014. Dizionario della lingua italiana. Roma: Istituto dell'Enciclopedia italiana. Giunti T.V.P. [Treccani.it – Vocabolario Treccani on line, Istituto dell'Enciclopedia Italiana.]

Zingarelli, Nicola (2016). lo Zingarelli 2016. Vocabolario della lingua italiana. Bologna: Zanichelli.

Arqués, Rossend e Adriana Padoan (2012). Il Grande dizionario di Spagnolo. Dizionario spagnolo-italiano italiano-spagnolo. Bologna: Zanichelli.

Tam, L. (2004). Grande Dizionario di Spagnolo. Milano: Hoepli/

Teaching methods

The teaching approach chosen meets the criteria of cooperative learning in a classroom Intelligent environment, so the lessons and the different types of exercises require the active participation of students engaged in the acquisition of content and processes necessary for the professional practice of translation.

The lessons of the course require the student to attend 70%.

Phases of the teaching activity:

-Enfoque por tareas (Task-based language teaching) in tandem.

-Presentation of the original text to be translated (author, publishing sector, possible recipient and Italian publishing location); guided analysis of the source text, according to the theoretical framework of Orozco Jutorán, Mariana (2009).GUÍA PARA LA EVALUACIÓN DE COMPETENCIAS EN EL ÁREA DE HUMANIDADES. Barcelona: Agència per a la Qualitat del Sistema Universitari de Catalunya. [http://www.aqu.cat/doc/doc_51339416_1.pdf Anexo 2 Tipos de problemas de traducción y vias de solución: p.267].

Assessment methods

Holistic evaluation scale of the final translation exam:

30-30L excellent test demonstrating excellent acquisition of the expected knowledge, as well as linguistic rendering skills demonstrating complete command of the target language/language and culture of study.

27-29 test above average, with minor errors or in any case compensated by more than sufficient demonstration of the knowledge and skills to be acquired.

24–26 valid test, but with some obvious errors that denote a partial acquisition of the required knowledge and skills.

21-23 sufficient test but with conspicuous limits in the knowledge and skills to be acquired.

18–20 test that meets only the minimum criteria of knowledge and skills to be acquired.

< 18 insufficient the basic knowledge has not been achieved, the exam must be repeated.

From the average of this evaluation, together with the final one of the integrated translation course from Spanish into Italian, the overall mark of the Spanish-Italian Translation Course I will come out.

Verification of translation skills through translation of a text of about 350 words, with its textual analysis and notes to the translation choices (3 hours). To access the exam requires presentation of a "encargo de traducción". It will be allowed the use of monolingual and bilingual dictionaries. It will consider: a) the ability of analysis and understanding of the source text; b) the ability of expression in the target language.

The chosen teaching methodology implies an articulated evaluation process. The final grade is therefore determined by several evaluation components such as:

1) the quality of the individual works (tareas) and the quality of the tamdem works (tareas) carried out during the course;

2) active participation in the classroom;

3) the result of the written test foreseen at the end of the course.

Specifically, the stages and criteria applied are as follows:

1) The quality of the individual works carried out during the course and the quality of the tandem works carried out.

Evaluation criteria [40% of the final grade]: documentation and quality of content, ability to self-correct and textual revision, linguistic and communicative correction of translations, punctuality/regularity/seriousness in carrying out deliveries.

2) The didactic model is characterized by active didactic activities aimed at promoting interaction in the classroom. Therefore, in addition to traditional frontal lessons, discussions of cases and carrying out of exercises are foreseen for which prior preparation by the student and active participation in the classroom are required.

Evaluation criteria [10% of the final mark]: personal contribution to the tandem and regular and active participation in the lessons.

3) The written test [50% of the final mark]. Verification of translation skills through the translation of a text of about 350 words, with related textual analysis and notes on translation choices (3 hours duration). The use of monolingual and bilingual dictionaries will be permitted. The following will be assessed: a) the ability to analyze and understand the source text; b) the ability to express themselves in the target language.

Analytical criteria and evaluation scale for the final translation test, according to the acceptability of the translation choices:

BAREMO DE CORRECCIÓN PEDAGÓGICA DE LAS TRADUCCIONES (sobre 20/20)

A) -0,25/ -2 Puntos (marcado en rojo)

CS Contrasentido grave.

FS Falso sentido grave.

S S Sinsentido grave.

B) -0,25 -1 Punto (marcado en rojo)

A Adición de información innecesaria.

Ca Calco léxico, sintáctico o gramatical del término o expresión original.

Cohes Falta de cohesión (conectores, referentes u otros elementos de cohesión mal utilizados).

CS Contrasentido (término o fragmento que tiene el sentido contrario al del texto original).

Info Información extralingüística no solucionada o mal solucionada.

E Encargo de traducción (inadecuación al encargo de traducción).

Form Formulación incorrecta (frase o párrafo mal formulados).

FS Falso sentido (término o fragmento que tiene un sentido distinto al del texto original).

Gr Error gramatical.

Coher Incoherencia o falta de lógica.

O Omisión de información necesaria.

Ort Ortografía (errores ortográficos graves: b/v, g/j, h, etc.).

Punt Puntuación (mal uso de comas, puntos, signos de interrogación, etc.).

Reg Registro o tono (término o frase que no pertenecen al tono del resto del texto o que no pertenecen al tono adecuado).

Rev Error por falta de revisión final (nombres mal escritos, cifras mal copiadas, etc.).

SS Sinsentido (término o fragmento que no tiene sentido en español).

Tip Tipografía (mal uso de negrita, cursiva, mayúsculas, etc.).

Trans Transferencia (dejarse arrastrar por el término o construcción del texto original

empobreciendo y enrareciendo así el texto español).

TT Tipología textual (inadecuación a la tipología textual de la traducción).

TV Tiempos verbales mal utilizados (o mal coordinados con otros tiempos verbales).

UI Uso idiomático incorrecto (abuso de pasivas, posesivos, pronombres, etc.).

Vocab Vocabulario o léxico (términos mal utilizados, ya sea porque pertenecen a otro campo léxico o porque se han utilizado en una construcción en la que suele aparecer otro término).

C) --0,25 / -0,5 Punto (marcado en rojo)

Ac Acentos (mal puestos o no puestos).

Est Estilo (frase o párrafo pobre o poco afortunado).

Prep Preposición mal utilizada.

RI Repetición innecesaria (términos o estructuras repetidos innecesariamente que empobrecen el texto en español).

Conc Concordancia (falta de concordancia en género o número).

D) +1 /+3 Punto (marcado en negro o azul)

Acierto Resolver un problema que presenta el texto original o presentar una redacción fluida y natural del texto meta).

 

 

Teaching tools

Beamer, online documentation, site VIRTUALE e-learning (bibliography and reference texts for the translation of the texts).

Office hours

See the website of Maria Isabel Fernandez Garcia