B2500 - Translation from Italian into Spanish (First Language)

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

The teaching methodology chosen involves a structured assessment process. The final mark is therefore determined by several assessment components, such as:

1) the quality of individual assignments (tareas) and the quality of tandem assignments (tareas) completed during the course;

2) active participation in class;

3) the presentation of translation projects at the end of the course.

Specifically, the stages and criteria applied are as follows:

1) The quality of the tandem and/or individual work carried out during the course.

Assessment criteria [70% of the final mark]: documentation and quality of content, ability to self-correct and revise texts, linguistic and communicative accuracy of translations, punctuality/regularity/seriousness in completing assignments.

2) The teaching model is characterised by active teaching activities aimed at encouraging classroom interaction. In addition to traditional lectures, there will also be case discussions and exercises that require prior preparation by students and active participation in class.

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

3) Presentation of translation projects and self-assessment [20% of the final mark]. Assessment of translation skills and ability to manage assigned translation projects.

The overall mark for the Spanish-Italian Translation Course I will be based on the average of this assessment and the final mark for the integrated Spanish-Italian translation course.

Analytical criteria and assessment scale for translation projects, according to the acceptability of translation choices:

EDUCATIONAL CORRECTION SCALE FOR TRANSLATIONS (out of 20/20)

A) -0.25/ -2 Points (marked in red)

CS Serious contradiction.

FS Serious misinterpretation.

S S Serious nonsense.

B) -0.25 -1 Point (marked in red)

A Addition of unnecessary information.

Ca Lexical, syntactic or grammatical calque of the original term or expression.

Cohes Lack of cohesion (misused connectors, referents or other elements of cohesion).

CS Contradiction (term or fragment that has the opposite meaning to the original text).

Info Extralinguistic information not resolved or poorly resolved.

E Translation task (inappropriate for the translation task).

Form Incorrect formulation (poorly formulated sentence or paragraph).

FS False meaning (term or fragment that has a different meaning from the original text).

Gr Grammatical error.

Coher Incoherence or lack of logic.

O Omission of necessary information.

Ort Spelling (serious spelling errors: b/v, g/j, h, etc.).

Punt Punctuation (incorrect use of commas, full stops, question marks, etc.).

Reg Register or tone (term or phrase that does not belong to the tone of the rest of the text or that does not belong to the appropriate tone).

Rev Error due to lack of final review (misspelled names, incorrectly copied figures, etc.).

SS Nonsense (term or fragment that does not make sense in Spanish).

Tip Typography (incorrect use of bold, italics, capital letters, etc.).

Trans Transfer (being influenced by the term or construction of the original text,

thus impoverishing and distorting the English text).

TT Textual typology (inappropriateness to the textual typology of the translation).

TV Verb tenses incorrectly used (or poorly coordinated with other verb tenses).

UI Incorrect idiomatic usage (overuse of passive voice, possessives, pronouns, etc.).

Vocab Vocabulary or lexicon (incorrectly used terms, either because they belong to another lexical field or because they have been used in a construction in which another term usually appears).

C) --0.25 / -0.5 Point (marked in red)

Ac Accents (incorrectly placed or missing).

Est Style (poor or unfortunate sentence or paragraph).

Prep Misused preposition.

RI Unnecessary repetition (terms or structures repeated unnecessarily that impoverish the text in Spanish).

Conc Concordance (lack of agreement in gender or number).

D) +1 /+3 Point (marked in black or blue)

Acierto Resolving a problem presented in the original text or presenting a fluent and natural rendition of the target text).

Holistic assessment scale for the final translation test:

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

27-29 Above-average test, with minor errors or errors that are compensated for by more than sufficient demonstration of the knowledge and skills to be acquired.

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

21-23 Sufficient test, but with significant limitations 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: basic knowledge has not been acquired, the exam must be repeated.

The overall grade for the Spanish to Italian Translation Course I will be calculated from the average of this assessment and the final grade for the integrated Spanish to Italian translation course.

 

Students with specific learning difficulties (SpLD) or with disabilities that can affect their ability to attend courses are invited to contact the University service for students with disabilities and SLD at the earliest opportunity -- ideally before the start of the course: https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students. The University service will suggest possible adjustments to the course work and/or exam, which must then be submitted to the course leader so they can assess their feasibility, in line with the learning objectives of the course. Please note that adjustments to the exam must be requested at least two weeks in advance.

 

 

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