69553 - Translation from Spanish into Italian II (First Language)

Course Unit Page

SDGs

This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.

Quality education Gender equality

Academic Year 2021/2022

Learning outcomes

The student who already knows basic translation tools (such as use of dictionaries, grammars, corpora, etc.) and methodology, will use them in a wide range of more complex text types and will recognise and employ the more adequate translation strategy according to the main comunicative functions of the texts.

Course contents

  • The course (40 hours - 5CFU) will be held by Raffaella Tonin during the first semester. Its programme includes the analysis, documentation, translation, revision and editing of various text types (journalistic reviews, articles of news and opinion, illustrated and scientific literature, etc.) dealing with different thematic areas (politics, tourism, fiction, social sciences, etc). Moreover, a number of topics related to translation studies (theory and history of translation) will be explored both at methodological, and terminological levels.
  • In order to acquire an appropriate degree of translation competence (cfr. Hurtado Albir, 2001 e 2015), the activities and tasks such as analysis, documentation, revision practice, methodological comments, etc. will take place following different approaches, according to the specific aim of each unit or text to be translated.
  • The texts will be available on Moodle (e-learning virtual class) at the beginning of the course

 

 

 

Readings/Bibliography

Source texts:

The source texts, as well as some other supporting tools, will be available on Moodle's e-learning platform at the beginning of the course.
Other supporting materials are listed below.

Dictionaries, corpora, etc.:

Arqués / Padoan (2012). Il grande dizionario di spagnolo. Zanichelli: Bologna.

CLAVE, Diccionario de uso del español actual (2002). Madrid: Ediciones SM.

Fundación del Español Urgente ‹http://www.fundeu.es/›

Garzanti (2009), Dizionario di spagnolo. Milano: Garzanti Linguistica.

IATE, InterActive Terminology for Europe, ‹iate.europa.eu›

Moliner, M. (2007) Diccionario de uso del español. Madrid: Gredos (3 ed.).

Real Academia Española (2015), Diccionario de la lengua española, 23.ª ed. ‹http://www.rae.es/obras-academicas/diccionarios/diccionario-de-la-lengua-espanola›

Real Academia Española, Corpes, Corpus del español del siglo XXI,http://www.rae.es/recursos/banco-de-datos/corpes-xxi›.

Real Academia Española, CREA, ‹http://www.rae.es/recursos/banco-de-datos/crea›

Tiberii, P. (2012). Il dizionario delle collocazioni. Bologna: Zanichelli.

Trifone, M. (2013). Il Devoto-Oli dei Sinonimi e Contrari. Milano: Le Monnier.

Zingarelli, N. (2013). Vocabolario della lingua italiana. Bologna: Zanichelli.

References:

Basso, S. (2010). Sul tradurre. Esperienze e divagazioni militanti. Milano: Mondadori.

D'Arcangelo, A (ed.) (2016). Promuovere la competenza interculturale nella didattica della traduzione, Bologna: BUP.

Hurtado Albir, A. (2001). Traducción y traductología. Introducción a la traductología. Cátedra, Madrid.

Moya, V. (2004). La selva de la traducción. Madrid: Cátedra.

Nord, Ch. (2012). Texto base-texto meta. Un modelo funcional de análisis pretraslativo. Castelló: Universidad Jaume I

Tonin, R. (2011). "La manipolazione testuale in didattica della traduzione: come ‘riscrivere' un video-corso di tapas e imparare a tradurre i culturemi", in: G. Bazzocchi; P.Capanaga; S. Piccioni, Turismo ed enogastronomia tra Italia e Spagna. Linguaggi e territori da esplorare, Milano, FrancoAngeli, pp. 207-220.

Tonin, R. (2016). "Ai confini della traduzione: creatività e competenza (bi/inter)culturale nel viaggio traduttivo tra spagnolo e italiano", in: Promuovere la competenza interculturale nella didattica della traduzione, Bologna, Bononia University Press, pp. 121-137.

Tonin, R. (2017). "La traducción colectiva de un álbum ilustrado como experiencia didáctica: de la propuesta editorial a la publicación italiana de Tu corazón en un cofre", in: AILIJ (Anuario de Investigación en Literatura Infantil y Juvenil), Vigo, Pontevedra, Universidad de Vigo, Facultad de Filología y Traducción, pp. 153 - 170.

VV.AA. (2013). Hijos de Babel: reflexiones sobre el oficio de traductor en el siglo XXI. Madrid: Fórcola

Teaching methods

  • Lessons will be mostly in the form of workshops/seminars.

  • Basically, each new translation task will be divided into three main steps:

    1. analysis of the source text, identifying the main communicative functions and kind of problems (of interpretation and rendering, i.e. linguistic, extra-linguistic, textual, pragmatic and intentional - cfr. Hurtado Albir, 2015);
    2. translation (carried out in group or individually, at home or at class, etc.);
    3. and finally, proof reading during the lesson.
  • All students must prepare his/her version of the translation exercise, ready for the lesson. In addition, it is essential to actively contribute to the dialogue with the teacher and the rest of the students - whether following remotely or physically in the class -and show a collaborative and constructive attitude.
  • In order to prepare for the exam and to understand the teacher's assessment method, the students will submit periodical assignments to the teacher and receive individual corrections. A mock text will also be carried out with the same purpose. The same assessment method of the exam will be applied to the mock text, in order to clarify the various types of translation error and their weight in the final evaluation. 
  • All papers and translations produced during the course should be collected in a final portfolio to be submitted to the teacher by the exam date.
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Assessment methods


The final examination is aimed at verifying the learning of the main translation methods. It consists of two translation tests (from Spanish into Italian and from Italian into Spanish). The overall mark of the entire course will therefore be calculated on the average of the marks of the two exams.

  • With regard to the translation course from Spanish into Italian, the exam test will verify the acquisition of an independent analytical and translation method, as well as the strategies to be applied to resolve the problems according to their nature, to the indications of the translation task, and to the stylistic and expressive mechanisms in the target language.
  • The exam consists in translating a short text from Spanish into Italian (approximately 400 words), and adding some commentary notes to it. They will highlight: the main problems found in the original text, the prevailing communicative function and the main translation techniques adopted.
  • During the exam, which lasts about 3 hours, students will be allowed to use monolingual and bilingual dictionaries and glossaries produced during the course, as well as online resources usually consulted during the course (except for Machine Translation softwares).
  • The assessment of the examination is in thirtieths and responds to the achievement of the following learning outcomes:
    Learning assessment scale

    30-30L: excellent test demonstrating excellent acquisition of the expected knowledge, including related methodological reflections, as well as complete mastery of the target language and full understanding of the source language and culture.

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

    24-26: fairly good exam, but with some errors indicating a partial acquisition of the knowledge and skills required.

    21-23: sufficient proof, with evident limitations in the knowledge and skills to be acquired.

    18- 20: the exam meets the minimum criteria of knowledge and skills to be acquired.

    < 18: insufficient basic knowledge not achieved, the examination must be repeated.

    In addition, the assessment of the individual portfolio will be added to the mark for the examination of the Italian translation module for a maximum of 2 points. It must contain all the translations carried out during the course, duly corrected and accompanied by any notes and comments requested by the teacher.

Teaching tools

- Mono and bilingual dictionaries (online and paper version);

- Computers with Internet connection, webcam and microphone and beamer, Microsoft Teams platform;

- Moodle e-learning platform.

Office hours

See the website of Raffaella Tonin