TRANSLATING AND INTERPRETING Tie teY A. Match the words to make fixed phrases. Ta 2 1 | machine translation G S tarlwntl 2. | simultaneous translator POODLE the on ... other hand 3 | source jargon Jonge ‘tome. to... extent 4 | mother interpreting ‘on... one hand many . real question is 5 | freelance tongue thie on se grodied thik 6 | technical dictionary ae - would be great, except | - ay in ... sort of situation ) 7 | bilingual language _ B Study the words and phrases in the blue box. ma | 1. Complete each phrase in column 2 with a epee nerey: word from column 1. ‘The translation and interpretation process normally 1 2. Which phrase can you use to involves some ofthe following activities: | 1 * agree only partly with a point ‘studying passages of text and rewriting them in the begin talking about several points ae Sree: ee ty See eon introduce the first of two ideas software and a bilingual dictionary | * focus on the point which the writer/ Beri ial cts cpg bali diene speaker thinks is the most important porta orgey pola nae a akes Aa | s/ olye 8 teeson for 3 point © using a thesaurs, professional dictionaries, | # mention an idea reference books and electronic resoures to | # talk about certain circumstances understand specialist vocabulary | © introduce the second of two ideas ‘© researching language for specific purposes and { mention a problem with someone's idea oe oh tus | ambiguous points; networking and lising with C Look at the people on the opposite page. corporate institutions, legal departments and 1 Is each person likely to need translation or governmental organizations interpreting services, or both? 2 What is each person's particular need for these services? 3. Match each person with the correct quote (A-f) 4 Replace the words in italics with a phrase from Base form | Other related forms | Exercise B. saute] el accurate | accuracy | accurately D Read the extract from the Hadford University handout consult on this page about translating and interpreting. edit Ss 1. Match the blue words in this extract with the RE definitions on the opposite page. e { 2. Use your dictionary to check words you do not know. | Profession special E complete the table on the right. translate 70@ ‘want to keep you in hospital for afew days because your condition needs monitoring” @ ‘As our two companies will Be working together, what we realy need to know is how we can both benefit” © “These plans could be fn, i's ju that Loan understand the notes which ar wit on them. © ‘Firstofat, you cou pus hypednk ere o give access to translations ofthis page in ober languages” (© ‘Aste president mentioned, we are all partly responsible forte problems caused by global swarming © ‘Under these circumstances Vl need t see a translation ofthe document in English before it ean be used in court? Detinitions A customers ' B. mesting or contacting people who can be of professional help to you J © area of expertise ideas that can be understood in more than one way E an investigation of key elements F comput: programs used or ceaing wit " using spoken words to convey a message orden obtaining advice from someone {8 tem for information stored onthe Intemet, on CD-ROMs land on database hardware and software used for communication purposes during large group mestings the language into which a text is being translated 8 book similar to a dtlonary, but in which words ave arranged | in groups that have simlar meanings words used by those in a particular group or area of ity ‘books designed o be consulted for speotc facts m1Desc A Study the slide on the right. What questions do you think the lecturer will answer? B @ tisten to Part 1 of the lecture. 1. Complete the Notes section below. 2 What is the lecturer's story about? Why is it not given in the notes? 3. Complete the Summary section. 4 Answer the Review questions. © @ create a blank Cornell diagram. Listen to Part 2 of the lecture. 1 Complete the Notes section. 2 Write some Review questions. 3 Complete the Summary section. 4 Were your questions in Exercise A answered? D_ @ study the phrases in column 1 of the blue box. Listen to some sentences from the lecture. Which type of information in column 2 follows each phrase? Intterms of ... a developing trend Research has shown information about a point that Itecould be argued that... | aspect of a topic the ‘As we shall see, .. speaker wants to focus on Increasingly we find a statement the speaker that... I’strue to say that... | aconclusion So it should be clear ‘an idea the speaker may that... Careers using languages (Lecture 1) * Translating & interpreting ~ fields and sectors ‘ Skills and study routes * Localization translation the speaker will make later agrees with not agree withETI i cnn ieee A. Study the words and phrases in box a. 1. Mark the stressed syllables. 2. @ Listen and check your answers. 3 Whict B study the phrases in box b. (start or end) or a relevant point? Write D or R. 2 Look at the D phrases. Do they start or end C G Listen to the final part of the lecture from Lesson 2. Take notes using the Cornell system. Leave spaces if you miss information. What topic does the lecturer mention that is different from the main subject? Why did he mention this topic? What is your research task? ‘Compare your notes in pairs. Fill in any blank spaces. Complete the Review and Summary sections. D_ @ what information does the lecturer provide ‘the odd one out in each group? Why? | 1 Do you think the phrases show a digression 1. translator, interpreter, sector bilingual dictionary, computer literacy, cultural awareness, judicial services editing skills, target language, research skills f 2 medical, financial, judi Now, where was I? It's the first of these points that I'm going to focus on now ... By the way, Anyway, let's get back to .. Ihave a little story to tell you ... I'd like to move on now to ... ‘You don’t need to take notes on this ... The point of that story was ... Hf we turn now to ... When we look at interpreting we'll find ... about sources? ‘en to the extracts and complete the table below. Extract 1 Extract 2 Extract 3 Name of writer Title and date of source Location ‘Type of reference Relevant to ...? Introducing phrase interpreting. ‘Work in groups. Study the four types of career with translating and interpreting in box c. Choose one type you would like to find out more about and thei ‘these questions. 11 What kind of information will you need to 2. What ideas do you already have? 3. Where can you go to find more information? Use your notes to write 75-100 words about translating and associated localization translation n medical interpreting marketing/advertising find? translation judiciaVlegal interpreting Qe 73Look at the words in the blue box. Identify their stress patterns. B Work in pairs. Student A: Think of good ways to take part in a seminar. Student B: Think of bad ways to take part in a seminar. 1 @ Listen to the seminar extracts. Put a7 for a good contribution and a x for a poor one in the table below. 2. Give reasons for your opinion. 3. Identify some additional information in the good contributions. Student [V/x Extract 1 Reasons Extract 2 Extract 3 Extract 4 D work in a group of three or four. 1 Discuss your information for Lesson 3, Exercise F. 2 Discuss how best to present this information. 3. Present a description of each type of translating and interpreting career to the whole class. E Work in groups. You are going to take part in a debate. The title is This house believes the future of translation is MT. 1. Make a list of the advantages (Group 1) and disadvantages (Group 2) of MT. 2 Read all the texts on this page and the next page. Add points to your list. 3 Conduct the debate. 74 iene to's seminardebate) analysis consecutive documents essential interpret judicial simultaneous specialist J technique translator Is the future MT? [MT computer software attempts to translate from one language to another. The simplest versions, which translate at word level, are the bass of electronic dictionaries. This can be called direct translation. However, for sentence- or text-level translation, more sophisticated processes are required. The source text must first be decoded for meaning, which is sometimes called ‘the intertingua. That meaning must then be encoded into, ‘the target language. In order to do these two processes perfectly, the software must be able to: ‘+ recognize and produce the syntactic structures and ‘morphological features of the languages involved * disambiguate multiple meanings of words ‘recognize the meaning of metaphors and idioms. ‘At the highest level it must identify and correctly render specialist terminology from a particular variety oF language, eg. legal or medical, Perhaps surprisingly translation in highly specific Fields (©, legat contracts) can be more accurate because there ‘tends to only be one translation of a word or phrase and ‘there is @ great deat of standard text. On the other hand, with fiction or journalism, the software has to cope with a potentially unlimited range of input language. ‘The goal of MT is fully automated translation, but that is a {ong way in the future. However, even a relatively imited amount of human input before sending a document for computerized translation (For example, tagging all proper nouns) can improve its efficiency markedly. Lt > tect tanstation. > t2 decoded encoded LL Aeaning > Intertingua > Sree uz Figure 1: Simple ond complex MT models<< e accra tem Cot sits wtkenta fl Abel len the erate to machine fraalition BF ishuman translation by bilingual: However in seni lata purtealaly the cobsnercal Soest epi d e ane Comeeass arly coe Ears fies ieee decode pals to en pease ay sek eves be foals al linge eoukcy of thelngugrofal etre mats This} Stas MIT earths mtd. foto ‘words, MT a wofl tol when the alternative ‘imac tales in teat Working toward sucess in machine tranctation Laurie Gerber Intelsat orgfemmiV Il papier ‘f you use transating software, here are some hints {or helping it do a good job, adapted from advice offered by the now-defunct Gioblink translation Use concise, direct language. 10 not use idioms or sang, ‘Avoid complex sentences ‘Avoid metaphors ‘Avoid words with more than one meaning Finally, review any ransiation before sending it to ‘another person, napssoansh about contanfata 1698 Tie is ikon cree wellknown smile in Engl, I ‘leary means tha time moves quickly and in a srsght ine. A Jhuman trndaoe would have no problems in decoding his seating and could then easy encode it into the target language However, MT software i almost too clever frit ow god, wen fced with sentence like thi. The salware recognizes hat tng, fis an le have mule meanings/part of speech, so not only does it Find dhe metaphorical wansation, it abo oes mea OPRE ROAR EDS ERE tT rouneem Rainer Schulte, director of the Center for Translation Studies at the University of Texas at Dallas and the editor of Trenslatio Review, said machine translation was very mic int infaney. “Machine translation, certainly in any area of intellectual pursuit is pretty much useless’ Dr Schulte sai. “We'll fever get to the point, atleast notin the foreseeable future, where machine translation could translate essays fiction or nonfiction books. At the University of Central Florida, however, a profestor of German, Finley M. Taylor, said language {instructors were using machine translation to help firs year students gain confidence in their ability to recognize errors. in doing this, we want to make them Sharpen their skills’ he said. “It builds up their confidence. They can say: "This is wrong can find mistakes” ‘Teri O'Connell, a machinetranslation expert at ‘American Management Systems, said machine translation is generally used there “to determine if a foreign document has any value and should be translated by a person’ ror The New York Tints Api 3,196 © The New York Time. Allighs reserve. ‘When un through the Babel Fish computer tanslatr from English o French and back again, fam a reporter for The New York Times becomes Iam a journalist during ties of New York ‘She is having a bad har day becomes, via Kalan, Is having @ defective day of hats. But if you wa gasp the major pins of a Web page without laming five years of Portguese or hiring a 25cente-a-word translator, it i great convenience (cane rare stone) Tin fis (a particular king of hy ie eters Ti sold esa sed of flies ie hen) in ese that “pocmase he dof er. Yi sold eae he sd of feck ramble ere Ti sould eset sed of fie Be sare wy hat re eas teen of fi. [MTs long way to go with sme and metaphor and snmbiguning words with multiple par of speech or meaning ‘example fm Pinks, (1994). he gg tinct ed 7sNote E] PeuldUsing the Cornell note-taking system There are many ways to take notes from a lecture. One method was developed by Walter Pauk at Cornell University, USA. ‘The system involves Five Rs. record Take notes during the lecture. reduce After the lecture turn the notes into one- or two-word questions or ‘cues which will help you remember the key information. recite Say the questions and answers aloud. reflect Decide on the best way to summarize the key information in the lecture. review Look again at the key words and the summary (and do this regularly). Recognizing digressions Lecturers sometimes move Recognizing the start That reminds me ... away from the main point in a lecture to tell a story or an J remember once ... anecdote. This is called a By the way... digression. You must be able to recognize the start and end | Recognizing the end “Anyway, where was I? Back to the point. ‘of digressions in a lecture. ‘Sometimes a digression is So, as 1 was saying... directly relevant to the content of the lecture, Understanding sometimes it has some the relevance relevance and sometimes, with a poor lecturer, it may be completely irrelevant. Of course, the point of that story is. I'm sure you can all see that the story shows... Why did | tell that story? Well... Sometimes the lecturer points ‘out the relevance. ‘Asking about Don't worry if you get lost in| digressions a digression. Just leave a What was the point of the story about the Job in Japan? Why did she start talking about note-taking? Sonne didn’t get the bit about. Referring to other people's ideas We often need to talk about the < ideas of other people ina lecture | Nameand | As Esselink suggests... ‘ora tutorial. We normally give the | introducing ~ name of the writer andior the | Phrase ee ee name of the source. We usually introduce the reference witha | Where in Practical guide to localization ... phrase; we may quote directly, or we may paraphrase an idea. hat ~.. localization contracts are likely to ‘become ongoing projects. 7