ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician, English
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Center Faculty of Humanities
Call: Second Semester
Teaching: Sin Docencia (En Extinción)
Enrolment: No Matriculable (Sólo Planes en Extinción)
The objectives of this course are:
- To introduce students to the art of translation
- To facilitate linguistic accuracy between English and Spanish and/or Galician texts.
This course aims to promote deep grammatical analyses, showing both typical and atypical deviations in both languages
THEORY
I) INTRODUCTION TO TRANSLATION THEORY(IES) OF TRANSLATION
II) INTERRELATED THEORY
1) THE ENGLISH DETERMINERS AND THEIR LINGUISTIC BEHAVIOUR. USES AND OMISSIONS
COMPARISON WITH SPANISH AND/OR GALICIAN
2) THE ENGLISH NOUN:
GENDER: FEMENINE ENDINGS
NUMBER: REGULAR, IRREGULAR AND FOREIGN WORDS
COUNTABILITY AND UNCOUNTABILITY
SYNTACTIC BEHAVIOUR
COMPARISON WITH SPANISH AND/OR GALICIAN
3) THE ENGLISH VERBAL FORMS. TENSE, TENSE EQUIVALENTS & TIME
MODALITY
COMPARISON WITH SPANISH AND/OR GALICIAN
4) THE ENGLISH ADJECTIVE: DEGREES OF COMPARISON
SYNTACTIC BEHAVIOUR
COMPARISON WITH SPANISH AND/OR GALICIAN
5 THE ENGLISH PRONOMINAL FORMS.
COMPARISON WITH SPANISH AND/0R GALICIAN
6) THE ENGLISH PARTICLES & THEIR LINGUISTIC BEHAVIOUR
COMPARISON WITH SPANISH AND/OR GALICIAN
7) CLAUSES AND SENTENCES
8) LINKING AND COHESION
9) SPECIFIC LINGUISTIC STRUCTURES (IDIOMS, NON-CANONICAL EXPRESSIONS, ETC.)
III) PRACTICE
- LINGUISTIC ANALYSIS OF SELECTED TEXTS ACCORDING TO THE NEEDS OF THE STUDENTS AND THE GENERAL CURRICULA
THROUGH:
-INTENSIVE & EXTENSIVE READING
-TRANSLATING & ERROR ANALYSIS
BIBLIOGRAFÍA
Baker, Mona, Routledge Encyclopedia of Translation Studies, 2, Routledge, 2009
Beeby Londasdale, A, Teaching Translation from Spanish to English. Worlds beyond Words., Otawa University Press, 1996
Campbell, S., Translation into the Second Language, Longman, 2014
Collins Cobuild English Dictionary for Advanced Learners (Paperback). Harper Collins Publishers.
Delisle, J., Lee-Jahnke, H. y Cormier, M., Terminología de la traducción, 1, John Benjamins, 1999
Merino, A. e P. H. Sheeri, Manual práctico de traducción inversa español-inglés, sexta, Alglodidacta, 2007
Newmark, P., A Textbook of Translation, 1, Prentice Hall International, 1988
Suttleworth, M. y Cowie, M., Dictionary of Translation Studies, 1, St. Jerome, 1997
VV. AA. (2008) Gran diccionario Oxford Español-Inglés/Inglés-Español. Oxford: Oxford University Press. (4ª ed.)
Recursos en línea de consulta y autoaprendizaje:
Diccionarios (inglés e inglés-español)
http://www.thefreedictionary.com/ (inglés)
http://www.ldoceonline.com/ (inglés)
http://dictionary.cambridge.org/ (inglés)
http://www.wordreference.com/ (inglés e inglés-español)
http://www.learnersdictionary.com/ (inglés)
http://dictionary.reference.com/ (varios, en inglés)
http://sli.uvigo.es/CLIG/index.html (inglés-gallego)
http://visual.merriam-webster.com/ (visual en inglés)
Sinónimos, antónimos etc.
http://thesaurus.reference.com/
Gramáticas:
http://www.edufind.com/english/grammar/index.cfm
(con ejercicios)
http://www.englishpage.com/grammar/
(con ejercicios)
Developing skills in finding, evaluating, and organizing linguistic structures in both languages.
- Students are required to possess previous knowledge of the English language (intermediate/advanced level).
- Attention is paid to achievement and aptitude, library use, library problems, computer literacy, management of virtual platforms, media exposure, research procesing skills, and the presence of home reference material.
We are trying to get our learners to develop linguistic competence through the translation of texts and error analysis
Our students are equipped with tools for distinguishing identical and atypical structures in both languages.
Classroom practices seek:
- An emphasis on theory.
- The introduction of authentic texts into the learning situation.
- The provision of opportunities for learners to focus, not only on the language but also on the learning process itself.
- Learner's participation on the selection of texts
- An attempt to link classroom language learning with the needs of society.
In case of the contingency scenarios 2 or 3 it will be applied what is reflected in the observation section under the title “Contingency plan”
Evaluation will be based on the continuous activity of the student throughout the course in the following way: daily work in class; complementary individual tasks (exercises, essays, direct and indirect translations, etc); final exam.
GRADING
FINAL COURSE MARK
In-class Participation: 10% Assigned Homework: 30%
Final Exams: 60%
The Final Written Exam (covering the whole programme studied during the course) may include some or all of the following: Basic theory on grammar and practical activities.
In case of fraudulent academic work (tasks, exercises, papers or exams) students will be penalized according to the rules and regulations dealing with the academic assessment of university students.
The detection of plagiarism in any of the academic work turned in for grading in this subject will be penalized with a “Fail” in this subject, even when the student has passing marks in other areas of evaluation.
In case of the contingency scenarios 2 or 3 it will be applied what is reflected in the observation section under the title “Contingency plan”
INDIVIDUAL STUDY TIME: 75 hours
Students are strongly recommended to devote some time to the study of English daily. They are advised to revise grammar and vocabulary, to listen to authentic materials, to read texts, news, etc.
They are asked to seek for advice at tutorials.
We suggest them to use ready-made material, at their dispossal in the library.
Each student in this course receives instructions and is encouraged to carry out various tasks (direct and inverse translations,
error analysis, structural recognition, revision of languages behaviour, etc
- Papers are collected and marked.
- A selection of various media is used in class to enrich and illustrate the subject matter.
Contingency Plan for academic course 2021-2022
If scenarios 2 and 3 come to be established by the authorities the methodology will be adapted according to the different faculties and USC regulations. The teaching activities that cannot be carried out face to face will do so in a virtual way using the institutional tools for that end. Synchronous and asynchronous activities will be combined using Teams and Moodle platforms depending on the type of activity.
The evaluation system used in scenario 1 will be maintained in scenario 2 whenever possible. If it is not possible, emphasis will be given to continuous assessment and should it be necessary, online testing both synchronous and asynchronous will be implemented using institutional tools.
Maria Del Mar Viña Rouco
- Department
- English and German Philology
- Area
- English Philology
- mariadelmar.vina [at] usc.es
- Category
- Professor: University Lecturer
| 05.26.2022 12:00-15:00 | Grupo de examen | Classroom 13 |
| 06.21.2022 16:00-18:00 | Grupo de examen | Classroom 13 |