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chapter 3Corpora for translator educationand translation practiceSilvia Bernardini and Sara CastagnoliUniversity of Bologna at Forlì, ItalyThis article reviews the role currently played by corpora in translation teachingand practice. With regard to the former, classroom experiences involving corpusinformedapproaches to translation teaching are discussed, and it is argued thatsuch approaches should adopt an educational rather than a training attitude,giving more weight to awareness-raising uses of corpora, along with their obviousdocumentation roles. Examples of introductory e-learning materials about corpususe are presented which are addressed to students and professionals and whichtake an education-oriented view of translation teaching. With regard to the relatedissue of corpora in translation practice, the article presents the results of a surveythat aimed to find out whether professional translators use corpora or at leastknow what they are. On the basis of the respondents’ replies, it argues that a morewidespread use of these resources is likely to depend on the availability of fast anduser-friendly tools for constructing and consulting corpora, and describes someavailable tools that address this need.1. Corpora and translationTranslation is in many senses an ideal field for corpus applications. One can thinkof few ways in which the isolation of stylistic traits and idiosyncrasies and theidentification of register and genre conventions (Trosborg 1997) can be made easierthan by looking at a source text against specialised and reference corpora. Thebrowsing of target language corpora both prior to and during the production ofa target text can reduce the amount of unwanted “shining through” (Teich 2003)of the source language (SL) into the target text (TT), by providing the translatorwith an inventory of attested “units of meaning”, i.e., conventional ways of expressingspecific meanings and performing specific functions in the relevant texttype/variety within the target language (TL) (Tognini-Bonelli 2001:131). Table 1shows a simple example of the kinds of insights one can gain in this way. Given aturn of phrase typical of the wine tasting genre in Italian (il vanigliato del legno),a translator with a specialised corpus for the target language at her disposal can
40 Silvia Bernardini and Sara CastagnoliTable 1. Snippets from a search for vanilla in a Web-derived bilingual comparable corpuson wine tasting (results from the English sub-component)Original ItalianOriginal English...avere il sopravvento sul vanigliato del legno...vanilla and oak layers......vanilla and subtle oak undertones......vanilla characteristics. . .... oak vanilla nuances in dry wine......subtlevanilla oak hints.... . . a suggestion of toasty vanilla oak......hintofvanilla oak...... with vanilla, oak and apple notes...... oak barrels, it may pick up vanilla overtones...extract and evaluate several likely translation candidates. In this case, the resultsof a simple search for vanilla in a small automatically-constructed corpus of webpages are presented. These provide supporting evidence for the translation of legno(lit. wood) asoak; they also suggest that the term vanigliato can be rendered as(vanilla) notes, nuances, orhints, among other possibilities. Clearly, corpus usecan be particularly empowering for translators working into their L2, or tackling aspecialised field they are unacquainted with. After all, and technological aids apart,these facts are not new to translators, for whom it is standard practice to rely onso-called “parallel texts”, i.e., on the paper counter-part of comparable corpora oftexts in the source and target language, matched by genre and subject matter toeachotherandtothetexttobetranslated.The last decade has seen a growing interest in the uses of corpora in translatoreducation. Classroom experiences have shown that parallel corpora (of originalsand their translations) can raise the students’ awareness of professional translatorstrategies (Pearson 2003), that comparable corpora can help them produce morenaturally-sounding translations (Zanettin 2001), and that constructing corporacan itself be a learning activity, whereby students learn to reflect on texts while acquiringthe practical skills they need to build their own documentation resources(Varantola 2003). Several works have appeared that aim to provide students andprofessionals with practical and accessible introductions to (aspects of) corpususe. Bowker and Pearson (2002), for instance, is a book-length manual that walksthe reader through the steps of building an LSP corpus, annotating it, consultingit, and applying it to different tasks (term and definition extraction, writing,translating and so forth).If corpora are to play a role in the translation professions of tomorrow, it isimportant that they impact on the education of the students of today. The bodyof work just mentioned testifies that this is to some extent happening. However,substantial efforts still have to be put into place to make sure the majority of
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chapter 8Global content managementC
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Chapter 8. Global content managemen
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chapter 9BEYTransA Wiki-based envir
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chapter 10Standardising the managem
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Chapter 10. Standardising multiling
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chapter 11Tagging and tracing Progr
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chapter 12Linguistic resources and
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Chapter 12. Linguistic resources an
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IndexAAfrican language translatorX,
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Index 217Expert Advisory Group onLa
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Index 219open standards 206, 208,21
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27 Beylard-Ozeroff, Ann, Jana Král
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