#TranslatingEurope Forum

Friday 30 October 11.00—12.00
Revision & terminology
Mansholt room
Workshop
Moderators:
EYVOR FOGARTY—FIT Europe (Professional Development), LIND board
MAEVE OLOHAN—Senior lecturer in translation studies, University of Manchester,
Mathieu Van Obberghen
A young Belgian student, Mathieu was recently involved in terminological research on neologisms in
EU discourse. He holds a BA in Applied Linguistics from Vrije Universiteit Brussel (VUB), where he
graduated with a thesis about ‘Terminological research on European neologisms: a case of primary or
secondary term formation? Case study: neologisms in EU texts about innovation’. He is currently enrolled
in a Master’s degree in Interpreting at the same university.
I will talk about…
Terminological research on European neologisms: a case of primary or secondary term formation?
In my research I have traced and analysed several neologisms found in EU legislation in the field of
innovation and energy. The main objective of the research was to try to find out how these neologisms
are being created, either through primary or secondary term formation. Some tentative conclusions
were formulated, the most important being a possible correlation between the text type
(regulation, directive, treaty, etc.) and particular styles of term formation.
Annina Meyer
Annina holds a Bachelor’s degree in Translation and a Master’s degree in Specialized Translation from
the Institute of Translation and Interpreting (IUED) at the School of Applied Linguistics of Zurich
University of Applied Sciences (ZHAW), Switzerland. She was involved in two IUED research projects
and has started to build up her career as a freelance translator and proofreader. Her main working
languages are English, French and German, with additional knowledge in Italian and Swedish.
I will talk about…
This talk presents the framework and the results of a research project that was part of a Master’s
thesis on the development of self-revision practices among translation students (and later graduates)
over a period of four years. The thesis showed that translation students became increasingly more
competent translators over time — a fact which was also visible in their changing approach to revising
their own translations during the translation process. This talk will then go beyond the thesis proper to
outline possible implications for translator education.
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