Papers by Elsa Huertas Barros
Employability for languages: a handbook, 2016
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The Interpreter and Translator Trainer, Nov 22, 2017
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The Interpreter and Translator Trainer
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Based on a previous case study on common translation errors made by trainee translators when deal... more Based on a previous case study on common translation errors made by trainee translators when dealing with phraseological units in legal translation (Huertas Barros and Buendía Castro 2018, Analysing phraseological units in legal translation: Evaluation of translation errors for the English-Spanish language pair. In S. Gozdz Roszkowski & G. Pontrandolfo (eds.), Phraseology in legal and institutional settings: A corpus-based interdisciplinary perspective (Law, Language and Communication). London & New York: Routledge), this paper proposes some activities and approaches to minimise these errors and hence enhance students’ phraseological competence in this field. To this end, the authors first provide a description of the most representative legal resources available for translators, particularly for the English-Spanish language pair. This is followed by a review of approaches that could develop students’ legal translation competence, particularly phraseological competence. For each type of error identified in the previous case study, the authors propose a set of research-based activities which could prevent such errors by maximising the use of legal resources. The emphasis is put on preliminary documentary research and effective use of corpora prior to the translation task. The authors propose an integrated approach combining task-based approaches with approaches based on critical discourse analysis, problem-solving and decision-making. While these tasks have been designed for a semi-specialised legal text pertaining to a subdomain of family law (i.e. adoption), they can be easily applied to any other subdomains of legal translation.
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The Interpreter and Translator Trainer, 2015
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La técnica de investigación cualitativa denominada grupo de discusión resulta especialmente conve... more La técnica de investigación cualitativa denominada grupo de discusión resulta especialmente conveniente para recabar datos relativos a las opiniones, creencias, percepciones, intereses y actitudes de un grupo de personas implicadas en un determinado objeto de estudio. En este artículo, nos centramos, en primer lugar, en las principales prescripciones metodológicas que deben regir toda aplicación del grupo de discusión, detallando tanto sus características como las fases del diseño de una investigación basada en esta técnica. A continuación, describimos dos casos prácticos en los que se ha aplicado con éxito el grupo de discusión para obtener información valiosa sobre dos problemáticas que se circunscriben en el ámbito de la evaluación de la formación de traductores. Así ponemos de manifiesto la utilidad y validez de esta técnica en este tipo de investigaciones. The qualitative research technique known as focus or discussion group is especially adequate for gathering information on t...
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La subcompetencia interpersonal consiste en la capacidad para interrelacionarse y trabajar profes... more La subcompetencia interpersonal consiste en la capacidad para interrelacionarse y trabajar profesionalmente en equipo con otros traductores y profesionales del proceso de traducción (revisores, documentalistas, terminólogos), y otros actores que toman parte en el mismo (clientes, iniciadores, autores, usuarios), incluidos el trabajo en equipo y las capacidades de negociación y liderazgo (D. KELLY 2002: 15). Nuestro objetivo consiste en analizar la adquisición de la competencia interpersonal a través del trabajo en equipo durante la primera etapa de formación en las facultades de Traducción e Interpretación (TI) españolas. Para recabar los datos de nuestra investigación utilizamos el grupo de discusión como herramienta de investigación cualitativa, que posteriormente complementamos con una encuesta realizada a 191 estudiantes de tercer curso de diferentes facultades de TI españolas. Nuestro objetivo consistió en averiguar las concepciones generales de los estudiantes sobre el trabajo...
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Interpersonal competence is the translator‟s ability to work with other professionals involved in... more Interpersonal competence is the translator‟s ability to work with other professionals involved in the translation process (terminologists, translators, proofreaders) and other actors (clients, authors), and includes such qualities as ability to work in a team, negotiation skills and leadership skills (Kelly 2002: 15). This paper focuses on the acquisition of interpersonal competence through collaborative learning during the first stages1 of translation training in Translation and Interpreting (TI) faculties in Spain. The methodology used for gathering data for this study was based on the form of qualitative research known as focus or discussion groups. This was subsequently complemented by a questionnaire provided to a sample of 191 3 rd year students of TI in Spain. The aim was to obtain information regarding their general notions on teamwork during the first training stage of their translation studies. The questionnaire included questions on the definition of teamwork, advantages ...
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Controlled languages are specially defined subsets of natural language which help to create clear... more Controlled languages are specially defined subsets of natural language which help to create clear and concise documents, and thus insure coherent communication. In this paper we approach controlled language through the definitions of specialized terms with a view to establishing a metalanguage for the basic format of definitions. Our research focuses on a corpus of specialized terms related to tides, extracted from the Glossary of Coastal Terminology elaborated by the NOAA Coastal Services Center. The methodology used for elaborating controlled-language definitions is based on the Functional-Lexematic Model (FLM) (Martín Mingorance 1984, 1989, 1995; Faber and Mairal 1999). The conceptual structure of a domain is made explicit within definitions that are coherent in both their micro and macrostructure (Faber and Tercedor Sánchez 2001). The linguistic description of any specialized concepts should do the following: (1) make category membership explicit; (2) reflect its relations with other concepts within the same category; (3) specify its essential attributes and features (Faber et al., 2005). Our results show that the use of controlled language in the definition of terms makes their conceptual description more coherent and systematic. Controlled language increases terminological consistency, facilitates standardization, simplifies syntax, and avoids semantic ambiguities.
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Papers by Elsa Huertas Barros