Nataša Hirci

V prispevku se posvečamo študiji, ki predstavlja uporabniško izkušnjo in odnos študentov prevajalstva na Univerzi v Ljubljani do jezikovnih virov in prevajalskih pripomočkov, saj se v času informacijske družbe od bodočih prevajalcev pričakuje, da so v kar največji meri digitalno osveščeni, predvsem pa seznanjeni z relevantnimi viri informacij. Študija se v prvem delu osredotoča na odnos študentov do angleških in slovenskih jezikovnih virov in na strategije reševanja prevajalskih zagat pri prevajanju kolokacij ter rabo različnih relevantnih jezikovnih virov. Raziskava je v drugem delu osredinjena na opazovanje prevajalskega procesa in rabo Kolokacijskega slovarja sodobne slovenščine (KSSS) pri prevajanju izbranih kolokacij iz angleščine v slovenščino. Rezultati študije so pokazali, da se študenti zavedajo prednosti reševanja prevodnih težav s pomočjo relevantnih jezikovnih virov, saj se je strategija vključevanja kolokacijskega slovarja v prevajalski proces izkazala za relativno uspešno. Vendar pa je obenem pokazala, da je že v času študija nujno dodatno osveščati študente.
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The article presents a user study conducted with trainee translators from the University of Ljubljana on their use of language resources and translation tools. In the digital age, future translators are expected to be tech savvy and well-in-formed about the relevant sources of information. A survey was designed there-fore to explore trainee translators’ attitude towards English and Slovene language resources and their strategies to overcome translation challenges, while a follow-up study focuses on the translation process when translating collocations from English to Slovene and their use of relevant language resources, especially the Collocations Dictionary of Modern Slovene. The results of the study indicate that the trainee translators are aware of the benefits that relevant language resources and other translation tools bring to the translation process. The study also revealed that introducing the Collocations Dictionary of Modern Slovene into the translation process has been fairly successful. However, additional emphasis should be placed in translator training on the advanced features this collocations dictionary offers as well as on developing appropriate search skills. Moreover, trainee translators’ critical assessment of the solutions should also be encouraged to facilitate finding translation solutions best suited to a given context.

Prispevek povzema izsledke raziskave, ki se je ukvarjala z rabo Kolokacijskega slovarja sodobne slovenščine (KSSS) pri prevajanju kolokacij iz angleščine v slovenščino. Dodiplomski študenti Oddelka za prevajalstvo FF UL so prevajali besedilo, v katerem je bilo označenih deset kolokacij. Med procesom prevajanja se je dogajanje na zaslonu snemalo, tako da je bilo po koncu naloge mogoče analizirati tako prevodne rešitve posameznih kolokacij kot tudi prevajalski proces, pri čemer smo se osredotočali zlasti na rabo jezikovnih virov, med katerimi nas je najbolj zanimala raba KSSS. Rezultati so pokazali, da je vključevanje KSSS v pedagoški proces uspešno, saj so vsi študenti, ki so sodelovali v raziskavi, z njim seznanjeni in ga pri svojem prevajalskem delu tudi aktivno uporabljajo. Pri tem so se med študenti pokazale občutne razlike glede tega, kako dobro poznajo napredne funkcije, ki jih KSSS nudi, in posledično kako uspešni so pri iskanju ustreznih kolokacij. Raziskava je pokazala tudi, da raba jezikovnih virov ne vodi nujno do optimalne prevodne rešitve. Using the Collocations Dictionary of Modern Slovene in the Process of Translating Collocations The paper outlines the findings of the study on how the Collocations Dictionary of Modern Slovene (KSSS) is utilized when translating collocations from English into Slovene. Undergraduate students of the Department of Translation Studies at the Faculty of Arts in Ljubljana were requested to translate a text with ten selected collocations. During the translation process, their on-screen activities were recorded to allow for the analysis of both translation solutions, as well as the translation process, focusing on the use of language resources, in particular KSSS. The results have shown that the integration of KSSS into the training process is successful, as all the students participating in the study were familiar with this resource and actively use it in their translation work. However, the study has also exposed significant differences between students in terms of their familiarity with the advanced features of KSSS and, consequently, their success and efficiency in finding appropriate collocations. The results of the study have also highlighted that the use of language resources does not necessarily lead to an optimal translation solution.
https://nl.ijs.si/jtdh22/proceedings-sl.html

The article addresses the frequency and usage of English adversative connectors and their translation equivalents in Slovene. These connectors present a challenge for contrastive studies, as their varied use may differ considerably in different language situations. This can have a significant impact also on the translation choices, in particular when translating from English into Slovene. A corpus approach is applied in the article, using corpus Spook, the first Slovene translation corpus. After examining the frequency of adversative connectors in the English-Slovene subcorpus of Spook, the article explores the frequency and distribution patterns of the English connector but.
The study focuses on the ways the connector but is translated into Slovene and on the degree of correspondence between the textual, clausal and phrasal functions in both source and target texts. In addition, its presence in a non-adversative capacity and in how its functions shift during the process of translation are investigated. The analysis is based on a hypothesis that due to its polysemous nature and the different roles it plays, there is an array of translation equivalents available in Slovene for this connector and a correlation can be observed between the roles of the connector but and its Slovene translation equivalents. Raising awareness of the different roles of but also has pedagogical implications as it can contribute to the quality of student translations.

Ključne besede: angleški protivni konektorji, konektor but, slovenske prevodne ustreznice, neprotivna  raba

The article discusses the frequency and use of co-ordinate connectors expressing cause/reason and clarification/explanation, which are particularly interesting for contrastive studies, as their role in different languages bears a significant influence on translation choices. The main goal of the study is to establish if and where the differences in the use of these linguistic elements occur in translations from English and Italian into Slovene. A corpus approach is applied, making use of SPOOK, the first Slovene translational corpus, where a corpus of Slovene original texts and two of its parallel subcorpora, i. e. EN-SL and IT-SL, comprising Slovene translations from English and Italian respectively were employed. The analysis of connectors translated into Slovene and their equivalents in original English and Italian texts is followed by a comparison of their use in original Slovene texts. Correlation of results helps determining the diverging points in original and translated Slovene, as well as the differences and similarities between the three languages observed with regard to the analysed connectors. Some connectors (namreč and sicer) are singled out due to their polysemy. The results show that a considerable number of connectors are added in Slovene translated texts where no connector is present in the originals, the reason for which might be found in explicitation, although the comparison with original Slovene texts does not give conclusive proof.

Translation and interpreting are separate although related activities performed under different constraints, such as time and resources availability. It is therefore not surprising that the pedagogies of translation and interpreting are distinct fields, each with their own theoretical and practical issues in line with the translator and interpreter competence development. Nevertheless, there are specific types of translation in which the two modalities are brought together, such as sight translation. This paper explores trainee translators’ performance and attitudes towards a sight translation and a written translation task. The results show that, while written translation yielded more successful solutions for lexical items, the output of the two modalities was of similar quality for pragmatic elements. Potential reasons for these differences, such as duration and the availability of resources, are examined. The findings also reveal that the participants’ attitudes towards the sight translation task were overwhelmingly positive. Our findings suggest that translator training can benefit from the synergies between the oral and written modalities.