In the current context of rapid and constant evolution of global communication and specialised discourses, the need for devising methods for ensuring both high quality levels of specialised translation and successful translation training is becoming a true challenge. Steady renewal in knowledge paradigms leads to an increase in term coinage, modifications in lexical and phraseological patterns, and accommodations in discourse conventions. This situation requires teachers in specialised translation to train future translators to develop the skills meant to help them adapt rapidly to change. The tools brought by corpus linguistics offer access to the language-in-the-making and continuously emerging knowledge fields. However, methods for their efficient exploitation in translation classes can still be improved. In the current study, we present the translation-teaching framework devised specifically for such contexts. It is based on corpus linguistics, terminology management, collaboration with experts, and the quantitative analysis of the quality of finished translations, which can then, in turn, be used to improve the overall framework and to provide research material on specialised translation problems.
Résumé Cet article a pour objectif de construire une méthode permettant d’explorer les invariants des différents types de discours scientifiques. La spécificité de la méthode d’analyse que nous proposons est de combiner plusieurs approches :transdisciplinaire, onomasiologique et phraséologique. Ces trois approches nous permettent d’aller au-delà des études traditionnelles fondées d’ordinaire sur l’analyse purement lexicale d’un domaine de spécialité unique. Nous définissons tout d’abord la limite entre les caractéristiques spécifiques du langage scientifique spécialisé et les caractéristiques communes aux différents discours scientifiques. Puis nous présentons une analyse notionnelle et combinatoire des ressources lexicales à partir d’une étude de corpus. La méthode d’analyse proposée fournit ainsi un cadre pour la modélisation du phraséolexique de la langue scientifique générale.
In Languages for Specific Purposes (LSPs), variation and term formation are often seen as related phenomena, variation being interpreted as a sign of neology. In scientific discourse though, variation can play specific roles, thereby giving a different dimension to neology as a linguistic process than generally implied in terminological studies. The well-known referential function, consisting of creating new designations for naming new concepts, can be set aside in scientific texts to create space for what we define as the cognitive function: a situation where a scientist purposefully employs term variation as a means for theorising and better explaining a given concept. We argue that Halliday's "grammatical metaphor" and "given-new" information theory provide an interesting background for understanding scientific term formation processes, and the ensuing issue of terminological variation. Consequently, in this article, we try to place the phenomenon of neology and of terminological variation within the framework of discourse analysis, by devising a method for probing sequential behaviour of terminological variants across text sections. Additionally, this study aims to improve building lexical resources within the ARTES terminological and phraseological multilingual database project, which serves as a support for developing lexicographical and translational skills in students in specialised translation.
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