A Professional Approach to Translator Training (PATT)

Lobo, María; Robinson, Bryan J.; Prieto, Rosa María Castro; Gervilla, Enrique Quero; Martín, Ricardo Muñoz; Raya, Eva Muñoz; Melero, Miguel Murillo; Senso, José A.; Quesada, Benjamín Vargas; Lerma, José Luis Díez

doi:10.7202/016736ar

Cited by 47 publications

(28 citation statements)

References 10 publications

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“…Because the teamwork was encouraged through the use of the PATT model (Olvera-Lobo et al, 2007), the students were organized in teams, virtually simulating the work of a translation agency by recreating the production chain in the professional workplace. The teacher sent the groups three assignments, each to be completed in a week .…”

Section: Methodsmentioning

confidence: 99%

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Academic use of custom social networks in translation training

Olvera‐Lobo

Gutiérrez-Artacho

2012

Perspectives

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The widespread application of e-learning in traditional learning contexts can be justified only if it offers results that are better than those previously achieved. Research into the academic use of social networks has focused on a range of fields including learner motivation and sense of community. This area of study seeks to disprove the negative ideas inherent in such networks and create communication spaces similar to those provided by existing social-networking sites, but with the fundamental objectives of education and teaching. The pedagogical value of this tool is being analyzed and evaluated for the purpose of improving the new didactic methods used in the classroom through incorporating communication means that are more familiar to students.We created a social network on the online platform Ning, which enabled us to create a personalized social network for the course Translation 6: Legal, Economic, and Commercial (English into Spanish).Our analysis of the users' interactions with the platform revealed high participation and numerous visits to the SN. On average, the students accessed the site once or twice daily to communicate with their teacher or classmates about the coursework or to reference available materials, among other activities.

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Section: Methodsmentioning

confidence: 99%

“…We conducted a study in which our didactic proposal, PATT, was applied to translator training through the use of social networks (Olvera-Lobo et al, 2007). PATT moves the students closer to the reality of professional translators in the 21 st century.…”

Section: While This New Social and Communication Phenomenon Is The Momentioning

confidence: 99%

Academic use of custom social networks in translation training

Olvera‐Lobo

Gutiérrez-Artacho

2012

Perspectives

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“…The learner population (n =31, respondents = 22 (71%)) came from a Specialized Translation module taught at the University of Granada (Spain). The module is delivered using a cooperative, project-based, methodology (Olvera-Lobo et al 2007) involving randomly assigned teams (Robinson et al 2015). Course assessment is continuous (60%)-three team translation tasks plus an individual midterm examination-and summative (40%)-an individual final examination.…”

Section: Methodsmentioning

confidence: 99%

Making friends with your team: The benefits of raising learner awareness of intra-team relations

Fryer

Olvera‐Lobo

2017

Proceedings of the 3rd International Conference on Higher Education Advances

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“…Kelly 2005 and and the overall teaching methodology, including questions on how to overcome the isolation of tool teaching and getting the technology into the translation classroom on a regular basis. Here, researches in translation pedagogy have proposed a number of professionally oriented, project-based and situated approaches that include, for example, simulation and role play (i.e., students becoming terminologists, translators, revisers, or project managers) that emphasize team work and an understanding of production process in the translation industry (see, for example the University of Granada's PATT project [Olvera Lobo et al 2007] or, with regard to translation teaching in general, González Davies 2004 andKiraly 2000).…”

Section: What To Teach Whenmentioning

confidence: 99%

Future (and not-so-future) trends in the teaching of translation technology

Austermuehl

2013

tradumatica

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This paper proposes an approach to teaching translation technology that focuses less on exposing students to ever more types of CAT tools than on two sets of metacompetences-revision skills and documentary research skills-and on the technologies that allow students to optimize these skills.Keywords: Documentary research; revising; post-editing; machine translation; Web as Corpus; EN 15038 RESUMEN (Futuras (y no tan futuras) tendencias en la enseñanza de las tecnologías de la traducción)Este artículo propone una aproximación a la enseñanza de las tecnologías de la traducción que no se centra en la presentación a los estudiantes de más herramientas TAO, sino en el trabajo en torno a dos conjuntos de meta-competencias -las destrezas de revisión y las destrezas de búsqueda documental-y las tecnologías que permiten a los estudiantes optimizar estas destrezas.Palabras clave: Búsqueda documental; revisión; postedición; traducción automática; Web como corpus; EN 15038 RESUM (Futures (i no tan futures) tendències en l'ensenyament de les tecnologies de la traducció)Aquest article proposa una aproximació a l'ensenyament de les tecnologies de la traducció que no està centrada en la presentació als estudiants de més eines TAO, sinó en el treball al voltant de dos conjunts de metacompetències -les destreses de revisió i les destreses de cerca documental-i les tecnologies que permeten als estudiants optimitzar aquestes destreses.

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A Professional Approach to Translator Training (PATT)

Cited by 47 publications

References 10 publications

Academic use of custom social networks in translation training

Academic use of custom social networks in translation training

Making friends with your team: The benefits of raising learner awareness of intra-team relations

Future (and not-so-future) trends in the teaching of translation technology

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