Авторы: 159 А Б В Г Д Е З И Й К Л М Н О П Р С Т У Ф Х Ц Ч Ш Щ Э Ю Я

Книги:  184 А Б В Г Д Е З И Й К Л М Н О П Р С Т У Ф Х Ц Ч Ш Щ Э Ю Я


1 This exercise can be done by individual students or in small groups. Its

purpose is to give them a different way of organizing dictionary-knowledge

about terminology than simply looking up individual words, and to enhance

their ability to remember what they find through this method, using visual


2 Make it clear to students that professional translators go through this process

many times every day — and that it is a good idea to get into the habit of

documenting the decision-making process (and coming up with a final

justification) as in this exercise, in case a client or agency project manager

challenges your choice. Get them to describe the mental processes they went

through in determining the best word at each step of the way: based purely

on databases in (c), on web searches in (d—e), on a phone call to an expert in

(f), and on a listserv query in (g). What swayed them one way or the other?

What gave one word the "edge" over another? In sifting through the different

authorities (databases, web search hits, experts, other translators), which

carried the most weight, which less — and what factors made it seem like this

or that authority carried more or less weight?

3 The value of this exercise for future translators' knowledge of terminology

should be obvious. What may not be quite so obvious is that it can also serve

to develop connections in the working world that may one day mean

employment for the graduate. This is essentially an ethnographic research

method; expanded to research paper or MA thesis length (especially if the

workplace they study is a translation division in government or industry), it

can put students in touch with potential future employers.