Publication: Incorporando la revisión como competencia en los estudios de
traducción.
Authors
Estellés Arguedas, María
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Publisher
Universidad de Murcia, Servicio de Publicaciones
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DOI
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info:eu-repo/semantics/article
Description
Abstract
El trabajo que se presenta a continuación muestra la experiencia de
implantación de la revisión de traducciones como competencia en los
estudios de traducción. Se aborda la introducción de la auto y la
heterorrevisión de los textos traducidos como entrenamiento frente a la
creciente demanda laboral de esta competencia, pero también como
instrumento de mejora de las propias habilidades traductoras del alumnado.
Para ello, se parte de la metodología del Plan de Innovación Docente La
revisión de textos: recursos y estrategias docentes en el ámbito de la
traducción y la asesoría lingüística, de la Universitat de València, que se
aplica al alumnado de la asignatura Traducción general catalán-español
durante el curso 2020-2021. Las dos principales aportaciones de la
experiencia piloto son (1) curriculares, por la incorporación de nuevas
competencias y, por tanto, por el logro de nuevos resultados de aprendizaje
de aplicación directa en el entorno laboral; y (2) metodológicas, puesto que
la incorporación de los contenidos se lleva a cabo con ejercicios de carácter
lúdico, premiatorio y voluntario para fomentar la participación, la
implicación y reducir la desconexión derivada de la docencia semipresencial.
Los resultados de los instrumentos de valoración muestran el alto grado de
satisfacción con la metodología y el aprendizaje adquiridos, así como los
excelentes resultados académicos.
The work presented below presents a classroom experience in which revision is incorporated as a competence in undergraduate translation studies. Both self- and other- revision of translations is presented as an essential skill to acquire, in the face of its growing labor demand, but it is also conceived as an instrument to improve the students' own translation skills. To do this, the methodology established in the Teaching Innovation Plan (TIP)The revision of texts: teaching resources and strategies in the field of translation and linguistic assessmen is applied to one particular subject, namely General Translation Catalan>Spanish. The experience took place in the University of Valencia in the academic year 2020-21. The two main contributions of this pilot experience are (1) curricular, due to the incorporation of new competences and, therefore, due to the achievement of new learning outcomes, directly applicable in the work environment; and (2) methodological, since the incorporation of the contents is carried out with exercises of a playful, rewarding and voluntary nature to encourage participation and involvement whlie reducing the disconnection derived from online teaching. The results of the assessment instruments show the high degree of satisfaction with the methodology and knowledge acquired, as well as the excellent academic results.
The work presented below presents a classroom experience in which revision is incorporated as a competence in undergraduate translation studies. Both self- and other- revision of translations is presented as an essential skill to acquire, in the face of its growing labor demand, but it is also conceived as an instrument to improve the students' own translation skills. To do this, the methodology established in the Teaching Innovation Plan (TIP)The revision of texts: teaching resources and strategies in the field of translation and linguistic assessmen is applied to one particular subject, namely General Translation Catalan>Spanish. The experience took place in the University of Valencia in the academic year 2020-21. The two main contributions of this pilot experience are (1) curricular, due to the incorporation of new competences and, therefore, due to the achievement of new learning outcomes, directly applicable in the work environment; and (2) methodological, since the incorporation of the contents is carried out with exercises of a playful, rewarding and voluntary nature to encourage participation and involvement whlie reducing the disconnection derived from online teaching. The results of the assessment instruments show the high degree of satisfaction with the methodology and knowledge acquired, as well as the excellent academic results.
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Innovación docente , Educación superior , Revisión , Traducción , Español , Catalán , COVID 19 , Teaching innovation , Higher education , Revision , Translation , Spanish , Catalan
Citation
Tonos Digital, N. 42 (2022)
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