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Lista de candidatos sometidos a examen:
1) translators (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: translators


Is in goldstandard

1
paper CL_LiteraturayLingüísticatxt625 - : When asked to make connections between the affordances the software has as future professional translators, the participants suggest that the concordancer would help them determine patterns, frequency, registers and other elements in language:

2
paper CO_ColombianAppliedLinguisticsJournaltxt31 - : Teachers do not have the answers to all these problems. The problems not only concern teachers but society in general. As this is a social issue, a team of professionals such as language teachers, educationalists, translators, psychologists, speech therapists, statisticians should deal with it with the same goal in mind: The solution of problems in educational settings .

3
paper CO_FormayFuncióntxt220 - : In translating culture–related terms, e.g. a typical dance, cumbiamba, translators have resorted to using different strategies: an abbreviated calque in Portuguese (cumbia ), italicized non–translated original term in English (cumbiamba), domestication by using a coined term with an additional connotation of drinking in German (Stegreifsauferei), a generic term in French (bamboche), and a transliteration in Cyrillic with an explanation in the book's glossary in Russian (кумбиамбе). As is clear in the above examples, DEP has been applied in the translations of the novel and occasional adaptations or modifications have taken place by using several translational strategies. This means that culture–related aspects, the so–called translational realia, usually expressed in proper or common names, have been accounted for by all the translators in their translations. DEP has proved valid for the description of the translations of the novel, thereby allowing for occasional adaptations, changes,

4
paper CO_FormayFuncióntxt52 - : For Pym, based on the information Venuti himself provides, the manipulation consists in presenting a biased picture of reality: "book production increased and translation production increased. 'And', not 'but'" (ibid). Besides, with regard to the 'resistant' strategy proclaimed by Venuti, Pym says that "one might imagine Venuti's generalized call for 'resistant' translators being socially cordoned off as a trick for intellectuals, thus causing virtually no changes beyond an academic coterie"^[36]11 (ibid, p. 121). Likewise, Pym criticizes Venuti's assumption that translators belong to the target culture: "This can be seen in minor slips like his suggestions that translators working into English somehow need to defend their 'rights as a British or American citizen' (1995, p . 9)" (ibid, p. 179). And he reminds that he works into English but he is not neither British nor American. Again, from a practiceoriented standpoint, Pym assesses Venuti's translational approach:

5
paper CO_FormayFuncióntxt52 - : Venuti, on the other hand, has rightly pointed out a fact we all professional translators are quite aware of: our professional status seems to be socially undervalued . However, from this fact, we cannot simply advocate a foreignizing translational strategy which strives for visibility at all costs in order to counterbalance this situation. As Crisafulli and Tymoczko maintain, a domesticating fluent and transparent translational strategy does not necessarily imply that the translator is being submissive. A problem I see in Venuti's proposal as regards translational strategies is that he still follows a dichotomous approach, either domesticating or foreignizing. Translational practice shows us that both strategies are usually combined within one single text and that their use by the translators is not always conscious. As Hatim (1998, p. 124) puts it, "there is the question of whether the translator's intervention is consciously undertaken or whether it unconsciously filters through." In this

6
paper CO_FormayFuncióntxt105 - : Another interesting case of the application of the foreignizing strategy has to do with the conservation of the names of the novel's main characters in the original spelling -albeit with minor adaptations- in all the translations. This use of the original names by the translators allows for a clear evocation of the novel's Spanish origin:

7
paper CO_FormayFuncióntxt105 - : In the next example, Rabassa and Mayer-Clason, the German translator, maintained the original word reales, which evokes the Spanish historical heritage depicted in some parts of the novel. The other translators adapted the word to the corresponding grammatical plural forms in their languages:

8
paper CO_FormayFuncióntxt20 - : 8. Wed like to mention here two controversial strategies that are being used nowadays by feminist translators: ‘hijacking, i .e. feminizing an original unmarked text, and the use of inclusive language, i.e. erasing patriarchal traces, in biblical translations. An interesting and enlightening paper in this respect is Luise von Flotows on-line article (2002).

9
paper CO_Lenguajetxt9 - : In this article, new translators' profiles are discussed based on the development of two competences in an undergraduate program: the extralinguistic competence, and the instrumental and professional competence, e .g., specialized knowledge, the knowledge and use of modern technologies, and the knowledge of the market. This article focuses on the importance of developing these two subcompetences in translation programs in order to produce competitive professional translators, and it proposes a set of recommended activities for the development of each subcompetence. Likewise, the advantages and disadvantages of these activities are discussed as well as the changes and implications for translation teaching.

10
paper CO_Lenguajetxt9 - : The manifold professional profiles of specialized translators needed in the language industries can be summarized as follows: specialized translators, interpreters, dubbers, subtitlers, terminologists, technical editors, DTP specialists, project managers, localizers, software testers, etc . It is clear that the possible profiles need at least the following skills:

11
paper CO_Lenguajetxt9 - : From a methodological point of view, CAT programs modify the processes and workflow dominant in translation thus far. In short, the work process has changed from a rigid and sequential way in which the translator had to manually control all the working phases to a conception of a process organized in tasks since different professional translators working in the environment can interact more easily in the same translation project: project manager, terminologist, translator, reviewer, etc . This is an aspect which has important consequences for the teaching of translation.

12
paper CO_Íkalatxt11 - : Translators and translations are constrained in many ways: by their own ideology and by their ideas of superiority and inferiority, i .e. of power. The translation of politeness is influenced by the power relationships in the target culture. In the past, translations were subjected to a social censorship. Consequently, certain terms were omitted and words and expressions which were considered rude, excessively colloquial or obscene were softened or removed. Regarding obscene language, Toledano Buendía (2003:67) underlines that: ''Lo obsceno no lo es de manera intemporal; de hecho, un mismo comportamiento puede ser considerado obsceno en una época y en otra no''. This temporal character will be significant for this analysis of the translations. Translations belong to different periods of time and imply a shift in translation practice: omitting words which were regarded as obscene and which later are frequently used in everyday conversation.

13
paper CO_Íkalatxt333 - : Woodsworth (1999, pp. 39-42) focuses on four periods in the history of translation: Antiquity, the Middle Ages, the Renaissance and Reformation, and the Romantic period to the present day. The author reviews some of the most significant translators and schools from each period: Cicero and Jerome ; the Baghdad School and the School of Translators of Toledo; Luther and Tyndale; and Goethe, Schleiermacher, Novalis and Humboldt respectively. The links between their biographical circumstances and their activity as translators are emphasized, as well as how their translations have influenced society. Finally, Woodsworth (1999, p. 42) comments on the growth of international relations in the twentieth century and its consequences for the development of translation studies.

14
paper CO_Íkalatxt63 - : The manifold professional profiles of specialized translators needed in the language industries can be summarized as follows: specialized translators, interpreters, dubbers, subtitlers, terminologists, technical editors, DTP specialists, project managers, localizers, software testers, etc . These profiles can be inserted into Holmes' scheme, not only in the pure branch (medium restricted, area restricted, rank restricted, text–type restricted, time restricted, and problem restricted) but also in the applied branch (translation training, translation aids, and translation criticism).

15
paper CO_Íkalatxt63 - : [...] the specialization, as well as a minimum knowledge on the operation of a computer and the different computer tools for translation, have become essential conditions to translators for their incorporation to the translation market (2001: 126 ).[25]^2

16
paper CO_Íkalatxt63 - : As it has been demonstrated in the Letrac project (1999), universities may have little information on the real use of new technologies for translation, or they may even consider that such technologies will replace the translator or in many cases are unnecessary. Nevertheless, the language industries agents consider that translators must be efficient users of computers, must have experience in the use of tools for computer–assisted translation, linguistic processing, and terminology management and should have experience in the use of information technologies at an advanced level (Badia and Corominas, 2001: 126–127 ). Therefore, their training would have to include reinforcement of the abilities required by the market. In this way, translation agencies would not have to invest more than what they are doing nowadays in the training of new translators to complement what is not taught in academia. Thus the fulfillment of needs required not only by an agency but also by a freelance translator will

17
paper CO_Íkalatxt210 - : The EFL students also indicated that they developed certain while-writing activities. One of these tasks involved the identification of lexical items. As stated by one of the learners: "While I'm writing a text in English, I need to look for the words I want to use" (Participant 06 44:44). Furthermore, the participants affirmed that they used resources to include words in their written production. This is evidenced in the following excerpt: "When I need to write something, the only material I use is an English dictionary. I don't know the words of this foreign language" (Participant 07 118:118). Other participants likewise acknowledged the use of online translators while they wrote a text in English, with one of the learners asserting, "English class is sometimes hard for me, so when I write I use a web page that translates text from Spanish to English" (Participant 11 52:52 ).

18
paper VE_Núcleotxt68 - : Comparative Study of Online Translators: Systran, Reverso, and Google

19
paper VE_Núcleotxt112 - : The aim of this article is to study freelance translators living in Spain and working from French to Spanish and vice versa. In particular we conduct a survey on professional translators and describe this type of translator according to different points of view: studies, ages, years of experience, types of translation assignments, linguistic combinations, translation types, time spent on documentation when translating and frequency of use of different translation resources . The results may not be representative of all freelance translators but can be used to counsel translator trainees regarding career or vocational issues, in particular within the framework of professional orientation conferences or academic guidance programmes.

20
paper corpusRLAtxt80 - : Corpas Pastor, Gloria y Miriam Seghiri Domínguez. 2007. "Specialized Corpora for Translators: A Quantitative Method to Determine Representativeness" . Translation Journal 11 (3). [En línea]. Disponible en [114]http://accurapid.com/ journal/41corpus.htm. [Consulta: 28/08/2011] [ [115]Links ].

21
paper corpusRLAtxt234 - : The basic aims of teaching foreign languages to translators are: to develop reading comprehension, meaning to analyse the text from a translation standpoint ; to study the foreign language in terms of contrastive linguistics; to develop cultural competence; to raise students' awareness of the translation activity; and to prepare them in the use of dictionaries, other reference works and, obviously, new technologies.

22
paper corpusRLAtxt234 - : On one hand, sticking to the nature of this study (language teaching/learning for translator trainees), the basic aim of educating generalist translators and interpreters can be defined and better understood by developing the following specific educational aims:

23
paper corpusRLAtxt234 - : ^[51]Kiraly (2000) is probably one of the first authors to clearly state the importance of linking foreign languages to professional fields and contexts in translation and interpreting studies, although he does not explicitly refer to foreign languages for translator trainees as languages for specific purposes. Yet, his recommendations concerning the education of translators in a collaborative approach is very much in line with the views expressed in this study:

Evaluando al candidato translators:


1) translation: 24 (*)
2) professional: 11
5) venuti: 7
6) translational: 7 (*)
8) restricted: 6
9) specialized: 6 (*)
10) translations: 6
15) profiles: 5 (*)
18) technologies: 4
19) novel: 4

translators
Lengua: eng
Frec: 231
Docs: 74
Nombre propio: 3 / 231 = 1%
Coocurrencias con glosario: 4
Puntaje: 4.829 = (4 + (1+6.33985000288463) / (1+7.85798099512757)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
translators
: 2. Bononno, R. (2000). Terminology for translators - an implementation of ISO 12620. Meta, 45(4), 646-669. Disponible: [26]http://www.erudit.org/revue/meta/2000/v45/n4/002101ar.pdf
: 23. Vasconcellos, M. (comp.). (1988). Technology as translation strategy (vol. II, State American Translators Association Scholarly Monograph Series). Nueva York, Universidad del Estado de Nueva York.
: 27. Miller, A. (1955). Las brujas de Salem. Drama en cuatro actos. Translators: Jacobo and Mario Muchnik. Buenos Aires: Compañía General Fabril Editora.
: 28. Miller, A. (1962). Cadi kazani. Translators: Sabahattin Eyüboglu and Vedat Günyol. Ankara: Milli Egitim Bakanligi.
: 5. Katan, D. (2004). Translating cultures. An introduction for translators, interpreters and mediators. Manchester, Inglaterra: St. Jerome Publishing
: Austermühl, F. (2001). Electronic tools for translators. Manchester: St. Jerome.
: Badia and Colominas (2001, p.126) state that "the specialization, as well as a minimum knowledge on the operation of a computer and the different computer tools for translation, has become essential conditions to translators for their incorporation into the translation market[27]^3."
: Corpas Pastor, G. & Seghiri, M. (2007a). Specialized corpora for translators: A quantitative method to determine representativeness. Translation Journal, 11(3) [en línea]. Disponible en: [116]http://translationjournal.net/journal/41corpus.htm
: DELISLE, J. & WOODSWORTH, J. (1995). Translators Through History. Amsterdam; Philadelphia: John Benjamins.
: Gerding, C., Fuentes, M. & Kotz, G. (2011). Loanwords in the press: The influence of English in Chile. Ponencia presentada en el XIX World Congress Bridging Cultures, International Federation of Translators, San Francisco, California, USA.
: In addition, the empirical studies carried out by the Pacte Group (2003) demonstrate that when facing a translation problem, translators tend to activate the instrumental, strategic and transfer competences.
: Katan, D. (1999). Translating cultures. An introduction for translators, interpreters and mediators. St. Jerome.
: Konstantinova, Iana. “Detectives, Secret Societies, and Translators: The Mysteries of La traducción by Pablo De Santis”. Monographic Review/Revista Monográfica, no. 22, 2006, pp. 196-206.
: Levinsohn, S. (1996). Kaipimi Taita Dius rimaku (nuevo testamento en inga). Lomalida Meta: Wyclife Bible Translators.
: Orellana, M. F., Dorner, L. & Pulido, L. (2003). Accessing assets: Immigrant youth’s work as family translators or “para-phrasers.” Social Problems, 50(4), 505-524.
: Prieto, Juan y Fuentes, Adrián. (2016). A collaborative multimodal working environment for the development of instrumental and professional competences of student translators: an innovative teaching experience. The Interpreter and Translator Trainer. 10 (1), pp. 76-91.
: Pym, Anthony. 2000 Negotiating the Frontier. Translators and Intercultures in Hispanic History. Manchester: St. Jerome Publishing.
: Venuti, L. (1995). The Translators Invisibility: A History of Translation. London & New York: Routledge.
: Vigier, F., Klein, N., & Krestinger, P (2013). Certified translators in Europe and the Americas: Accreditation practices and challenges. En A. Borja & F. Prieto (Eds.), New trends in translation studies (pp. 27-51). Oxford, UK: Peter Lang.
: WHITFIELD, A. (ed.) (2006). Writing Between the Lines: Portraits of Canadian Anglophone Translators. Canada: Wilfrid Laurier University Press.