All

What are you looking for?

All
Projects
Results
Organizations

Quick search

  • Projects supported by TA ČR
  • Excellent projects
  • Projects with the highest public support
  • Current projects

Smart search

  • That is how I find a specific +word
  • That is how I leave the -word out of the results
  • “That is how I can find the whole phrase”

Comparative Conceptual Analysis in a Legal Translation Classroom: Where Do the Pitfalls Lie

The result's identifiers

  • Result code in IS VaVaI

    <a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15210%2F21%3A73608390" target="_blank" >RIV/61989592:15210/21:73608390 - isvavai.cz</a>

  • Result on the web

    <a href="https://sciendo.com/article/10.2478/slgr-2021-0005" target="_blank" >https://sciendo.com/article/10.2478/slgr-2021-0005</a>

  • DOI - Digital Object Identifier

    <a href="http://dx.doi.org/10.2478/slgr-2021-0005" target="_blank" >10.2478/slgr-2021-0005</a>

Alternative languages

  • Result language

    angličtina

  • Original language name

    Comparative Conceptual Analysis in a Legal Translation Classroom: Where Do the Pitfalls Lie

  • Original language description

    It is a well-acknowledged fact in legal translation studies that when searching for terminological equivalents, translators should make use of comparative conceptual analysis . Thus, legal translation trainees should be equipped with the necessary tools to carry out such analysis, but the question remains: are they? This paper is a follow-up to a study published in 2017 (Klabal, Knap-Dlouhá and Kubánek 2017), where modified think aloud protocols were used to explore the following research question: to what degree are university students doing a course in legal and economic translation able to apply the methods of comparative conceptual analysis to translation of terms not accounted for sufficiently in legal dictionaries or terms with no straightforward equivalents. The results showed that major issues involve non-linearity of the analysis carried out and insufficient use of the resources available. The present study involves a different group of 29 BA students of the same course two years later, who were assigned the same task. As the retrospective protocols fail to simulate real-life conditions, this study uses screen recording and keystroke logging to track the processes leading to the identification of the conceptual equivalent in a more detailed and less subject-dependent manner. The results suggest that the steps most challenging for students include identification of relevant (essential) features defining the source and target language concepts, comparison of these features and selection, or creation, of an equivalent term reflecting the results of the analysis. Students also frequently show Google-driven searching, which influences the order of the steps performed in their analyses and the sources used. To address these challenges, translation training should include a range of tailor-made exercises focusing on the critical steps of the analysis as well as on improving web searching skills.

  • Czech name

  • Czech description

Classification

  • Type

    J<sub>SC</sub> - Article in a specialist periodical, which is included in the SCOPUS database

  • CEP classification

  • OECD FORD branch

    60202 - Specific languages

Result continuities

  • Project

  • Continuities

    S - Specificky vyzkum na vysokych skolach

Others

  • Publication year

    2021

  • Confidentiality

    S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Data specific for result type

  • Name of the periodical

    Studies in Logics, Grammar and Rethoric

  • ISSN

    0860-150X

  • e-ISSN

  • Volume of the periodical

    66

  • Issue of the periodical within the volume

    1

  • Country of publishing house

    PL - POLAND

  • Number of pages

    21

  • Pages from-to

    61-81

  • UT code for WoS article

  • EID of the result in the Scopus database

    2-s2.0-85120357606