TESTING THE EFFECTIVENESS OF CLASSROOM ACTIVITIES Dalia Venckiene Kaunas University of Technology dalkli@ism.lt 1.

INTRODUCTION In the Faculty of Humanities of Kaunas University of Technology bachelor studies of Technical Translation and diting !ere introduced in "###. $t the same time s%ecial %rofessional studies of Technical Translation and diting !ere offered. In the summer of "##&' the first bachelors !ill graduate from the Faculty. (ince the bachelor %rogramme !as introduced relatively not long ago' it is %ossible to call it e)%erimental' although the goals' structure and contents of its courses had been very carefully %redefined before launching it. *lanning the classes +es%ecially %ractical ones, and %re%aration for them still remain a challenge for teachers !ho do not have technical background' for the contents of %ractical coursesinter%retation and translation- has to be highly technical. .oreover' the teachers of intense %ractical courses' seeking to ma)imi/e the students0 learning results' face a conundrum1 ho! to ensure a variety of classroom activities !hen course hours are many and ho! to motivate the students2 3enerally' there is the need for !orking out certain more e)%licit strategies for teaching technical translation' so that to ma)imi/e the value of %ractical !orksho%s to the students and to make learning +and teaching, more en4oyable. 5e! courses are also being introduced into the %rogramme of s%ecial %rofessional studies !ith the aim of %re%aring better s%ecialists for the market. In the autumn of "##6' a ne! course Translation Technologies has been offered !hich is also highly e)%erimental' for there has been no %revious e)%erience of designing and running such a course in the Faculty' and none of the course teachers have taken a similar course themselves. .y %a%er focuses on activities of t!o courses !hich I have taught in the autumn semester of "##6Technical Translation for the 7th semester bachelor students and Translation Technologies for the students of s%ecial %rofessional studies' and on evaluation of the effectiveness of these activities. I %resent the methodology for testing the effectiveness of the activities' then continue by discussing Technical Translation !orksho%s briefly and %roviding comments about their effectiveness' and after that move to Translation Technologies course and evaluation of its effectiveness. Finally' I attem%t to formulate certain conclusions about organi/ation of %ractical courses and im%lications for the future. 2. METHODOLOGY

2.1. Technical Translation classes: the stu e!ts a! "eth# s $#% e&aluat'!( the e$$ect'&e!ess #$ act'&'t'es I have taught t!o grou%s of the fourth year +the seventh semester, students. 8ne grou% com%rises 9' another- : students. I have been meeting each grou% three times %er !eek for the duration of ;< !eeks. ach class lasts t!o academic hours +:# min.,' totalling :< academic hours of in-class translation training. I chose the follo!ing four methods to hel% me 4udge the effectiveness of classroom activities and the overall success of my course this semester1 ;, classroom observation and dra!ing my o!n conclusions about the effectiveness of activities= ", evaluations of individual and grou% assignments= 6, evaluations of tests +" >ui//es and " ma4or tests- midterm and final,= &, students0 >uestionnaires' com%rising closed and o%en >uestions +a%%endices ; and ",.

2.2. Translation Technologies classes: the stu e!ts a! "eth# s $#% e&aluat'!( the e$$ect'&e!ess #$ act'&'t'es .y colleague and I have taught one grou% of s%ecial %rofessional studies0 students' consisting of ;6 %eo%le. ?e have been meeting the grou% once %er !eek for the duration of ;< !eeks. ach !orksho% lasted t!o academic hours +:# min.,' totalling 6" academic hours of in-class training. I chose the follo!ing three methods to hel% me 4udge the effectiveness of classroom activities and the overall success of the course1 ;, observation of the grou%0s %erformance !hen !orking on individual com%uter-assisted translation assignments= ", evaluation of the students0 %resentations on the to%ics related to !orksho%s= 6, students0 >uestionnaire' consisting of closed and o%en >uestions +a%%endi) &,. ). ACTIVITIES OF TECHNICAL TRANSLATION CLASSES. TESTING THEIR EFFECTIVENESS @efore discussing activities of my Technical Translation classes and evaluation of their effectiveness' I !ant to mention that I did not have any %revious e)%erience of teaching translation students before (e%tember "##6. @eing a beginner in this field' I have had to %ut a lot of time and effort into designing my course' choosing materials for the students to translate in the !orksho%s and at home' formulating tasks and deciding u%on the criteria for evaluation of my students0 translations. The >uestion !hether those efforts %ay off and hel% develo% my students0 translator com%etence has ve)ed me during the course. .y ideas about organi/ing and %lanning translation e)ercise classes have been mainly dra!n from the ATTT seminar for translation teachers !hich took %lace on Buly ";-"C' "##6' in 3ranada' and !hich I attended' Don Kiraly0s book A Social Constructivist Approach to Translator Education: Empowerment from Theory to Practice +"###,' Douglas Dobinson0s book Becoming a Translator: An Introduction to the Theory and Practice of Translation +"##6, and from my o!n e)%erience as a former translation student. The ob4ective of the 7th semester Technical Translation classes is to give %ractical %re%aration for translation of technical te)ts in s%ecific thematic areas1 business and economics' finance and accounting' architecture and construction' agriculture and %roduction. The translation done in these !orksho%s encom%asses both translation from nglish into Eithuanian and from Eithuanian into nglish. The te)ts I %icked u% for translation assignments included1 technical com%anies0 %rofiles' an e)am%le of com%any-s%ecific documentation +A Letter of Intent,' te)ts on commercial arbitration' the develo%ment of rural tourism in Eithuania +business,= te)ts on setting %rices and %rice regulation' current Eithuanian economic indicators' the develo%ment of economies of the three @altic states +economics,= cha%ters from the acoounting te)tbook +accounting,= descri%tions of building materials +construction,= a te)t on %roduction of glass +%roduction, and a s%ecific U regulation about %roduction of ho%s +la! and agriculture,. Kiraly0s vie!s about the constructivist !orksho% +"###1<"-<:, and the teacher0s role and res%onsibility as that of a facilitator +Kiraly "###17", a%%ealed to me a lot. Therefore' at the very beginning of the course' !hen discussing the %rogramme !ith the students' I em%hasi/ed the necessity for their %ersonal res%onsibility for their learning' %rogress and develo%ing their translator com%etence. I e)%lained that my role in the classes !ould be that of the one Fsetting the environment for learningG' Fa facilitatorG and Fa guideG' to use Kiraly0s !ords +"###1<"-7&,. ).1. I! '&' ual a! s"all (%#u* t%a!slat'#! ).1.1. Desc%'*t'#! #$ the act'&'t'es In (e%tember !e !orked >uite traditionally1 I !as bringing te)ts to translate to the classroom' giving translation s%ecifications' and the students did the most of their translation !ork at home. They could choose the !ay to translate- in %airs or individually' but it had been made clear from the very start that they !ould have to bring me their individual folders !ith com%leted and %olished translations at the

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beginning of 8ctober. During our last !orksho% each !eek' !e discussed our goals for the ne)t !eek together' s%ecifying !hat !e !ould do in each of the ne)t !eek0s !orksho%s. Fre>uently the students received all translation assignments for the ne)t !eek in advance' to ensure that there is enough time for %roducing acce%table first drafts1 for doing research if the sub4ect !as unfamiliar to them +finding and analysing related te)ts in Eithuanian' Dussian or their other second foreign language,' for managing their terminology' for consulting e)%erts of the field and actual translation !ork. In the class' !e !ere looking for Fmulti%le solutionsG +Kiraly "###16&, to translation %roblems they had encountered' !ere !eighing them' identifying the most viable ones' and the students !ere %olishing their translations. $t the beginning of 8ctober they brought me their individual folders !ith com%leted translations and !ere evaluated de%ending on the amount and >uality of the !ork done. (ince the middle of 5ovember till the middle of December !e did more of actual translation !ork in the com%uteri/ed classroom' and the students !ere asked to com%lete and %olish their translations at home. (ometimes I let the students choose bet!een t!o different translation tasks' thinking that they !ould translate better if they !ere interested in the sub4ect +e.g.' business versus %roduction of glass,. They !ere encouraged to !ork in %airs or grou%s of three and to edit each other0s !ork. They brought me their folders !ith certain translations to our last meeting this term and !ill be evaluated de%ending on the amount and >uality of the !ork done. ).1.2. F'! '!(s I found out in (e%tember that' !ith several e)ce%tions only' my students %referred individual !ork to small grou% !ork. Ho!ever' the situation started changing slightly !hen !e began !orking on the 4oint %ro4ect + !"! Pro#ect belo!, and it has become evident recently that a greater %art of them are !illing to coo%erate. The students %rovided me !ith ne! insights into te)ts !e have translated together. 8n the !hole' I found translations of those !ho attended our !orksho%s !ell >uite good +some of them !ere of e)cellent >uality,' but translations from Eithuanian to nglish tended to be !eaker to a certain e)tent. During our last meeting this semester they !ere asked to give feedback on Technical Translation !orksho%s +a%%endi) 6,. 8ut of ;< %eo%le !ho ans!ered the >uestionnaire' nobody has evaluated the course as Ftoo easy or too slo!G or Ftoo difficult and too fastG= ;# res%ondents +<"'CH, said it has been F4ust the right mi)ture of kno!n and unkno!n thingsG and called the tem%o Fa%%ro%riateG= < students +67'CH, said it !as Frather difficult and fre>uently too fastG. ?hen asked about activities !hich' acording to them' have hel%ed develo% their translator com%etence best' the ma4ority focused on translating te)ts and named translation of business' economic te)ts and documents as es%ecially useful. ;# students +<"'CH, said that translating all kinds of te)ts during the semester has been useful and hel%ed develo% their translator com%etence= & +"CH, said translating some te)ts !as boring +but not all named them,. ).2. +%#,ect During the ATTT seminar in 3ranada I got to kno! about the benefits of %ro4ect-based learning. The ideas about carrying out authentic translation %ro4ects in the classroom %resented by the course leaders Daniel 3ouadec' Dorothy Kelly and Aatherine ?ay interested me a lot. I !as im%ressed by the course leaders0 e)%eriences of conducting the %ro4ects that involved finding clients' team!ork' collaboration !ith e)%erts from other fields' students of other s%ecialities' etc. Daniel 3ouadec0s idea about asking students to %re%are estimates for translation 4obs done a%%ealed to me as !ell. Eater I found more information about scheduling authentic %ro4ects into translation e)ercise classes in Kiraly0s book A Social Constructivist Approach to Translator Education: Empowerment from Theory to Practice +"###, and Dobinson0s Becoming a Translator: An Introduction to the Theory and Practice of Translation +"##6,! Dobinson +"##61CC, em%hasi/es the im%ortance of inde%endent %ro4ects in translator training' saying1

I it is generally easier to learn to translate or inter%ret by doing it' in the real !orld' for money' than it is in artificial classroom environments- and JIK the most successful translation and inter%retation %rograms al!ays incor%orate real-!orld e)%erience into their curricula' in the form of internshi%s' a%%renticeshi%s and inde%endent %ro4ects. ).2.1. Desc%'*t'#! #$ the act'&'t?e had been !orking on the %ro4ect for the %eriod of 8ctober ;6- 5ovember ;#. It !as not an authentic %ro4ect' but a simulation' for I did not succeed in securing a real %ro4ect at the beginning of the term. I kno! one teacher from the Faculty of conomics and .anagement of our university !ell and offered our services of translating an accounting te)tbook from nglish to Eithuanian to her. ?e agreed that the com%leted !ork !ould be submitted to their faculty and that she !ould visit my t!o grou%s of students several times to lecture on economics and acounting' and to consult them. Ho!ever' as she is very busy' she did not %romise to evaluate the >uality of the com%leted translation and to %rovide detailed feedback to the students- I simulated Fthe client0sG feedback after reading the students0 !ork. T!o grou%s !ere asked to translate : cha%ters of Kinserdal0s $inancial Accounting: An International Perspective +;::9, for the De%artment of conomics and .anagement of the university' and the !ork started. During the introductory class to the %ro4ect !e discussed the follo!ing1 the %ur%ose of the %ro4ect' the deadline' the translation 4ob itself +the language and style of the source te)t' the audience' the format of the target te)t,' additional resources +%rinted' on-line and FhumanG- !ho could e)%lain the source te)t and advise us on the use of %ro%er terminology, and dictionaries !e could use +s%eciali/ed %rinted and electronic,. ?e agreed that each team !ould %roduce a glossary and each grou% !ould %re%are a 4oint estimate. The students !ere su%%osed to translate the same amount of %ages= they acce%ted my suggestion to !ork in teams of three' formed the grou%s and chose the cha%ters to translate. I em%hasi/ed that they !ere free to organi/e their !ork as they liked' and that I !ould reserve the role of a facilitator and %ro4ect-manager to myself. Ho!ever' I insisted on !orking out a schedule to ensure that a certain amount of !ork !as done by certain dates' so that to meet our deadline. ?e set the follo!ing deadlines1 for com%leting half of each team0s translation !ork' for com%leting the teams0 original translations' for submitting translations to other teams to %roofread and for t!o interactive feedback sessions. (ome of the %ro4ect !orksho%s took %lace in ordinary classrooms' some- in the com%uteri/ed classroom. Dictionaries and' fre>uently' the Internet !as available. Aertain teams chose to translate at home and to discuss translation %roblems in the class' !hile others %referred translating in the class. I !as circulating around and ans!ering their >uestions if they failed to find ans!ers in teams= sometimes I a%%roached them to in>uire ho! the !ork !as going on' !hat dictionaries they !ere using' etc. The e)%ert of economics and finance from the Faculty of conomics and .anagement met each of the grou%s t!ice on certain dates %lanned in advance1 first of all to lecture on accounting-related issues the students had been translating about' then to advise them on the terms they should use and to e)%lain the source te)t. I ke%t in touch !ith her throughout the %ro4ect' consulted her about the %roblems !e !ere encountering and !as re%orting solutions to the students' as she could not visit us fre>uently. 8n the day of the deadline " students failed to %rovide their translations. ).2.2. F'! '!(s I myself consider the %ro4ect +simulation, to have been re!arding' though I !ould indicate the lack of authenticity as the main dra!back of it. 3enerally' I !as satisfied !ith the >uality of the students0 translations' though translations of !eaker students still tended to be of %oorer >uality. Ho!ever' bearing in mind the com%le)ity of the sub4ect and the fact that I did not interfere in their !ork much' I consider the activity to be our achievement1 to my mind' their terminology management and %roofreading skills im%roved' vocabularies e)%anded' they had a

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%ossibility to learn to 4udge about their translation >uality themselves' and the 4ob %rovided them !ith insights into cor%orate life' economics and finance. Let it a%%eared that some students lacked team-!orking skills badly1 !hile certain teams !orked !ell and communicated %roductively inside and outside the classroom' there !ere %eo%le !ho refused to coo%erate1 to ensure that the !hole team0s terminology is consistent' to sit together and discuss' etc. Des%ite my introduction to the %ro4ect and efforts to bring them together' they did not seem to believe in benefits of team-!orking. During the F%ost-translationG stage' to use Daniel 3ouadec0s term' the students !ere given a >uestionnaire to ans!er +a%%endi) ",. 8ut of ;" %eo%le !ho ans!ered the >uestions' ;# +96'6H, found %artici%ation in the %ro4ect useful' ; +9'6H, said it had been useful F%artlyG' ; +9'6H, evaluated it as not useful at all. 9 res%ondents +<<'<H, believed the %ro4ect hel%ed im%rove their research skills= ; +9'6H, said %it was not a research& it was translation' and ; +9'6H,- that %it should not (e called research& it was #ust homewor)' +!hich made me think that they misinter%reted the >uestion' most %robably because they missed the introductory class to the %ro4ect,= ; +9'6H, ans!ered negatively' but ackno!ledged that she herself had not been very active in fulfilling our 4oint task. The res%onses to the >uestion !hether the %ro4ect hel%ed develo% their time management skills and the ability to meet deadlines' !ere the follo!ing1 < students +C#H, ans!ered %ositively' < +C#H,- negatively. : students +7CH, res%onded that they found the visits of the e)%ert' information and handouts %rovided by her useful= " +;<'<H, said they had not been useful= ; missed all consultations and did not have any comments. ?hen asked !hat they %ersonally found most difficult in the %ro4ect' C students +&;'<H, referred to team!ork *%it was new for me'' %I have chosen the wrong team'' %teamwor) is the worst thing that can happen to me',. < students +C#H, had %ositive attitudes to!ards collaboration and believed the %ro4ect hel%ed develo% their team-!orking skills. Finally' 9 res%ondents +<<'<H, e)%ressed their !illingness to be involved in similar %ro4ects in the future' !hereas & +66'6H, said they !ould not like to be involved in a similar activity. ).). T%a!slat'#! .#%/sh#*s us'!( TRADOS I faced a conundrum !hether to introduce my 7th semester students to T+A,-S or not' because in the 9th semester they !ill have the course Translation Technologies !ith me' and a considerable %art of that course is going to be devoted to mastering T+A,-S. Ho!ever' !hen I started feeling that I must certainly introduce changes into our fre>uent translation e)ercise !orksho%s' I took my grou%s to the com%uter class and seated the students against T+A,-S. ).).1. Desc%'*t'#! #$ act'&'t'es ach grou% s%ent t!o !orksho%s translating !ith T+A,-S! The students !ere %rovided !ith source te)ts about architecture and construction in the electronic format and very detailed %rinted guidelines' and informed that !e !ould be translating the te)ts using T+A,-S. I did not make any detailed introduction to that tool1 4ust e)%lained that T+A,-S is a s%ecific %ackage of translation soft!are and briefly described the main functions of T+A.SLAT-+/S 0-+1BE.C2 +translation memories0 management module, and T+A,-S 3!3 45LTITE+4 +terminology management module,. I also %rovided them !ith the 45LTITE+4 termbase on architecture and construction' containing key!ords from the source te)ts' and !as demonstrating the translation %rocess from my com%uter on the screen. ).).2. F'! '!(s I !as glad to find out that the students did not re>uire more detailed e)%lanations and started !orking !illingly' consulting me !hen they faced %roblems +later I found out that >uite many of them are kinesthetic learners and like Fto 4um% into a ne! situation feet first !ithout thinking much about itG' to use Dobinson0s !ords +"##61C7,. 3enerally' they en4oyed it' because those activities convinced them that

technical translation can be s%eedier and more en4oyable. $lthough creation of termbases and translation memories !as not the goal of our !orksho%s' the students e)%ressed their interest in that and in>uired !hether they !ould really be familiari/ed !ith more of TD$D8( functions ne)t term. Though their e)%erience of translating !ith T+A,-S has been short' I think it !ill be easier for them to start using this technology ne)t term' for at least they are already familiar !ith the main functions of the basic T+A,-S modules' kno! ho! to serch termbases' co%y terms from them into target te)ts' etc. This !ill allo! me to cut my FintroductionG to that translation tool ne)t term' and !e !ill have more classroom time for hands-on e)%erience. ?hen asked about recommendations they could make for the ne)t term +a%%endi) ;,' 9 %eo%le +C#H, out of ;< mentioned they !ould be !illing to s%end much more time !orking !ith TD$D8( and mastering this translation tool. T!o students from my grou%s have chosen to make s%eciali/ed bilingual dictionaries in the T+A,-S environment as their bachelor %ro4ects' so they found !ork !ith TD$D8( es%ecially relevant. ).0. Tests a! $ee 1ac/ sess'#!s Though Dobinson states that Fit is generally easier to remember a !ord or %hrase that you needed to kno! for some %ur%ose- to communicate some really im%ortant %oint to a friend or ac>uaintance' to finish a translation 4ob- than one you !ere e)%ected to memori/e for a testG +"##61CC,' tests still remain one of the sources of useful information both to teachers and to students' I believe. They indicate students0 strengths' !eaknesses and the areas on !hich teachers and students need to !ork more. There is one more very sim%le reason for testing1 each student0s %rogress and achievement has to be Fe)%ressedG by a certain mark at the end of the semester at our university. ).0.1. Desc%'*t'#! #$ act'&'t'es 8nce marks matter' it is im%ortant to discuss evaluation criteria !ith the students. I ado%ted the evaluation criteria and scale %ro%osed by Kiraly +"###1;<#-;<;,' and familiari/ed my t!o grou%s !ith these evaluation criteria during one !orksho%. Four tests have been conducted throughout the semester1 t!o shorter >ui//es mainly to check memori/ation of key terms and collocations from the te)ts translated +the students could not use dictionaries during them,' and t!o ma4or tests- midterm and final +e)amination,' during !hich the students !ere asked to translate longer te)ts and could use dictionaries and their o!n glossaries. ach test !as follo!ed by a feedback and analysis session. During those sessions' !e analy/ed translation %roblems as !ell as grammar and %unctuation errors= then' in the light of comments made' the students !ere asked to com%are their translations in %airs or small grou%s and !ork out good translations' !hich could be submitted to a client. ).0.2. F'! '!(s The tests %rovided me !ith useful information about the strengths and !eaknesses of my students' indicated the areas for im%rovement and !ill enable me to give the students marks in Banuary' since this is a re>uirement in our university. I asked the students !hether they consider %re%aration for tests an o%%ortunity to revise and consolidate ne!ly-learnt terms and translation strategies they have discovered +a%%endi) ;,. ;6 res%ondents +9;'"CH, out of ;< think %re%aration for a test is a %ossibility to revise the material covered= " students +;"'CH, do not believe in the usefulness of tests. ).2. +%ese!tat'#!s ).2.1. Desc%'*t'#! #$ act'&'t'es $s the students com%leted ;<# hours of translation or inter%reting %ractice in the summer or autumn of "##6' I asked them to make %resentations on their %ractice e)%eriences. They !ere encouraged to %re%are visuals' to bring e)am%les of the te)ts they had translated' to share the glossaries they had com%iled !ith

<

their colleagues' and to discuss any %roblems they had encountered during their %ractices' as !ell as benefits they had derived. ).2.2. F'! '!(s *resentations %roved to be a success. The ma4ority of them !ere eager to discuss their e)%eriences' the translator-client relationshi%' noted they !ere thrilled !ith the thought that real clients !ere !aiting for their translation results' and this made them %lan their activities seriously' !ork faster so that to meet the deadlines' consult the clients or field e)%erts !ith the aim of filling Fkno!ledge ga%sG' and motivated to submit translations of really high >uality. It !as %ositive that a greater %art of the students e)changed their glossaries !ith their colleagues' shared information about useful Internet addresses !ith the grou% and that the activity ins%ired discussions. I vie! it as an o%%ortunity to develo% %resentation skills as !ell. ).3. Othe% Act'&'t'es @y other activities im%lemented I actually mean the activities !hich !ere not translation %ractice' but !hich still' I thought' could be hel%ful' bring variety to our translation e)ercise classes and %rovide me' as a teacher' !ith more information about my grou%s. I !ill briefly discuss those t!o ty%es of activities' !hich are very different indeed1 vocabulary building e)ercises and discussions of the students0 learning styles and %references' !hich took %lace in our classroom. ).3.1. Desc%'*t'#! #$ act'&'t'es Time to time throughout the semester I !as bringing vocabulary building e)ercises to the students' mostly traditional Ffill-the-ga%sG tasks' !hich re>uired them not only use active !ords in te)ts efficiently' but also change their forms !here necessary' and cross!ords in nglish. Vocabulary building tasks served as F!armersG at the beginning of !orksho%s and familiari/ed the students !ith key!ords from the te)ts that !ere later given to them to translate. .oreover' the students !ere encouraged to focus on collocations and to com%ile lists of collocations %ertaining to different domains. I found interesting information about the translator as learner in Dobinson +"##61&:-7<, and !as eager to share it !ith the students. $s I thought that kno!ing more about my students0 rece%tiveness to certain kinds of in%ut !ould benefit me as a teacher' I invited my grou%s to discuss individual learning styles and %references. They filled out the unada%ted >uestionnaire taken from Dobinson +"##6177-7:, +a%%endi) 6, and !ere %rovided !ith descri%tions of visual +e)ternal and internal,' auditory +e)ternal and internal, and kinesthetic +tactile and internal, learners +Dobinson' "##61<6-<9,. Then !e discussed their %ersonal learning %references and !ays to Fe)%andG their Fre%ertoireG +Dobinson "##61C7,. ).3.2. F'! '!(s ;C students ans!ered the >uestion about the need for focusing on grammar and vocabulary building tasks in translation e)ercise !orksho%s +a%%endi) ;,. 9 %eo%le +C6'6H, indicated the need for focusing on grammar and vocabulary building tasks' & +"<'<H, consider that !e should limit ourselves to vocabulary building e)ercises' 6 +"#H, believe that such activities are not needed. I myself think that since Technical Translation classes take %lace three times a !eek' sometimes vocabulary building and more com%le) grammar e)ercises can be introduced to ensure a variety of activities or as F!armersG. I agree !ith Dobinson +"##61&:, !ho states1 Translation is intelligent activity involving com%le) %rocesses of conscious and unconscious learning= !e all learn in different !ays' and institutional learning should therefore be as fle)ible and as com%le) and rich as %ossible' so as to activate the channels through !hich each student learns best. It is clear that tasks !e ask our students to %erform' as !ell as the !ays !e introduce ne! information to them' must Fdra! on several senses at onceG +Dobinson "##61CC, and must a%%eal to the ma4ority of them.

The discussion +and >uestionnaires, hel%ed me find out about my students more' for I as a teacher cannot ignore their individual %references and have to be fle)ible. The students also seemed to en4oy getting to kno! about themselves more. 0. TRANSLATION TECHNOLOGIES 4OR5SHO+S The main ideas about organi/ing Translation Technologies/ !orksho%s have been dra!n from Frank $utermMhl0s book Electronic Tools for Translators +"##;, and the CTTT seminar +the sessions on electronic tools for translators and locali/ation' conducted by the course leaders $nthony *ym and @ert sselink res%ectively' and the %resentation by the re%resentatives of S,L6,. 0.1. Desc%'*t'#! #$ act'&'t'es The to%ics discussed in Translation Technologies/ !orksho%s included the follo!ing1 translation in the information age' translator-client communication and information transfer' translation and the internet' the main features of s%eciali/ed translation soft!are' T+A,-S 4ultiTerm' T+A,-S Translator/s 0or)(ench' com%arison of different translation soft!are %ackages' machine translation' cor%ora as translation tools and locali/ation. (hort theoretical introductions to the sub4ects of discussion !ere follo!ed by hands-on e)%erience +creating and filling T+A,-S 4ultiTerm termbases' translating te)ts !ith T+A,-S' searching the Internet for translation-relevant information' trying out translation soft!are T+A.SIT and machine translation tools' etc,. 8ne !orksho% !as led by the guest from the university library1 she familiari/ed the students !ith the many electronic databases our institution subscribes to or has the right to use for trial %eriods +such as EBSC- Pu(lishing' Pro7uest' Springer' etc.,' demonstrated ho! to %erform searches in the databases' save and %rint articles' etc. The students !ere re>uired to %re%are and make %resentations in %airs or grou%s of three on the to%ics related to the course %rogramme. 0.2. F'! '!(s To my mind' the course has met its goal to familiari8e the students !ith electronic tools for translators and the basic features of T+A,-S! It has given the students %ossibilities to teach each other' collaborate and develo% their %resentation skills. I myself learnt a lot from their %resentations and benefited from their handouts and our discussions. During the last meeting of the term the students !ere asked to %rovide feedback on the course filling out the >uestionnaire +a%%endi) &,. They !ere asked to evaluate the course rating it from ; to C +;- the course was not relevant& poorly9planned& I have not ac:uired any new s)ills = C- the course was relevant& well9 planned& I have ac:uired new )nowledge and s)ills,1 < students +<#H, out of ;# !ho res%onded to the >uestions said they found the course informative' !ell-%lanned and ac>uired ne! skills' 6 +6#H, gave it rating &' and ; +;#H, gave it rating 6. $ll of them stated unanimously that they !ant to be given %ossibilities to !ork !ith T+A,-S inde%endently in the com%uter class during the ne)t semester. < students +<#H, re%orted that more time should be reserved for mastering T+A,-S and less time should be s%ent on other activities +I should consider this !hen designing a similar course for bachelors in the 9th semester,. 2. CONCLUSIONS $fter !orking !ith translation students for the first time for the duration of one semester' I have been able to dra! the follo!ing conclusions1 ;, I do not doubt the benefits of team-!orking and the usefulness of bigger translation %ro4ects. Ho!ever' grou%!ork has to be introduced in various courses earlier and it is vital to em%hasi/e the advantages of team-!orking to the students in earlier courses.

It could be useful to offer the course to the first year students' similar to Introduction to Translation Studies described by Kiraly +Kiraly "###17C-;##,' to ensure that Fthey have ac>uired a basic understanding of !hat translation entailsG +Kiraly "###17&,' to familiari/e them !ith the advantages of %eer-learning and to make it clear from the very start that they must feel res%onsibility for their o!n learning. ", $ serious authentic %ro4ect could become a goal of the semester0s !ork. )%erts from other fields and native s%eakers +Kiraly "###1;;;, should be invited to translation classes as fre>uently as %ossible. ?ays to involve students of other s%ecialities into 4oint %ro4ects should be sought. $ll this could hel% develo% translation students0 communication skills' their ability to meet tough deadlines and build their business sense +through %re%aration of estimates,. 6, $ translation teacher has to be Fin the marketG himself or herself1 they have to be %ractising translators. @eing a!are of the market demands' I believe' hel%s to come u% !ith more viable ideas about assignments' 4udging the >uality of translations' etc. It also %rovides one !ith contacts and connections needed to secure interesting translation %ro4ects1 facilitates the %rocess of finding real FclientsG' as !ell as obtaining feedback from them. &, It is im%ortant to translate a lot in the !orksho%s' but it is no less im%ortant to F%lan %ausesG in the curriculum' so that to discuss !ith students their %rogress' to discover ho! they feel about !hat they have achieved or !hat they find difficult' to find out !hether they think classroom activities hel% develo% their translator com%etence and to %rovide feedback. .ore attention has to be %aid to !eaker students' and the tem%o should be acce%table to the ma4ority. C, Integrating T+A,-S into translation e)ercise classes !ould increase the effectiveness of the classes1 it is a %erfect a%%lication for %ro4ect management' !ill %rovide students !ith ne! insights into terminology management' be a good %ractice of creating s%eciali/ed termbases' as !ell as creating and using translation memories. .astering T+A,-S !ill enhance students0 marketability. <, .ore time for hands-on e)%erience !ith T+A,-S should be reserved in Translation Technologies/ course. 7, The teacher0s efforts to create a %ositive atmos%here in the classroom are vital. This can be achieved by sho!ing that you care about each student' by Fsitting togetherG' to use Kiraly0s !ords +"###17C,' %roviding assistance and advice !hen needed' being fle)ible' intuitive and sensitive to the students0 learning %references. 9, Aloser coo%eration among teachers of Technical Translation courses !ould facilitate %lanning of !orksho%s and make %re%aration for them easier.

REFERENCES $ustermMhl' Frank +"##;, Electronic Tools for Translators' .anchester1 (t Berome. sselink' @ert +"###, A Practical ;uide to Locali8ation' $msterdam1 Bohn @en4amins *ublishing Aom%any. Kinserdal' $rne +;::9, $inancial Accounting: An International Perspective' Eondon1 Financial Times. Kiraly' Don +"###, A Social Constructivist Approach to Translator Education: Empowerment from Theory to Practice' .anchester1 (t Berome. *ym' $nthony' Aarmina Fallada' Bose DamNn @iau' and Bill 8renstein' eds +"##6, Innovation and E9 Learning in Translator Training' Tarragona. Dobinson' Douglas +"##6, Becoming a Translator: An Introduction to the Theory and Practice of Translation' Eondon1 Doutledge. .almk4Or' Kirsten' ed +;::9, Translation and Language Teaching' .anchester1 (t Berome.

Appendix 1
December PPPPP' "##6

6UESTIONNAIRE Fee 1ac/ #! Translation Exercise Classes

+lease a!s.e% the 7uest'#!!a'%e a1#ut Translation Exercise classes. ;. valuate the level of difficulty of the tasks and the tem%o of !orksho%s' rating them from ; +too easy= too slo!, to C +too difficult= too fast,1 ;- too easy= too slo! "- the ma4ority of the things are already kno!n and re%etition of !hat I got to kno! in %revious courses= the tem%o could be much faster 6- 4ust the right mi)ture of kno!n and unkno!n things= the tem%o is a%%ro%riate &- rather difficult= fre>uently too fast C- too difficult and too fast1 I have difficulties in understanding source te)ts and translation s%ecifications= I lack time to fulfil tasks a%%ro%riately ". ?hich activities of Translation E<ercise classes have you found useful and em%o!ering2 ?hich of them' according to you' have hel%ed develo% your translator com%etence2 PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP 6. ?hich activities of Translation E<ercise classes have you found least useful and not hel%ing develo% your translator com%etence2 PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP &. Have the !orksho%s hel%ed develo% a stronger ca%acity for independently assessing your o!n strengths and !eaknesses2 PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP C. Has it become easier to assess the >uality of your o!n %erformanceQ translation >uality2 PPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP <. Have the activities hel%ed you develo% an eye for clarity' %recision and accuracy in the source te)t2 =Based on 1iraly ">>>:?3>@ AAAAPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP 7. Have the !orksho%s and %re%aration for them hel%ed develo% your ability to use common tools of the trade2 =Based on 1iraly ">>>:? B@ AAAAAAAAAAAAAAPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP 9. Do you consider %re%aration for a test an o%%ortunity to revise and consolidate ne!ly-learnt terms and translation strategies you have discovered2 PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP

;#

:. (hould !e focus on grammar and vocabulary building activities more fre>uently in Translation E<ercise classes2 PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP ;#. ?hat other comments about this term0s !orksho%s do you have2 ?hat are your recommendations for the ne)t term2 PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP ;;. ?hat can you do +!ithout angering the teacherR, to liven u% a boring class2 5ame some techni>ues for making yourself more actively engaged in the sub4ect. =Based on +o(inson ">> :CD@ AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA ;". ?hat ty%es of teacher and teaching style a%%eal to you most and !hy2 =Based on +o(inson ">> :CD@ AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP

THAN !O" #OR !O"R ANS$ERS%

;;

F3ood translators are lifelong learners' al!ays looking for more cultural kno!ledge' more !ords and %hrases' more e)%erience of different te)t ty%es' more transfer %atterns' more solutions to com%le) %roblems. Translation is intelligent activity re>uiring constant gro!th' learning' self-e)%ansion. In that sense !e are all' al!ays' becoming translators.G ,ouglas +o(inson& %Becoming A Translator: An Introduction to the Theory and Practice of Translation'& ">> *p! ""?E

Appendix &
5ovember ;7' "##6

6UESTIONNAIRE +%#,ect: Acc#u!t'!(

+lease a!s.e% all the 7uest'#!s '! th's 7uest'#!!a'%e a1#ut the *%#,ect. T'c/ the #*t'#!s .h'ch a**l- t# -#u a! c#""e!t #! -#u% a!s.e%s .he%e %e7ueste . 8 !#t use$ul 9

1. D' -#u *e%s#!all- $'! *a%t'c'*at'#! '! the *%#,ect use$ul

2. D# -#u th'!/ the *%#,ect hel*e '"*%#&e -#u% %esea%ch s/'lls9: Yes 8 N# . C#""e!t #! -#u% a!s.e%. ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ). D# -#u th'!/ the *%#,ect hel*e '"*%#&e -#u% a1'l't- t# %ea a! u! e%sta! a s*ec'al'<e tech!'cal te=t9: Yes 8 N# .

0. D' the *%#,ect hel* '"*%#&e -#u% te%"'!#l#(- "a!a(e"e!t s/'lls9: Yes 8 N# . C#""e!t #! -#u% a!s.e%. ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; 2. D' the *%#,ect hel* '"*%#&e -#u% e 't'!( a! c#%%ect'#! s/'lls9: Yes 3. Ca! -#u sa- that -#u% c#lla1#%at'#! a! tea":.#%/'!( s/'lls e&el#*e 8 N# . ue t# *a%t'c'*at'#! '! the *%#,ect9:

Yes 8 N# . C#""e!t #! -#u% a!s.e%. ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; >. D' the *%#,ect hel* e&el#* -#u% t'"e "a!a(e"e!t s/'lls a! the a1'l't- t# "eet ea l'!es9: Yes 8 N# . ?. D' the %e7u'%e"e!t t# *%e*a%e a! est'"ate hel* -#u &'e. -#u% t%a!slat'#! as a *a-'!( ,#1@ '.e. ' 't hel* 1u'l -#u% 1us'!ess se!se9: Yes 8N# .

A. D' %esea%ch@ t%a!slat'!( a! e 't'!( ('&e -#u a!- !e. '!s'(hts '!t# $'!a!ce@ acc#u!t'!(@ 1us'!ess a!

;"

c#%*#%ate l'$e9: Yes

8 N#

. D# -#u th'!/ 't .as .#%th $a"'l'a%'<'!( -#u%sel$ .'th s*ec'$'c te%"s use t#

'scuss the 'ssues %elate t# 1us'!ess@ $'!a!ce B acc#u!t'!( 9: Yes 8 N# . C#""e!t #! -#u% a!s.e%s. ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; 1C. D' -#u $'! '!$#%"at'#! a! ha! #uts *%#&' e 1- the &'s't'!( e=*e%t use$ul9: Yes 8 N# . H#. c#ul the e$$ect'&e!ess #$ the sess'#!s '! .h'ch e=*e%t:a &'s#%s ta/e *a%t 1e '!c%ease '! $utu%e9 ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP 11. 4hat ' -#u *e%s#!all- $'! "#st '$$'cult '! the *%#,ect a! .h-9 PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP 12. 4hat .#ul -#u *e%s#!all- # '$$e%e!tl- '$ the%e .as a *#ss'1'l't- t# ta/e *a%t '! a s'"'la% *%#,ect '! $utu%e9 PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP 1). D' -#u 1e!e$'t $%#" the *%##$:%ea '!( .#%/ #!e 1- -#u% c#llea(ues9: Yes 8 N# . D' the'% c#""e!ts *#'!t #ut *%#1le"s .'th -#u% Yes 8 N# . %a$t a! hel* -#u c#"e u* .'th 1ette% s#lut'#!s9:

10. D' -#u !#t'ce a!- t%aces #$ s#c'al l#a$'!( '! -#u% tea"@ #% '! the #the% tea"s -#u c#lla1#%ate .'th9 Y#u% tea": ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; Othe% tea"s: ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; 12. E&aluate the c#!t%'1ut'#! a! .#%/ #!e 1- -#u% tea" "e"1e%s@ stat'!( the'% !a"es a! ('&'!( the" "a%/s $%#" C Ddidnt contri'(te at all to co)pleting the tea)s original translation* didnt contri'(te to editing t+o other dra,tsE t# 1C Dcontri'(ted greatl- to the tea)s original translation and helped tea) )e)'ers a lot* contri'(ted to editing t+o other dra,tsE: Tea) )e)'er 1. ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; Tea) )e)'er &. ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; N#. e&aluate -#u% #.! c#!t%'1ut'#! t# the success #$ the *%#,ect@ us'!( the sa"e a1#&e scale: /e. ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; 13. 4#ul -#u l'/e t# ta/e *a%t '! s'"'la% *%#,ects '! $utu%e9: Yes 8 N# .

4hat a%e -#u% %ec#""e! at'#!s %e(a% '!( $utu%e *%#,ects9 ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; YOUR NAME: ;;;;;;;;;;;;;;;;;;;;;;;;

THAN !O" #OR !O"R ANS$ERS%

;6

THE CLIENT 0S #EED1AC $ILL REACH !O" 1! THE END O# THE SE/ESTER%

Appendix 2
December 9' "##6

6UESTIONNAIRE I! '&' ual Lea%!'!( St-les: Rece*t'&e!ess t# I!*ut =Ta)en from ,ouglas +o(inson& %Becoming A Translator'& ">> *p! CC9CFE@
A!s.e% the $#ll#.'!( 7uest'#!s a1#ut '!*ut t-*es D&'sual@ au 't#%-@ /'!esthet'cE 1- c'%cl'!( the t+o lette%s that 1est $'t -#u% st-le: e.(.@ '$ '! a s*ec'$'c 7uest'#! the &'sual a! au 't#%- a!s.e%s see" t# esc%'1e -#u% t-*'cal 1eha&'#%@ %a. a c'%cle a%#u! the V a! a c'%cle a%#u! the A. I$ #!l- #!e a!s.e% $'ts -#u% st-le@ %a. t.# c'%cles a%#u! the sa"e lette%. 4he! -#u ha&e c#"*lete the test@ a u* the t#tal !u"1e% #$ Vs@ As@ a! 5s@ a! c#"*a%e. +@ased loosely on Dose ;:971;&7-:.,

+a,

+b,

+c,

+d,

+e,

?hen you try to visuali/e something' !hat does your mind generate2 V com%le) and detailed %ictures $ sounds K dim' vague images in motion ?hen you0re angry' !hat do you do2 V seethe silently !ith re%ressed rage $ yell and scream K stom% around' kick and thro! things' !ave your arms ?hen you0re bored' !hat do you do2 V doodle $ talk to yourself K %ace or fidget ?hen you have something you need to tell a friend' !ould you rather V !rite a note' letter' fa)' e-mail message2 $ call him or her on the %hone2 K take him or her for a !alk2 ?hen you try to remember a %hone number' do you V see the number in you head2 $ say it aloud or to yourself2

;&

+f,

+g,

+h,

+i,

+4,

+k,

+l,

+m ,

K dial it' let your fingers remember it2 ?hen you try to remember a %erson' do you V remember the face +but often forget the name,2 $ remember the name +but often forget the face,2 K remember something you did together2 ?hen you try to FreadG a %erson +mood' o%inions' reactions' etc,' !hat do you FreadG2 V facial e)%ressions $ tone of voice K body movements ?hen you can0t think of the right !ord' do you V dra! a %icture2 $ hem and ha!2 K gesture or dramati/e2 ?hen you dream' do you V see vivid color %ictures2 $ hear voices2 K feel yourself moving2 ?hen you think of a friend' do you first think of her or his V face2 $ voice' %et %hrases2 K gestures' !alk' tone of voice2 ?hen you0re learning or teaching in a classroom' !hat do you like best2 V slides' diagrams' com%uters' beautifully made te)tbooks $ talk +lectures' discussions' re%eating %hrases, K hands-on e)ercises' e)%eriences' field tri%s' dramati/ation ?hen you0re learning something on your o!n' !hat hel%s you the most2 V illustrations $ a friend0s e)%lanation K refusing all hel% and 4ust doing it' by trial and error If a fire breaks out' !hat do you do2 V si/e u% the situation' think' %lan' find the e)its $ shout FFireRG or scream like mad K run for the e)its' hel% others ?hen you !atch TV or movies' !hat do you like best2 V travel' documentaries $ talk sho!s' ne!s' comedy' drama K s%orts' adventure' sus%ense ?hen you read a novel or !atch a movie' !hat %art do you like best2 V the descri%tion +novel, or the cinematogra%hy +movie, $ the dialogue K the action ?hich art forms do you like to watch best2 V %ainting' %hotogra%hy' or scul%ture $ %oetry or music K theater or dance ?hich art forms do you like to do best2 V dra!ing or %ainting $ !riting or singing K acting' dancing' or scul%ting

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?hen you !ant to record a scene' !hich !ould you rather do2 V take %hotos2 $ audiota%e it K videota%e it ?hen you translate' !hat do you like best2 V !ritten translation $ conference or court inter%retation K escort inter%retation ?hen you translate' !hat distracts you most2 V messiness' in the source te)t' on your desk' etc. $ noises' music' voices K movement Y#u% t#tal !u"1e% #$: Vs: ;;;;;;;;;;; As: ;;;;;;;;;;; 5s: ;;;;;;;;;;; +%e&a'l'!( st-le8st-les: ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;

YOUR NAME: ;;;;;;;;;;;;;;;;;;;;;;;;;;; THAN !O" #OR !O"R ANS$ERS%

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Appendix 3
Translation Technologies

December ;7' "##6 6UESTIONNAIRE +lease a!s.e% the 7uest'#!s a1#ut the c#u%se Translation Technologies% ;. valuate the course Translation Technologies +the %lanning' relevance of to%ics and %ractical tasks,' rating it from ; to C +;- %oorly %lannedQirrelevantQI haven0t ac>uired any ne! kno!ledge or skills= C- !elldesignedQrelevantQI0ve ac>uired ne! kno!legde and skills,1 1 2 ) 0 2 Has the course encouraged you to search the Internet for reliable dictionaries' glossaries and use them more fre>uently in translation2 PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP Has the course encouraged you to refer to the electronic databases the university subscribes to' electronic 4ournals for translators and translators0 discussion lists2 PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP Aan you state that you already kno! !hat the main T+A,-S modules and their functions are2 PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP Aan you say that you kno! no! enough' so that to start using TD$D8( inde%endently' referring to demo versions and %rogramme manuals if needed2 PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP Has your attitude to!ards storing and managing terminology changed2 If yes' ho!2 PPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP Have you found %resentations made by your colleagues and handouts %rovided by them useful2 PPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP P PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP P Have you found collaboration !hen %re%aring for your %resentations useful2 PPPPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP P PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP P Have the !orksho%s hel%ed develo% your %resentations skills2 PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP P ?ould the o%%ortunity to !ork !ith T+A,-S inde%endently in the com%uter classroom ne)t semester interest you2 PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP

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?hat other comments about the course Translation Technologies can you make2 PPPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP P PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP P PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP P

THAN THAN

!O" #OR !O"R ANS$ERS%

;9