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

It is a well-acknowledged fact in legal translation studies that when searching for terminological equivalents, translators should make use of comparative conceptual analysis (e.g. Sandrini 1996; Chromá 2014; Engberg 2015). Thus, legal translation trainees should be equipped with the necessary tools...

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Autores principales:	Klabal Ondřej, Kubánek Michal
Formato:	article
Lenguaje:	EN
Publicado:	Sciendo 2021
Materias:	legal translation training comparative conceptual analysis legal terminology legal translation process research History of scholarship and learning. The humanities AZ20-999
Acceso en línea:	https://doaj.org/article/84978d9d109a406fb3831188d777d3fb
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id	oai:doaj.org-article:84978d9d109a406fb3831188d777d3fb
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spelling	oai:doaj.org-article:84978d9d109a406fb3831188d777d3fb2021-12-05T14:11:11ZComparative Conceptual Analysis in a Legal Translation Classroom: Where Do the Pitfalls Lie2199-605910.2478/slgr-2021-0005https://doaj.org/article/84978d9d109a406fb3831188d777d3fb2021-12-01T00:00:00Zhttps://doi.org/10.2478/slgr-2021-0005https://doaj.org/toc/2199-6059It is a well-acknowledged fact in legal translation studies that when searching for terminological equivalents, translators should make use of comparative conceptual analysis (e.g. Sandrini 1996; Chromá 2014; Engberg 2015). 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.Klabal OndřejKubánek MichalSciendoarticlelegal translation trainingcomparative conceptual analysislegal terminologylegal translation process researchHistory of scholarship and learning. The humanitiesAZ20-999ENStudies in Logic, Grammar and Rhetoric, Vol 66, Iss 1, Pp 61-81 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	legal translation training comparative conceptual analysis legal terminology legal translation process research History of scholarship and learning. The humanities AZ20-999
spellingShingle	legal translation training comparative conceptual analysis legal terminology legal translation process research History of scholarship and learning. The humanities AZ20-999 Klabal Ondřej Kubánek Michal Comparative Conceptual Analysis in a Legal Translation Classroom: Where Do the Pitfalls Lie
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 (e.g. Sandrini 1996; Chromá 2014; Engberg 2015). 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.
format	article
author	Klabal Ondřej Kubánek Michal
author_facet	Klabal Ondřej Kubánek Michal
author_sort	Klabal Ondřej
title	Comparative Conceptual Analysis in a Legal Translation Classroom: Where Do the Pitfalls Lie
title_short	Comparative Conceptual Analysis in a Legal Translation Classroom: Where Do the Pitfalls Lie
title_full	Comparative Conceptual Analysis in a Legal Translation Classroom: Where Do the Pitfalls Lie
title_fullStr	Comparative Conceptual Analysis in a Legal Translation Classroom: Where Do the Pitfalls Lie
title_full_unstemmed	Comparative Conceptual Analysis in a Legal Translation Classroom: Where Do the Pitfalls Lie
title_sort	comparative conceptual analysis in a legal translation classroom: where do the pitfalls lie
publisher	Sciendo
publishDate	2021
url	https://doaj.org/article/84978d9d109a406fb3831188d777d3fb
work_keys_str_mv	AT klabalondrej comparativeconceptualanalysisinalegaltranslationclassroomwheredothepitfallslie AT kubanekmichal comparativeconceptualanalysisinalegaltranslationclassroomwheredothepitfallslie
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Comparative Conceptual Analysis in a Legal Translation Classroom: Where Do the Pitfalls Lie

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