Competencias Generales:
CB10 - Que los estudiantes posean las habilidades de aprendizaje que les permitan continuar estudiando de un modo que habrá de ser en gran medida autodirigido o autónomo.
-CG4 - Conocer los aspectos interculturales que inciden en la comunicación internacional y la traducción.
CG5 - Comprender e integrar información masiva y compleja procedente de diversas fuentes (artículos, Internet, revistas especializadas, etc.) dentro de distintas perspectivas teóricas de la lingüística inglesa.
CB7 - Que los estudiantes sepan aplicar los conocimientos adquiridos y su capacidad de resolución de problemas en entornos nuevos o poco conocidos dentro de contextos más amplios (o multidisciplinares) relacionados con su área de estudio
CB9 - Que los estudiantes sepan comunicar sus conclusiones y los conocimientos y razones últimas que las sustentan a públicos especializados y no especializados de un modo claro y sin ambigüedades

CT2 - Conocer y utilizar las estrategias de comunicación oral y escrita en el ámbito de la lingüística inglesa
CT3 - Aplicar a un nivel avanzado las herramientas de gestión de la información: recopilación sistemática, organización, selección, análisis, síntesis y presentación.

CE4 - Conocer las diferencias interculturales para el estudio contrastivo del inglés y el español.

Guided assignments previous to lectures will be provided, so as to allow the students a personal approach to each unit. A brief list of selected readings will also accompany each unit.
Lectures will follow
At the end of each lecture a final task will be required

Each unit will include a set of focused.exercises to improve the students' skills.
Depending on the number of students, a more in-depth practical project may also be developed.

Field work may be encouraged as part of the students' assignments.

Students will have to present their results regularly throughout the course. The audience will be encouraged to take part in the following discussion.

See projects above.

6

1

 This practice-oriented module focuses on key linguistic differences between English and Spanish. Through a systematic selection of relevant readings and abundant examples taken from real texts the course seeks to raise awareness on contrastive aspects between the languages concerned and to offer adequate tools for the practice of general translation.

 

A C-1 knowledge of English and Spanish is required, as well as a good knowledge of linguistic concepts and categories.

 ·     The module aims to provide students with a solid grounding and training in contrastive English and Spanish linguistic structures. This systematic contrastive study will allow students to improve their translating competence.
·       To allow students to translate from English into Spanish so as to gain experience and confidence.
*  To give a current account on research carried out on Contrastive Studies and Translation.

Learning Outcomes of subject specific knowledge

·         Students will acquire an in‐depth knowledge of linguistic mismatching between English and Spanish at various levels.

·         Students will acquire a basic knowledge of key translation procedures and devices involved in processes of English‐Spanish translation.

·         They will get access to standard reference tools, including electronic source materials.

 

Contents

•  Introduction: What this course is about. What this course is NOT about.

•  HT‐0: Research tools (individual work)

•  HT‐1: Brief introduction to CL: Language as perspective

–  Problems in Contrastive Studies

–  Tools for Contrastive Studies: Corpus Linguistics and Translation Studies

–  Contrastive Studies Applied

•  HT‐2: Contrastive writing. Graphic conventions: an English‐Spanish Comparison

–  Proof reading: sample texts

•  HT‐3: Contrastive lexis and phraseology

•  HT‐4‐7: Typological contrasts. Semantic implications of grammar

–  Some implications of formal (in)variability.

•  [Concordance]

•  Morphologically marked tense and mood. Further tense asymmetries

•  Pragmatic vs syntactic word order

–  The passive

–  Pronominal verbs vs “personal constructions”

•  Event perspective

•  HT‐8: Back to translation. Translation procedures and problem‐solving strategies.

•  HT‐9: Final practice. Summing up. Critical commentary of bilingual texts

• Regular class attendance, participation in discussions and small group activities and completion of written assignments, are expected.
• Course assessment will be made on completed tasks and assignments (+ attendance + participation).
• Assignments are regularly uploaded to Moodle and are thought as a first individual student approach to the unit. This initial understanding of the topic in question can and should be completed, improved, etc. after in-class sessions.
• Assignments may include personal work for class discussion, mandatory tasks and voluntary tasks. The more the student does the better their final grade.
• Improved versions of mandatory tasks are welcome during the course.
• Mandatory tasks required from assignments must be handed to the course organizer by the assigned date. Late work will not be admitted
• When necessary, work will be discussed individually with each student (after submission).
Course participation, assignments and mid-course formative tests will represent 60% of the final grade.
• There will be a final paper for this course (40% of the final grade)
• Students failing the ordinary examination sitting, may take an extraordinary ‘re-sit’. Grades for this re-sit will be based on a translation paper: Topic and approach to be decided with the tutor.

In quantitative terms,

* Altenberg, B. Et al. Eds. 2002. Lexis in contrast . Amsterdam : Bemjamins
* Baker, M. (1992) In Other Words. A Coursebook on Translation . Londres: Routledge.
* Basnett, S.: Translation Studies . London , Routledge, 1991.
* Fisiak, J. (ed.) (1990) Further Insights into Contrastive Analysis , Amsterdam/Philadelphia: John Benjamins (Linguistic and Literary Studies in Eastern Europe :10)
* Teich, E. (2003): Cross‐linguistic Variation in System and Text: A Methodology for the Investigation of Translations and Comparable Texts . Berlin : Mouton de Gruyter.
* Hurtado Albir, A. (2001) Traducción y traductología. Introducción a la traductología. Madrid: Cátedra.
* Newmark, P.(1988) A textbook of Translation , Nueva York: Prentice Hall. (Traducción española: Manual de Traducción , Virgilio Moya (tr.), Madrid: Cátedra, 1992)
* Jaszczolt, Katarzyna M. and Ken Turn er. Eds. 1996. Contrastive semantics and pragmatics (vol 2) . Amsterdam & NY: Pergamon
* Kefer, M. and J. van der Auwera (eds.) (1992) Meaning and grammar. Cross‐linguistic perspectives . Berlin : Mouton de Gruyter.
* Krzeszowski, T.P. (1990) Contrasting languages: The scope of contrastive linguistics . Berlin: Mouton de Gruyter.
* http://bank.rug.ac.be/contragram/biblio.html
STUDENTS ARE REFERRED TO REFRESHED LISTS OF BIBLIOGRAPHIC REFERENCES WHICH WILL BE REGULARLY UPLOADED TO CAMPUS VIRTUAL