Wikis and the Editing Process
Wikis constitute a collaborative learning environment ideal for the development of students’ translation competence since they allow participants to add or modify the content proposed in a given task through a collaborative process (Castro López-Tarruella, 2004). Consequently, the systematic use of...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Lenguas
2022
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| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37202 |
| Aporte de: |
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I10-R303-article-37202 |
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Universidad Nacional de Córdoba |
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I-10 |
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R-303 |
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Nueva ReCIT : Revista del área de traductología |
| language |
Español |
| format |
Artículo revista |
| topic |
wikis revision process translation teaching translation competence cybercultural competence wikis proceso de revisión didáctica de la traducción competencia traductora competencias ciberculturales |
| spellingShingle |
wikis revision process translation teaching translation competence cybercultural competence wikis proceso de revisión didáctica de la traducción competencia traductora competencias ciberculturales Sestopal, María Dolores Aguirre Sotelo, Evangelina Nieto Femenía, Fernanda Wikis and the Editing Process |
| topic_facet |
wikis revision process translation teaching translation competence cybercultural competence wikis proceso de revisión didáctica de la traducción competencia traductora competencias ciberculturales |
| author |
Sestopal, María Dolores Aguirre Sotelo, Evangelina Nieto Femenía, Fernanda |
| author_facet |
Sestopal, María Dolores Aguirre Sotelo, Evangelina Nieto Femenía, Fernanda |
| author_sort |
Sestopal, María Dolores |
| title |
Wikis and the Editing Process |
| title_short |
Wikis and the Editing Process |
| title_full |
Wikis and the Editing Process |
| title_fullStr |
Wikis and the Editing Process |
| title_full_unstemmed |
Wikis and the Editing Process |
| title_sort |
wikis and the editing process |
| description |
Wikis constitute a collaborative learning environment ideal for the development of students’ translation competence since they allow participants to add or modify the content proposed in a given task through a collaborative process (Castro López-Tarruella, 2004). Consequently, the systematic use of wikis would be helpful to approach the different stages in the translation process, and this would transform them into a powerful tool that could be used for different purposes. Within the translation process, one of the greatest challenges is the development of the necessary skills to correctly edit a translation. Through a learning experience in a virtual classroom from a postgraduate course in the Specialization in Translation at the School of Languages, National University of Córdoba, the need to work on the revision process in a systematic way was detected. To that end, it was necessary to analyze the specific aspects that students were not able to develop fully in relation to this process. The hypothesis considered was that students tend to overcorrect their peers’ translations, and, as a result, they tend to introduce errors. In order to test this hypothesis, the students’ interventions in a wiki when editing their peers’ translations were analyzed. The revision parameters proposed by Mossop (2001) were used in order to design a scale that would allow the analysis of the students’ application of these parameters, namely, translation errors related to transfer, content, language, and presentation. In this paper, the revision task proposed will be described together with their objectives and methodology. Moreover, the results of the application of the error scale will be analyzed to evaluate the hypothesis, and finally, a pedagogical proposal will be presented on the basis of this analysis, to facilitate the development of the student´s editing and cybercultural competences (Levy, 2007) necessary for students to be adequately inserted in the current translation working environment. This proposal is part of the project «Technological and Didactic Translation and Interpretation Mediation: from Linguistic Engineering to the New Didactic Settings» from the research group DITTIC, supported by a grant from the Science and Technology Secretariat of the National University of Córdoba. |
| publisher |
Facultad de Lenguas |
| publishDate |
2022 |
| url |
https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37202 |
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2024-09-03T20:23:28Z |
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I10-R303-article-372022022-11-02T14:54:58Z Wikis and the Editing Process Las wikis y el proceso de revisión Sestopal, María Dolores Aguirre Sotelo, Evangelina Nieto Femenía, Fernanda wikis revision process translation teaching translation competence cybercultural competence wikis proceso de revisión didáctica de la traducción competencia traductora competencias ciberculturales Wikis constitute a collaborative learning environment ideal for the development of students’ translation competence since they allow participants to add or modify the content proposed in a given task through a collaborative process (Castro López-Tarruella, 2004). Consequently, the systematic use of wikis would be helpful to approach the different stages in the translation process, and this would transform them into a powerful tool that could be used for different purposes. Within the translation process, one of the greatest challenges is the development of the necessary skills to correctly edit a translation. Through a learning experience in a virtual classroom from a postgraduate course in the Specialization in Translation at the School of Languages, National University of Córdoba, the need to work on the revision process in a systematic way was detected. To that end, it was necessary to analyze the specific aspects that students were not able to develop fully in relation to this process. The hypothesis considered was that students tend to overcorrect their peers’ translations, and, as a result, they tend to introduce errors. In order to test this hypothesis, the students’ interventions in a wiki when editing their peers’ translations were analyzed. The revision parameters proposed by Mossop (2001) were used in order to design a scale that would allow the analysis of the students’ application of these parameters, namely, translation errors related to transfer, content, language, and presentation. In this paper, the revision task proposed will be described together with their objectives and methodology. Moreover, the results of the application of the error scale will be analyzed to evaluate the hypothesis, and finally, a pedagogical proposal will be presented on the basis of this analysis, to facilitate the development of the student´s editing and cybercultural competences (Levy, 2007) necessary for students to be adequately inserted in the current translation working environment. This proposal is part of the project «Technological and Didactic Translation and Interpretation Mediation: from Linguistic Engineering to the New Didactic Settings» from the research group DITTIC, supported by a grant from the Science and Technology Secretariat of the National University of Córdoba. Las wikis presentan un entorno de aprendizaje colaborativo propicio para el desarrollo de la competencia traductora de los alumnos, ya que permiten que los participantes añadan, expandan o modifiquen el contenido propuesto en una actividad dada a través de un proceso de colaboración (Castro López-Tarruella, 2004). Por lo tanto, su uso de manera sistemática posibilitaría ir abordando distintas partes del proceso traductor y las convertiría en una poderosa herramienta que puede utilizarse con diferentes fines. Por otra parte, en el marco del proceso traductor, uno de los grandes desafíos es el desarrollo de las habilidades necesarias para realizar una correcta revisión. A través de una experiencia en el aula virtual de un curso de posgrado, perteneciente a la Especialización en Traducción de la Facultad de Lenguas, Universidad Nacional de Córdoba, se detectó que era necesario desarrollar de manera sistemática el proceso de revisión y que, para ello, se requería conocer aquellos aspectos que los alumnos no lograban desarrollar plenamente. Se partió de la hipótesis de que los alumnos tienden a sobrecorregir las traducciones de sus compañeros y, como consecuencia, suelen introducir errores. Para estudiar esta hipótesis, se analizaron las intervenciones de los alumnos en una wiki cuyo objetivo era corregir la traducción de sus pares. Se decidió usar la clasificación de los parámetros de revisión de Mossop (2001) para el desarrollo de un baremo que permitiera estudiar la aplicación por parte de los alumnos de los distintos parámetros de revisión por él propuestos, a saber: errores de transferencia, contenido, idioma (lenguaje y estilo) y de presentación. En el presente trabajo, se presentará la actividad de revisión propuesta, con sus objetivos y desarrollo. A continuación, se mostrarán los resultados de la aplicación de este baremo para la evaluación de la hipótesis y, finalmente, se hará referencia a una propuesta didáctica resultado de dicha evaluación que creemos favorece el desarrollo de la competencia revisora de los alumnos, a la vez que se adquieren las competencias ciberculturales (Levy, 2007) necesarias para una correcta inserción de los alumnos en el entorno actual de traducción. Esta propuesta forma parte de un proyecto avalado y subsidiado por la SeCyT denominado «Mediación tecnológica y didáctica de la traducción y de la interpretación: de la ingeniería lingüística a las nuevas configuraciones didácticas» del grupo DITTIC. Facultad de Lenguas 2022-11-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf text/html https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37202 Nueva ReCIT : Revista del área de traductología; Núm. 5 (2022): Especial 2618-1940 spa https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37202/38996 https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37202/38997 https://creativecommons.org/licenses/by-nc-nd/4.0 |