Week 1: project management in MemSource, in SDL; demo project manager translation agency (guest speaker)
The student can create a project in different project management software, such as MemSource, SDL
The student can take on the function of project manager within the framework of a translation project.
Weeks 3 and 4: localisation (software, interface, website, documentation, etc.)
The student can manage a localisation project.
The student can carry out various localisation tasks.
Week 5 & 6: Corpus Creation
The student can create a DIY corpus which will be used for terminology extraction and/or stylistic purposes.
The student can use existing corpora for his translation project, such as sketch engine
Weeks 7 and 8: Multiterm and terminology extraction
Creation of multimedia tokens: the student learns to create and reflect on the content of the tokens.
Automatic terme extraction: the student learns to create a Golden Standard (= manual terme extraction), to apply automatic terme extraction and to calculate the precision and recall of the automatic system, to set a threshold and to motivate.
Week 9 & 10: Translation studio (project part: independent work)
Week 11: MT, PE
The student can explain the differences between different types of MT (machine translation) and can take these into account when post-editing.
The student can post-edit a text in a CAT tool environment.
Week 12: revision
The student can define the concept of revision in translation science and compare it with the concept of revision in other disciplines.
The student can name the main revision concepts and illustrate them with examples.
The student can name a typology of revision parameters and apply it in a revision task.
The student can identify the most commonly used revision procedures and select the appropriate procedure for a revision task according to the revision instructions.
The student can identify the main revision principles and apply them in a revision task.
The student can name the different types of revision actions that are used to measure the quality of the revision. He can use that terminology to evaluate a revision task.
The student can situate the concept of revision competence in translation science and compare it with the best-known models of translation competence.
The student can explain and apply the difference between a pragmatic revision and a didactic revision within the framework of a revision task.
The student can revise a translation into Dutch (from the B language) in a professional manner by observing the different theories and principles specific to the discipline.