Edina Robin
Edina Robin, associate professor, is Director for the Institute of Language Mediation and Head of the Department of Translation and Interpreting, Eötvös Loránd University, Budapest, Hungary. She holds an MA in English Language and Literature, as well as a PhD in Translation Studies. At the Department of Translation and Interpreting, Eötvös Loránd University, she teaches translation skills, revision skills and Hungarian language and style. She is also a lecturer and supervisor at the Translation Studies Program of the Doctoral School of Linguistics. She is a member of the Hungarian Association of Applied Linguists and Language Teachers (MANYE), the Applied Linguistics Working Committee of the Hungarian Academy of Sciences, the international network of LITHME, and also co-chair of the Translation Studies Department of MANYE. Furthermore, she is a member of the editorial board of CTTL, Fordítástudomány, Alkalmazott Nyelvtudomány and member of the advisory board of Across Languages and Cultures and Target Multilingual, all of which are peer-reviewed, edited journals within the field of applied linguistics and translation studies. She is also the supervisor of the Pannonia Corpus assembled at Eötvös Loránd University. Her main research interests include translation revision, post-editing, corpus-based translation studies and translation universals.
Phone: +36309697331
Address: Múzeum krt. 4/F I/3–4.
Phone: +36309697331
Address: Múzeum krt. 4/F I/3–4.
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Papers by Edina Robin
The present doctoral dissertation presents and discusses the results of a research which builds on the combination of both quantitative and qualitative empirical methods. The aim of the analysis was to determine what happens to the so-called translation universals as a result of revision, i.e. if revisers modify in any way the generally observable features of translation. Based on the above, our hypothesis was that besides checking for equivalence, they perform modifications aiming to reduce the dominance of translation universals: revisers modify the explicitating and implicitating operations of translators as their overuse or absence may result in the observable presence of translation universals (e. g. redundance, lexical simplification, under-representation of unique items etc.).
The research focuses on the explicitating and implicitating operations present in both translation and revision (Robin 2013), as Toury (2004) and Pym (2008) clearly point out that explicitation and implicitation seem to be connected with the rest of the so-called universals. The analyses include the computer-based examination (type/token ratio, average word count per sentence, lexical density) of a complex revisional parallel corpus which contains the full texts of ten English novels, their draft translations and revised versions, as well as the contrastive analyses of text samples, based on Klaudy’s (1997) typology, for the identification of transfer operations and revisional modifications. The results show that revisers – apart from the correction of obvious translational and language mistakes – not only perform explicitation and implicitation independently but also modify the transfer operations of translators. They delete unnecessary lexical and grammatical additions, reduce the syntactic redundancy and enrich vocabulary through specification – creating less redundant texts with less simplified, richer vocabulary, aiming for the optimalisation of explicitness, but at the same time even more equalizing than the drafts. It seems worthwhile to continue research into the effects of revision on translation, as some of the phenomena attributed to the translation process may in fact belong to editing procedures.
Keywords: formative assessment, didactic revision, differentitating, correcting, improving, revisional operations
the spring of 2020, both students and faculty members found themselves
in an unprecedented situation. Due to restrictive measures, it was not
possible to hold classes in university campus buildings, however, thanks
to the spectacular technological advancement of recent decades, it
became possible to replace face to face lessons with distance teaching
using modern information and communication technologies. This was
also the case at the Department of Translation and Interpreting at
Eötvös Loránd University (ELTE), Hungary. Teachers and students of
the department had already had experience with distance learning
courses, virtual lessons, or training sessions through video conferencing
equipment, hence they were not completely unfamiliar with the task at
hand. Nevertheless, it has proved a challenge to introduce distance
learning based largely on digital tools in all of our training formats, be it
translator, interpreter, multimedia translation training or even the doctoral
program. In this volume of studies, lecturers of the Department of
Translation and Interpreting at ELTE review the lessons learned
from their students' feedback and their own experiences regarding
the teaching methods used during the first wave of the coronavirus
pandemic: difficulties they had to overcome and new opportunities
they encountered when teaching and assessing with the help of LMS systems,
video call programs and remote interpreting platforms.
As a result of the Covid-19 pandemic, which swept across the globe in the spring of 2020, both students and faculty members found themselves in an unprecedented situation. Due to restrictive measures, it was not possible to hold classes in university campus buildings, however, thanks to the spectacular technological advancement of recent decades, it became possible to replace face to face lessons with distance teaching using modern information and communication technologies. This was also the case at the Department of Translation and Interpreting at Eötvös Loránd University (ELTE), Hungary. Teachers and students of the department had already had experience with distance learning courses, virtual lessons, or training sessions through video conferencing equipment, hence they were not completely unfamiliar with the task at hand. Nevertheless, it has proved a challenge to introduce distance learning based largely on digital tools in all of our training formats, be it translator, interpreter, multimedia translation training or even the doctoral program. In this volume of studies, lecturers of the Department of Translation and Interpreting at ELTE review the lessons learned from their students' feedback and their own experiences regarding the teaching methods used during the first wave of the coronavirus pandemic: difficulties they had to overcome and new opportunities they encountered when teaching and assessing with the help of LMS systems, video call programs and remote interpreting platforms.
A kötet mindazok érdeklődésére számot tarthat, akik gyakorlatban művelik a fordítást, és szívesen tájékozódnak a szakmájukkal kapcsolatban folyó tudományos vizsgálódásokról, különös tekintettel a lektorálásra; akik maguk is tudományos alapokon kutatják a fordítás folyamatait és jellemzőit; és azok a jövendő szakfordító hallgatók is haszonnal forgathatják, akik saját tanulmányaikhoz keresnek fordítástudományi témájú szövegeket a lektorálásról – magyar fordításban.