Teaching English for Medical Translation: A Corpusbased Approach
Developing the appropriate linguistic and documentation skills in specialised domains is one of the greatest challenges in English for Specific Purposes (ESP) courses. Among other tools, corpora are intended as efficient resources students can use to improve and develop their thematic, terminologi...
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| Format: | Article |
| Language: | English |
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Urmia University
2020-07-01
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| Series: | Iranian Journal of Language Teaching Research |
| Subjects: | |
| Online Access: | http://ijltr.urmia.ac.ir/article_120887_bed134417f7dd9d335e2cd3162a9df43.pdf |
| _version_ | 1818143804659597312 |
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| author | María del Mar Sánchez Ramos |
| author_facet | María del Mar Sánchez Ramos |
| author_sort | María del Mar Sánchez Ramos |
| collection | DOAJ |
| description | Developing the appropriate linguistic and documentation skills in specialised domains is one of the greatest
challenges in English for Specific Purposes (ESP) courses. Among other tools, corpora are intended as
efficient resources students can use to improve and develop their thematic, terminological, and
phraseological knowledge (Sánchez Ramos, 2020). Based on a non-experimental mixed-methods study, this
paper reports the feasibility of a corpus-based approach to teaching medical translation at a postgraduate
level. It analyses how a group of 40 postgraduate students at the University of Alcalá (Madrid, Spain)
perceive the compilation of their own corpus and the usefulness of corpus management tools (CMTs) in
solving thematic, terminological, and phraseological issues. The software LancsBox (Lancaster University) was
used, which is a recently created CMT that incorporates automatic tagging, cutting-edge statistics
information, and innovative visualization options. The quantitative and qualitative analyses of this data
suggest that the ESP students were highly satisfied with the corpus-based approach. Our findings also reveal
that postgraduate students incorporated CMTs during the whole course as documentation resources for
their translation tasks, and they are willing to use them in their near future professional career. These results
show the potential usefulness of CMTs and offer a way of integrating them into the ESP curriculum. |
| first_indexed | 2024-12-11T11:37:30Z |
| format | Article |
| id | doaj.art-c39e405b5dc34e6080f3cc264df0cc6f |
| institution | Directory Open Access Journal |
| issn | 2322-1291 2322-1291 |
| language | English |
| last_indexed | 2024-12-11T11:37:30Z |
| publishDate | 2020-07-01 |
| publisher | Urmia University |
| record_format | Article |
| series | Iranian Journal of Language Teaching Research |
| spelling | doaj.art-c39e405b5dc34e6080f3cc264df0cc6f2022-12-22T01:08:43ZengUrmia UniversityIranian Journal of Language Teaching Research2322-12912322-12912020-07-01822540Teaching English for Medical Translation: A Corpusbased ApproachMaría del Mar Sánchez Ramos0University of AlcaláDeveloping the appropriate linguistic and documentation skills in specialised domains is one of the greatest challenges in English for Specific Purposes (ESP) courses. Among other tools, corpora are intended as efficient resources students can use to improve and develop their thematic, terminological, and phraseological knowledge (Sánchez Ramos, 2020). Based on a non-experimental mixed-methods study, this paper reports the feasibility of a corpus-based approach to teaching medical translation at a postgraduate level. It analyses how a group of 40 postgraduate students at the University of Alcalá (Madrid, Spain) perceive the compilation of their own corpus and the usefulness of corpus management tools (CMTs) in solving thematic, terminological, and phraseological issues. The software LancsBox (Lancaster University) was used, which is a recently created CMT that incorporates automatic tagging, cutting-edge statistics information, and innovative visualization options. The quantitative and qualitative analyses of this data suggest that the ESP students were highly satisfied with the corpus-based approach. Our findings also reveal that postgraduate students incorporated CMTs during the whole course as documentation resources for their translation tasks, and they are willing to use them in their near future professional career. These results show the potential usefulness of CMTs and offer a way of integrating them into the ESP curriculum.http://ijltr.urmia.ac.ir/article_120887_bed134417f7dd9d335e2cd3162a9df43.pdfespmixed-methods methodologycorpus-based approachstudents' perceptionmedical translation |
| spellingShingle | María del Mar Sánchez Ramos Teaching English for Medical Translation: A Corpusbased Approach Iranian Journal of Language Teaching Research esp mixed-methods methodology corpus-based approach students' perception medical translation |
| title | Teaching English for Medical Translation: A Corpusbased Approach |
| title_full | Teaching English for Medical Translation: A Corpusbased Approach |
| title_fullStr | Teaching English for Medical Translation: A Corpusbased Approach |
| title_full_unstemmed | Teaching English for Medical Translation: A Corpusbased Approach |
| title_short | Teaching English for Medical Translation: A Corpusbased Approach |
| title_sort | teaching english for medical translation a corpusbased approach |
| topic | esp mixed-methods methodology corpus-based approach students' perception medical translation |
| url | http://ijltr.urmia.ac.ir/article_120887_bed134417f7dd9d335e2cd3162a9df43.pdf |
| work_keys_str_mv | AT mariadelmarsanchezramos teachingenglishformedicaltranslationacorpusbasedapproach |