Obstacles in Economic Translation:

Obstacles in Economic Translation: common, frequent mistakes
made by undergraduates
1. Introduction
When facing the challenge of translating an economic text from Spanish into English, translators encounter
several difficulties and to tackle these, knowledge of the languages per se (in this case, Spanish and English) does
not guarantee the production of a correct text into the target language. Undergraduates must become aware that the
translation activity is a complex process demanding the ability to use the appropriate translation techniques and
strategies as well as specialised terminology and awareness of any extra crucial meaning to the source text (ST).
To demonstrate how the above-mentioned difficulties quite often arise and are a stumbling block for future
professional translators, two of the most common non-specialized language mistakes made while doing reverse translation, namely, the correct usage of linking words and articles is analysed. Real examples extracted from a class
assignment will be used to illustrate how 14 students might have overlooked the proper use of general English due
to their concern about the specialized content which needs to be transferred.
Gallego Hernández and Barrajón López (2012) have succinctly stated this previous idea:
Economic translation in a training context involves added difficulties due to the different sort of mistakes made by trainee translators.
Although it might be possible to think that most of these mistakes are related to specialized aspects (terminology, concepts,
specialized phraseology) of Economy, Finance, Commerce, etc. (and, in fact, there are numerous studies, for example, in the
translation of terminology), it is also possible to identify mistakes actually related to language in general, whether maternal or foreign.
(My translation)
Not only the right transfer of the specialized aspects of the source text (ST) onto the target text (TT) but also the
right basic English will result in the creation of a professional assignment as will be seen herein.
2. Introduction to the economic reverse translation (Spanish>English) module
For clarity, a brief outline of how the subject of Economic Translation (Spanish-English) is offered at the
University of Vigo is described below.
Planning is one of the key elements in the teaching activity. As Roberto Mayoral Asensio (1997) has noted:
The learning process demands an enormous deceleration of the translation process in so far as the student must acquire an awareness
of the process, which the professional follows automatically and unconsciously. (My translation)
Throughout this learning process, Mayoral also emphasizes the importance of establishing some quality
objectives which are essential for training inexperienced translators who lack knowledge of the topic and how to
find the right sources.
With this in mind, the main aim of this course is to introduce the specialization of translating economic and
commercial texts through the theoretical and practical study of direct and reverse translation. Approximately 60
students are conveniently divided into three small groups of about 20. Numbers might vary depending on
registration for each academic year.
This subject is taught in the fourth and final year compulsory for the Translation and Interpreting degree with
reverse translation courses into English previously offered (6 ECTS). So, language in use has been exposed to these
future translators, yet, in real practice there is evidence that the incorrect usage of general language hinders the
production of adequate translations as will be seen in this paper.
Concepts such as GDP, inflation, unemployment, taxes or social security are familiar to some students. However,
these concepts are presented again to avoid any basic voids taking place during their training. Special attention is
also paid to document research by using parallel texts and resource hunting to ensure credibility and accuracy.
Speaking English in class is also recommended and promoted via 10-20 minute student presentations. The
themes of these presentations are suggested by the professor, and guidance is offered during office hours.
3. Methodology
Hypothetically, the lack of a proper decision-making process due to overlooking general language while
translating results in firstly, a poor translation into English, secondly, a misuse of terminology and thirdly, in
consequence of these previous two, the production of a text which does not reach professional quality standards.
This concerns professors preparing undergraduates about to enter the market demanding reverse translations into
English.
The method followed to carry out this case study had the collaboration of 14 subjects who regularly attended the
Economic Reverse Translation sessions (Spanish>English). These 14 undergraduates were asked to translate at
home the first eight paragraphs of the document titled Radiografía del gasto público en España written by Prof.
Rebeca Cristina López González / Procedia - Social and Behavioral Sciences 173 ( 2015 ) 331 – 336 333
Fernando C. Ballabriga and Prof. Josep M. Comajuncosa and available online as part of the 2012 publication
Informe Económico Esade (Temas de Economía Española).
Participants were allowed a week's time limit for their final printed versions. The specifications regarding the
layout of these translations were as simple as possible to allow them enough time to concentrate on the texts and the
content. Graphics and tables, which are commonly used in the explanation of the data included in any economic
text, were not part of the assignment.
Participants could make use of any of the resources available, that is, paper and online dictionaries, glossaries
produced by them or by others, parallel texts, machine translation programmes, etc. These tools were accepted so
that the production would be more expedient for them. Participants were told they could also compare their versions
among themselves or with a professional translator.
3.1. Methodology: The four points under study
For analysis attention was focused on the following 4 points:
x The use or lack of use of the article before percentages.
x General use of the article: a/an/the/ø.
x Use of discourse markers.
x Translation of the specialized terminology.
Point 1. Refers to the use of the article before percentages which act as nouns in clauses.
This example is taken from subject #1:
E.g. ST: (…) lo que supone un 45,6% del total del PIB (…)
TT: This meant 45.6% of the total GDP (…)
Point 2. Refers to the use of both definite and indefinite articles. Any mistake, even the production of 1 error of
this type, throughout the 8 translated paragraphs will be accounted for.
Subject #7’s version reads:
E.g. ST: (…) se inició el actual proceso de ajuste fiscal (…)
TT: (…) despite the fact that (the*) tax adjustment had already begun.
Point 3. Analyzes discourse markers in terms of three parameters. The quantity used in the students’ versions.
The literality with regard to the ST and the correct usage of these markers.
An example of the ST’s influence in the produced TTs can be read as follows (Subject #11):
E.g. ST: Finalmente, la inversión pública aumentó a una media anual del 9,9%.
TT: Finally, the* public investment increased at a* annual rate of 9.9%.
Point 4. Is focused on the selection of the right terminology in a chosen sentence:
ST: Finalmente, las transferencias al sector privado incluyen una diversidad de conceptos como las pensiones
públicas de jubilación, el subsidio de desempleo, otras pensiones y ayudas por enfermedad (…)
TT: Finally, transferences to the private sector included a diversity of concepts like* retirement public
pensions, unemployment benefit, other pensions and sickness subsidies* (…)
The difficulties students came across with regard to these points were classified. Notes have been taken for each
subject and summarized in tables below.
334 Rebeca Cristina López González / Procedia - Social and Behavioral Sciences 173 ( 2015 ) 331 – 336
4. Results
Point 1
Out of the 14 versions offered, only 2 showed mistakes (8) regarding this particular point. Exactly 85.71% of the
subjects had no difficulty with articles when using percentages (9).
Table 1. Use of articles with percentages
Point 1:
Article and %
Total %
12 9 TTs
2 8 TTs
85.71% 9
Point 2
However, the results for Point 2 are quite different as seen in the chart below. All subjects except for 1 presented
mistakes in the general use of the definite and indefinite article:
Table 2. General article use
Point 2:
General Article Use
Total %
1 9 TT
13 8 TTs
7.14 % 9
Point 3
Regarding the use of discourse markers (DM), three situations have arisen, which are summarised below in Table
3. 12 subjects used finally in the same sentence and initial position as in the ST while 6 out of 14 only used finally as
a way of linking paragraphs rendering the text more coherent in English. This use literally imitated the source text.
One must note that the text in Spanish only used finally twice and no other discourse markers were introduced.
8 out of 14 used more than 1 discourse marker but 6 of these subjects did not use these markers correctly. The
markers chosen by the subjects were moreover, besides, in addition, however, and, eventually, on the contrary.
There were some register discrepancies, but they were correctly used in the TT.
Table 3. Use of discourse markers
(3.1) Literal TT DM (3.2) “Finally” as
the only DM
(3.3) Use of
several DM
12 = DM 6 TTs out of 14 8 out of 14 TTs
Used Several
DM
2  DM 42.85%
Imitated the ST
6 8 Use of DM
85.71% Used the same DM as in ST Out of those 8
TTs with several
DM, 75%
Wrong use
Rebeca Cristina López González / Procedia - Social and Behavioral Sciences 173 ( 2015 ) 331 – 336 335
Point 4
This point deals with the correct translation of a set of specialized terms which appear in paragraph #2 of the
source text (included as an example in Point 4).
The results regarding the tran

Результаты (русский) 1:

Препятствия в экономический перевод: общие, частые ошибкисделанное магистрантов 1. ВведениеКогда сталкиваются с проблемой перевода экономического текста с испанского на английский язык, переводчики столкнулисьнекоторые трудности и решать их, не знание языков per se (в данном случае, испанский и английский)не гарантирует производство правильный текст на целевой язык. Магистранты должны осознать чтоперевод деятельности представляет собой сложный процесс, требуя возможность использования методов соответствующего перевода истратегии как хорошо специализированной терминологии и осведомленности о любых дополнительных решающее значение исходного текста (ST).Чтобы продемонстрировать как вышеупомянутые трудности довольно часто возникают и являются камнем преткновения для будущегопрофессиональные переводчики, два из наиболее распространенных ошибок неспециализированных язык хотя делать обратный перевод, а именно, правильное использование увязки слов и статьи является анализ. Реальные примеры, извлеченные из классаназначения будут использоваться для иллюстрации как 14 студентов возможно упущены надлежащее использование общего английского должногоих озабоченность по поводу специализированный контент, который должен передаваться.Gallego Эрнандес и Barrajón Лопес (2012) кратко изложена эта Предыдущая идея:Экономический перевод в контексте подготовки включает в себя дополнительные трудности из-за разного рода ошибки, сделанные переводчиками обучаемого.Although it might be possible to think that most of these mistakes are related to specialized aspects (terminology, concepts,specialized phraseology) of Economy, Finance, Commerce, etc. (and, in fact, there are numerous studies, for example, in thetranslation of terminology), it is also possible to identify mistakes actually related to language in general, whether maternal or foreign.(My translation)Not only the right transfer of the specialized aspects of the source text (ST) onto the target text (TT) but also theright basic English will result in the creation of a professional assignment as will be seen herein.2. Introduction to the economic reverse translation (Spanish>English) moduleFor clarity, a brief outline of how the subject of Economic Translation (Spanish-English) is offered at theUniversity of Vigo is described below.Planning is one of the key elements in the teaching activity. As Roberto Mayoral Asensio (1997) has noted:The learning process demands an enormous deceleration of the translation process in so far as the student must acquire an awarenessof the process, which the professional follows automatically and unconsciously. (My translation)Throughout this learning process, Mayoral also emphasizes the importance of establishing some qualityobjectives which are essential for training inexperienced translators who lack knowledge of the topic and how tofind the right sources. With this in mind, the main aim of this course is to introduce the specialization of translating economic andcommercial texts through the theoretical and practical study of direct and reverse translation. Approximately 60students are conveniently divided into three small groups of about 20. Numbers might vary depending onregistration for each academic year.This subject is taught in the fourth and final year compulsory for the Translation and Interpreting degree withreverse translation courses into English previously offered (6 ECTS). So, language in use has been exposed to thesefuture translators, yet, in real practice there is evidence that the incorrect usage of general language hinders theproduction of adequate translations as will be seen in this paper.Concepts such as GDP, inflation, unemployment, taxes or social security are familiar to some students. However,these concepts are presented again to avoid any basic voids taking place during their training. Special attention isalso paid to document research by using parallel texts and resource hunting to ensure credibility and accuracy.Speaking English in class is also recommended and promoted via 10-20 minute student presentations. Thethemes of these presentations are suggested by the professor, and guidance is offered during office hours.3. MethodologyHypothetically, the lack of a proper decision-making process due to overlooking general language whiletranslating results in firstly, a poor translation into English, secondly, a misuse of terminology and thirdly, inconsequence of these previous two, the production of a text which does not reach professional quality standards.This concerns professors preparing undergraduates about to enter the market demanding reverse translations intoEnglish.The method followed to carry out this case study had the collaboration of 14 subjects who regularly attended theEconomic Reverse Translation sessions (Spanish>English). These 14 undergraduates were asked to translate athome the first eight paragraphs of the document titled Radiografía del gasto público en España written by Prof. Rebeca Cristina López González / Procedia - Social and Behavioral Sciences 173 ( 2015 ) 331 – 336 333Fernando C. Ballabriga and Prof. Josep M. Comajuncosa and available online as part of the 2012 publicationInforme Económico Esade (Temas de Economía Española).Participants were allowed a week's time limit for their final printed versions. The specifications regarding thelayout of these translations were as simple as possible to allow them enough time to concentrate on the texts and thecontent. Graphics and tables, which are commonly used in the explanation of the data included in any economictext, were not part of the assignment.Participants could make use of any of the resources available, that is, paper and online dictionaries, glossariesproduced by them or by others, parallel texts, machine translation programmes, etc. These tools were accepted sothat the production would be more expedient for them. Participants were told they could also compare their versionsamong themselves or with a professional translator.3.1. Methodology: The four points under studyFor analysis attention was focused on the following 4 points:x The use or lack of use of the article before percentages.x General use of the article: a/an/the/ø.x Use of discourse markers.x Translation of the specialized terminology.Point 1. Refers to the use of the article before percentages which act as nouns in clauses.This example is taken from subject #1:E.g. ST: (…) lo que supone un 45,6% del total del PIB (…)TT: This meant 45.6% of the total GDP (…)Point 2. Refers to the use of both definite and indefinite articles. Any mistake, even the production of 1 error ofthis type, throughout the 8 translated paragraphs will be accounted for.Subject #7’s version reads:E.g. ST: (…) se inició el actual proceso de ajuste fiscal (…)TT: (…) despite the fact that (the*) tax adjustment had already begun.Point 3. Analyzes discourse markers in terms of three parameters. The quantity used in the students’ versions.The literality with regard to the ST and the correct usage of these markers.An example of the ST’s influence in the produced TTs can be read as follows (Subject #11):E.g. ST: Finalmente, la inversión pública aumentó a una media anual del 9,9%.
TT: Finally, the* public investment increased at a* annual rate of 9.9%.
Point 4. Is focused on the selection of the right terminology in a chosen sentence:
ST: Finalmente, las transferencias al sector privado incluyen una diversidad de conceptos como las pensiones
públicas de jubilación, el subsidio de desempleo, otras pensiones y ayudas por enfermedad (…)
TT: Finally, transferences to the private sector included a diversity of concepts like* retirement public
pensions, unemployment benefit, other pensions and sickness subsidies* (…)
The difficulties students came across with regard to these points were classified. Notes have been taken for each
subject and summarized in tables below.
334 Rebeca Cristina López González / Procedia - Social and Behavioral Sciences 173 ( 2015 ) 331 – 336
4. Results
Point 1
Out of the 14 versions offered, only 2 showed mistakes (8) regarding this particular point. Exactly 85.71% of the
subjects had no difficulty with articles when using percentages (9).
Table 1. Use of articles with percentages
Point 1:
Article and %
Total %
12 9 TTs
2 8 TTs
85.71% 9
Point 2
However, the results for Point 2 are quite different as seen in the chart below. All subjects except for 1 presented
mistakes in the general use of the definite and indefinite article:
Table 2. General article use
Point 2:
General Article Use
Total %
1 9 TT
13 8 TTs
7.14 % 9
Point 3
Regarding the use of discourse markers (DM), three situations have arisen, which are summarised below in Table
3. 12 subjects used finally in the same sentence and initial position as in the ST while 6 out of 14 only used finally as
a way of linking paragraphs rendering the text more coherent in English. This use literally imitated the source text.
One must note that the text in Spanish only used finally twice and no other discourse markers were introduced.
8 out of 14 used more than 1 discourse marker but 6 of these subjects did not use these markers correctly. The
markers chosen by the subjects were moreover, besides, in addition, however, and, eventually, on the contrary.
There were some register discrepancies, but they were correctly used in the TT.
Table 3. Use of discourse markers
(3.1) Literal TT DM (3.2) “Finally” as
the only DM
(3.3) Use of
several DM
12 = DM 6 TTs out of 14 8 out of 14 TTs
Used Several
DM
2  DM 42.85%
Imitated the ST
6 8 Use of DM
85.71% Used the same DM as in ST Out of those 8
TTs with several
DM, 75%
Wrong use
Rebeca Cristina López González / Procedia - Social and Behavioral Sciences 173 ( 2015 ) 331 – 336 335
Point 4
This point deals with the correct translation of a set of specialized terms which appear in paragraph #2 of the
source text (included as an example in Point 4).
The results regarding the tran

Результаты (русский) 3:

Препятствий на пути экономического перевода: общие, частые ошибки
, неорганическая химия
1. Введение
при решении проблем, связанных с перевод экономического текста с испанского на английский язык, переводчики сталкиваются с
некоторые трудности и решать эти, знаний в языках per se (в данном случае, испанском и английском языках) не
не гарантирует, что производство правильный текст в языка.