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Les Outils D'aide À La Traduction Comme Pratique Normative Et La

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Les Outils D'aide À La Traduction Comme Pratique Normative Et La Les outils d’aide à la traduction comme pratique normative et la formation subséquente des traducteurs professionnels au Canada Catherine Landreville Mémoire présenté au Département d’études françaises comme exigence partielle au grade de maîtrise ès arts (en traductologie) Université Concordia Montréal, Québec, Canada Septembre 2018 © Catherine Landreville, 2018 UNIVERSITÉ CONCORDIA École des études supérieures Nous certifions par la présente que le mémoire rédigé par Catherine Landreville intitulé Les outils d’aide à la traduction comme pratique normative et la formation subséquente des traducteurs professionnels au Canada et déposé à titre d’exigence partielle en vue de l’obtention du grade de Maîtrise ès Arts (Traductologie) est conforme aux règlements de l’Université et satisfait aux normes établies pour ce qui est de l’originalité et de la qualité. Signé par les membres du Comité de soutenance Président Paul Bandia, Université Concordia Examinateur Philippe Caignon, Université Concordia Examinatrice Elizabeth Marshman, Université d’Ottawa Directrice Deborah Folaron, Université Concordia Approuvé par : Directeur du département ou du programme d’études supérieures 2018 Doyen de la Faculté RÉSUMÉ Les outils d’aide à la traduction comme pratique normative et la formation subséquente des traducteurs professionnels au Canada Catherine Landreville On a longtemps prêté au Canada un statut particulier en matière de traduction en raison de sa réalité linguistique, mais également de sa politique linguistique bien ancrée. L’histoire de la création du Bureau de la traduction n’est plus à faire (Delisle, 2016), et de nombreux chercheurs se sont déjà penchés sur la structuration et l’uniformisation de l’enseignement de la traduction au Canada (dont Mareschal, 2005). Bien que les programmes de formation en traduction au Canada et que les regroupements de traducteurs professionnels soient pratiquement des vases communicants, force est de constater que ces branches distinctes du paysage traductionnel canadien n’ont pas encore fait l’objet de conciliation ou de rapprochement en ce qui a trait au transfert des connaissances. Afin de pallier cet inconvénient, nous avons effectué des recherches sur trois grands axes : les outils d’aide à la traduction accessibles aux traducteurs canadiens en 2018, les programmes de formation des traducteurs au Canada et les regroupements de traducteurs professionnels au Canada. Nous en présentons les résultats dans le présent mémoire. Au-delà de leur analyse distincte, nous proposons une interprétation des résultats en comparant les trois axes pour tenter de répondre à la question suivante : est-ce que les traducteurs canadiens reçoivent une formation sur les technologies, et tout particulièrement, sur les outils d’aide à la traduction, que ce soit par leur formation ou encore par leur regroupement professionnel. Mots-clés : traducteurs, enseignement, agrément, regroupements, traduction professionnelle, outils d’aide à la traduction, technologies, Canada, formation iii Remerciements Votre contribution, votre soutien et vos conseils nous ont apporté, de près et de loin, un énorme soutien et une force inégalée. Nous vous sommes redevables, franchement et pour longtemps. Du fond du cœur, merci. Deborah Folaron Caroline Hallé Marie-Ève Landreville Michel Landreville Pier-Luc Landreville Valérie Landreville Julie Mousseau Louise Turcot Nous aimerions également remercier le regard optimiste et aguerri des membres du Comité de soutenance qui nous auront permis de rectifier certains éléments d’information et d’en clarifier d’autres. Nous vous remercions pour votre inspiration, votre enthousiasme et votre minutie. iv Table des matières 1. Introduction ............................................................................................................................... 1 2. Conception de la recherche ....................................................................................................... 3 2.1. L’espace du traducteur professionnel canadien ................................................................. 3 2.1.1. La formation des traducteurs professionnels au Canada ............................................ 8 2.1.2. Les regroupements de traducteurs professionnels au Canada .................................. 10 2.2. Les technologies dans l’espace du traducteur professionnel canadien ............................ 11 2.2.1. Un très bref survol des technologies au sein de la profession .................................. 11 2.2.2. Le traducteur professionnel canadien : un citoyen de la société canadienne ........... 13 2.3. Approche sociotechnologique et cadre méthodologique ................................................. 15 2.4. Définitions et concepts .................................................................................................... 16 2.4.1. Les outils d’aide à la traduction ............................................................................... 16 2.4.2. La formation des traducteurs professionnels au Canada en matière de technologies ......................................................................................................... 20 3. Collecte des données ............................................................................................................... 22 3.1. Conception des bases de données .................................................................................... 22 3.1.1. Élaboration de la structure conceptuelle des bases de données ............................... 23 3.1.2. Élaboration de la structure logique des bases de données ........................................ 50 3.2. Alimentation des bases de données ................................................................................. 61 3.2.1. Compilation des données ......................................................................................... 64 3.2.2. Contrôle de la qualité des données ........................................................................... 74 4. Analyse et interprétation des résultats .................................................................................... 79 4.1. Traitement des données ................................................................................................... 79 4.1.1. Données sur les outils d’aide à la traduction ............................................................ 79 4.1.2. Données sur les programmes de formation en traduction ........................................ 88 v 4.1.3. Données sur les regroupements de traducteurs professionnels ................................ 94 4.2. Interprétation des résultats ............................................................................................... 99 5. Conclusion ............................................................................................................................ 104 6. Bibliographie ......................................................................................................................... 106 Annexes Annexe I Base de données sur les outils d’aide à la traduction............................................ 118 Annexe II Base de données sur les programmes de formation en traduction au Canada...... 278 Annexe III Base de données sur les regroupements de traducteurs professionnels au Canada .................................................................................................................. 391 Annexe IV Évolution de la structure des fiches de bases de données ...................................... 409 Annexe V Liste des établissements d’enseignement post-secondaire consultés ..................... 425 Annexe VI Programmes de formation reconnus par regroupement de traducteurs professionnels......................................................................................................... 431 Annexe VII Modèles de courriel pour validation externe ......................................................... 438 Liste des figures Figure 1. Schéma d’interaction entre la machine et l’humain ........................................................ 17 Figure 2. Fiche type d’un outil d’aide à la traduction .................................................................... 25 Figure 3. Fiche type d’un programme de formation en traduction ................................................ 38 Figure 4. Fiche type d’un regroupement de traducteurs professionnels ........................................ 45 Figure 5. Exemple de la fiche modèle créée dans Microsoft Excel. .............................................. 51 Figure 6. Exemple de liste déroulante sous « Type d’outil » ......................................................... 51 Figure 7. Table « Système d’exploitation » et ses champs ............................................................ 56 vi Figure 8. Aperçu de la liste déroulante du champ « Système d’exploitation » dans le tableau principal ......................................................................................................................... 56 Figure 9. Aperçu des véritables données stockées dans le tableau principal (tableau relationnel) .................................................................................................................... 57 Figure 10. Aperçu des véritables données stockées dans le tableau principal (liste de choix manuelle) ....................................................................................................................... 57 Figure 11. Paramètres de recherche Google – Général .................................................................
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