Building A Measuring Instrument for the Acquisition of Translation Competence in Trainee Translators

Orozco, Mariana

doi:10.1075/btl.38.19oro

Cited by 17 publications

(19 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Yet, in the cognitive perspective, translation problems are viewed as the projections of cognitive endeavors on the part of translators. Here, problems may occur when the automatic processes fail to produce a preliminary TT, making the translator resort to translation strategies in a controlled manner in order to come up with an appropriate solution (Beeby, et al, 2011;Orozco, 2000).…”

Section: Literature Reviewmentioning

confidence: 99%

A Cognitive-Oriented Exploration of the Development of Translation Competence: A Case Study of Iranian Translation Learners

Komeili

Dabbaghi

Barati

2019

View full text Add to dashboard Cite

This is a report on a qualitative research in relation to the development of translation competence (TC) in academia. The study aimed to map out the cognitive processes involved in problem-solving and provide a picture of the development of strategic TC and translation-notion in translation learners. A group of 20 Iranian students volunteered to take part in a think-aloud study. The participants were divided into four groups of G1 (pretranslational), G3 (early translational), G5 and G7 (translational), based on the number of semesters of language and translation training they had received. The ecological validity was established by availing the participants of any sources of documentation they preferred to use. The verbalisations of the participants were recorded and then transcribed into think-aloud protocols (TAPs). The analysis of TAPs revealed that students activated various configurations of decision-making processes and resourcing methods, and exhibit different conceptions of the notion-of-translation at different stages of TC development. The study also showed that the portrait of TC development featured strong reliance on automatised cognitive processes at pre-translational stage and increased evaluative processes, coupled with higher chances of success, at translational stage. The findings proved that the development of TC did not follow an incremental trajectory. They further indicated that the translation programmes as offered in universities tend to boost evaluative reflections on and conscious awareness of the translation process at the cost of decreasing the unconscious automatised processes. This suggests that from a process-oriented perspective, translation programmes do not seem to prepare the learners for translation-market requirements.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

A Cognitive-Oriented Exploration of the Development of Translation Competence: A Case Study of Iranian Translation Learners

Komeili

Dabbaghi

Barati

2019

View full text Add to dashboard Cite

show abstract

“…Lesznyak (2009, p. 34) also states that different approaches to translation competence grasp the concept excellently from one aspect but sometimes tend to neglect this complexity. Some of very important translation competence concepts have been sorted by Stansfield et al (1992), Neubert (1992), Ulrych (1999), Kiraly (2000), Orozco (2000), Pym (2003), the works of the PACTE group (2005), Malmkjear (2009), and many others. Malmkjaer (2009, p. 122) sees the notion of translation competence as central in translation theory and measures it against the notion of linguistic competence while Pym attempts to redefine translation competence and simplifies its components.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Malmkjaer (2009, p. 122) sees the notion of translation competence as central in translation theory and measures it against the notion of linguistic competence while Pym attempts to redefine translation competence and simplifies its components. Some other scholars focus their research on finding appropriate instruments to measure translation competence (see Orozco, 2000;Adab, 2000;Orozco and Albir, 2002;Castillo, 2015). According to Presas (2000, p. 28), the translator needs to be able to effectively mobilize the diversity of knowledge and skills and it is precisely this diversity which has given rise to various models of translation competence.…”

Section: Literature Reviewmentioning

confidence: 99%

Finding Ways to Increase Translators’ Competence

Pavlović¹,

Hanić²,

Jurida³

2018

KIJ

View full text Add to dashboard Cite

Many scholars have so far attempted to answer the question as to what constitutes translation competence. In doing so, it has been established that this competence requires a combination of various types of knowledge and skills, which consequently results in the complexity of the matter. It is precisely this complexity that has yielded in a number of approaches to defining and analyzing translation competence, which is considered to be a number one prerequisite for a successful professional in this field.Since many scholars who study translation competence agree that it is most effectively developed at an academic institution, modern language faculties that educate future translators and interpreters need to adapt their curricula so as to increase students’ translation competence and skills. This article looks at one of the possible ways in which translation classes have been designed in order to pursue this goal. It explores students’ perceptions on the presence of a native English speaker during translation classes and direct benefits (or the lack thereof) and presents possible guidelines for the improvement of translation classes.

show abstract

“…A number of the contemporary definitions of translation expertise view translation as a specialised kind of communicative competence on the basis of a functional translation approach (Angelelli, 2009:25). Working within this approach, theorists such as Adab (2000), Orozco (2000) and Beeby (2000) consider translation expertise as the ability to interpret a text with a specific function in the source language and to adapt or transform this text into a translation that performs a particular function in the target language. Some of the other definitions of translation expertise refer to the knowledge, skills, attitudes (Kelly, 2005:165;Munday, 2009:234), expertise and judgement (Fraser, 2000:53) that are declarative or procedural (Ulrych, 2005:18;Gile, 2009:9) and needed for professional work in the field of translation.…”

Section: Introductionmentioning

confidence: 99%

Using the features of translated language to investigate translation expertise

Redelinghuys

Kruger

2015

IJCL

View full text Add to dashboard Cite

The study reported on in this article set out to test the hypothesis that linguistic operationalisations of the features of translated language will demonstrate significant differences in the work of experienced and inexperienced translators. A custom-built comparable English corpus was used, comprising three subcorpora: translations produced by experienced translators, translations by inexperienced translators, and non-translated texts. A number of linguistic operationalisations were selected for three of the features of translated language: explicitation, simplification and normalisation. The differences in these linguistic features in the three subcorpora were analysed, using parametric or non-parametric ANOVA, and T-tests or Mann-Whitney U-tests as post-hoc tests where applicable. The findings of the study indicate substantial (though not unqualified) support for the hypothesis. It is argued that experience-related variation in register sensitivity, language competence, awareness of written language conventions and sensitivity to translation norms are the main factors contributing to expertise.

show abstract

Building A Measuring Instrument for the Acquisition of Translation Competence in Trainee Translators

Cited by 17 publications

References 6 publications

A Cognitive-Oriented Exploration of the Development of Translation Competence: A Case Study of Iranian Translation Learners

A Cognitive-Oriented Exploration of the Development of Translation Competence: A Case Study of Iranian Translation Learners

Finding Ways to Increase Translators’ Competence

Using the features of translated language to investigate translation expertise

Contact Info

Product

Resources

About