Information processing in a translation task

Abstract

This paper comments on advanced learners' processing of linguistic knowledge in connection with a translation task from Danish into English. We focus on learners' use of different types of linguistic knowledge, on the degree to which they use it and on the form in which it is represented. The following issues are discussed: introspection äs an elicitation method in data collection, a theoretical model based on cognitive psychology, a taxonomy of three types of knowledge representation and an analysis of learners' mental representations of linguistic knowledge along two dimensions. Finally we discuss some pedagogical perspectives of the Undings -in particular the role of grammar instruction in the classroom. The analysis shows that if the learner does not identify any particular problems, Solutions are based on skill-and rule-based knowledge. If the learner identifies Problems, the solution pattem is one that should involve the application of knowledge-or rule-based knowledge. The linguistically most competent learners in the present corpus are able to activate skill-or äs a maximum ruie-based knowledge.

Building a translation competence model

“…Although these studies do not focus on translation competence as a whole, some of them approach partial aspects that cast light on some of the elements that make up translation competence. For example, there have been studies of the translator's linguistic knowledge (Mondhal and Jensen 1992), linguistic and extra-linguistic knowledge (Tirkkonen-Condit 1992, Dancette 1995, Alves 1996, extra-linguistic knowledge (Dancette 1994(Dancette , 1997; abilities and aptitudes, such as creativity, emotional qualities and attention-span (Kussmaul 1991(Kussmaul , 1995(Kussmaul , 1997Tirkkonen-Condit and Laukkanen 1996); documentation (Atkins andVarantola 1997, Livbjerg andMees 1999); strategies (Krings 1986, Lörscher 1991, 1993, Kiraly 1995). …”

Triangulating Translation

“…Although these studies do not focus on translation competence as a whole, some of them approach partial aspects that cast light on some of the elements that make up translation competence. For example, there have been studies of the translator's linguistic knowledge (Mondhal and Jensen 1992), linguistic and extra-linguistic knowledge (Tirkkonen-Condit 1992, Dancette 1995, Alves 1996, extra-linguistic knowledge (Dancette 1994(Dancette , 1997; abilities and aptitudes, such as creativity, emotional qualities and attention-span (Kussmaul 1991(Kussmaul , 1995(Kussmaul , 1997Tirkkonen-Condit and Laukkanen 1996); documentation (Atkins andVarantola 1997, Livbjerg andMees 1999); strategies (Krings 1986, Lörscher 1991, 1993, Kiraly 1995).…”

Investigating Translation

“…As they are all based on observation of the translator's behaviour, there is agreement about some basic components, such as, bilingual competence, transfer competence, world or subject knowledge (Bell 1991;Wilss 1992;Beeby 1996;Hurtado 1996;Presas 1996;Shreve 1997, among others). Furthermore, it seems obvious that if the translation process is building a target text (TT) from a source text (ST), translators will always be detecting and solving new problems of a linguistic nature (Krings 1987;Bélanger 1992;Demers 1992;Mondahl and Jensen 1992). Depending on the type of text they are working with, translators will use special subject knowledge (Schäffner 1993;Dancette 1994) and different tools, such as dictionaries or databases (Fraser 1994).…”