The Acquisition of Translation Competence. Competences, Tasks, and Assessment in Translator Training

Albir, Amparo Hurtado

doi:10.7202/1032857ar

Cited by 85 publications

(48 citation statements)

References 26 publications

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“…Then, we look at cultural competence and its acquisition, and set out our proposal regarding its sub-competences and To make comprehensive assessment of learning possible, translator training ought to include all the above types of assessment. Additionally, assessment in such training should seek to (Hurtado Albir 2008, 2015a, 2015b:…”

Section: Introductionmentioning

confidence: 99%

Procedures for assessing the acquisition of cultural competence in translator training

Albir

Olalla-Soler

2016

The Interpreter and Translator Trainer

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The aim of this article is to present different procedures (instruments and tasks) for assessing the acquisition of cultural competence in translator training. Firstly, we outline the basis of competence assessment in translator training, advocating a dynamic, multidimensional, criteriabased approach to assessment and explaining the need to use a wide variety of assessment tasks and instruments. Secondly, we define the concepts of culture and cultural competence and set out different proposals, before breaking cultural competence down into four sub-competences (cultural knowledge, cultural knowledge acquisition abilities, culture-related contrastive abilities, and attitudinal sub-competence) and specifying their respective components, which can be used as indicators for assessment purposes. Lastly, we put forward various procedures for assessing the acquisition of cultural competence. We organise these procedures on the basis of nine instruments, such as translation reports, catalogues of cultural references, translation process recordings and cultural portfolios. For each instrument we describe possible assessment tasks, identify assessable aspects, and state which sub-competences of cultural competence it can be used to assess.

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Section: Introductionmentioning

confidence: 99%

Procedures for assessing the acquisition of cultural competence in translator training

Albir

Olalla-Soler

2016

The Interpreter and Translator Trainer

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“…From the analysis of corpus data on business terms and items in complex terms, we have identified six nominal patterns that may be generalized to concepts of nominal nature, in English, and presumably, in languages having nominal constructions with head phrase and modifier functions. The description of the decision-making rules or guidelines in the sense discrimination or interpretation of 'business' contributes to the description of translation competencies that are the object of many scientific investigations -namely the research activities of the PACTE group and their strategic sub-competency described in Hurtado (2015) and PACTE (2005). From this perspective, this paper has shown that the principle proposed by Gavioli (22) on the role of CTS in teaching translation has been validated and that CTS may provide solutions when addressing practical translation learning issues.…”

Section: Resultsmentioning

confidence: 99%

Exploring theoretical functions of corpus data in teaching translation

Poirier

2016

Cad. Trad.

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Abstract:As language referential data banks, corpora are instrumental in the exploration of translation solutions in bilingual parallel texts or conventional usages of source or target language in monolingual general or specialized texts. These roles are firmly rooted in translation processes, from analysis and interpretation of source text to searching for an acceptable equivalent and integrating it into the production of the target text. Provided the creative and not the conservative way be taken, validation or adaptation of target text in accordance with conventional usages in the target language also benefits from corpora. Translation teaching is not exploiting this way of translating that is common practice in the professional translation markets around the world. Instead of showing what corpus tools can do to translation teaching, we start our analysis with a common issue within translation teaching and show how corpus data can help to resolve it in learning activities in translation courses. We suggest a corpus-driven model for the interpretation of 'business' as a term and as an item in complex terms based on source text pattern analysis. This methodology will make it possible for teachers to explain and justify interpretation rules that have been defined theoretically from corpus data. It will also help teachers to conceive and non-subjectively assess practical activities designed for learners of translation. Corpus data selected for the examples of rule-based interpretations provided in this paper have * Éric Poirier: PhD and MA in translation from Université de Montréal (UdeM), BA specialized in linguistics from Université du Québec à Montréal (UQAM). Associate professor at Université du Québec à Trois-Rivières in the Département des langues modernes et de traduction, Trois-Rivières, Québec, Canada. E-Mail: Eric.Poirier@uqtr.ca Éric Poirier been compiled in a corpus-driven study (Poirier 2015) on the translation of the noun 'business' in the field of specialized translation in business, economics, and finance from English to French. The corpus methodology and rule-based interpretation of senses can be generalized and applied in the definition of interpretation rules for other language pairs and other specialized simple and complex terms. These works will encourage the matching of translation study theories and corpus translation studies with professional practices. It will also encourage the matching of translation studies and corpus translation studies with source and target language usages and with textual correlations between source language real usages and target language translation real practices. Keywords: Specialized translation. Teaching; corpus. Sense discrimination. 'Business' interpretation. EXPLORACIÓN DE LAS FUNCIONES TEÓRICAS DE CORPUS EN LA ENSEÑANZA DE LA TRADUCCIÓNResumen: En su calidad de bancos de datos de referencia lingüísticos, los corpus son fundamentales a la hora de buscar soluciones de traducción dentro de textos paralelos bilingües o de buscar usos convencionales en lengua ...

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“…; fichas para rellenar; textos de apoyo y fichas informativas para aspectos conceptuales; grabaciones del proceso traductor; etc. (Hurtado Albir 1996b, 2015a, 2015b, 2015c. Además de la traducción de textos, las tareas que se incluyen son variadas; algunos ejemplos son (Hurtado Albir 2015b: 14-15): -Tareas que preparan a la traducción de textos: tareas de pretraducción (análisis del texto original), traducción sintética (resumen en lengua de llegada de un texto en lengua de partida), traducción ampliada (ampliación en lengua de llegada de la información de un texto en lengua de partida), traducción comparada (análisis de varias traducciones para identificar errores y aciertos), revisión de una traducción, corrección de una traducción (identificación de errores).…”

Section: El Enfoque Por Tareas Y Proyectos De Traducciónunclassified

“…Con el cambio de milenio se empieza a aplicar en la formación de traductores e intérpretes la denominada formación por competencias (FPC), continuación de la formación por objetivos de aprendizaje (Kelly 2005, Hurtado Albir 2007, 2015a, 2015c.…”

Section: La Formación Por Competenciasunclassified

La investigación en didáctica de la traducción. Evolución, enfoques y perspectivas

Albir

2019

MonTI

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El objetivo de este artículo es presentar la evolución de la didáctica de la traducción y los enfoques pedagógicos que se han dado, así como proponer perspectivas para la investigación. En primer lugar, se traza la evolución de la formación de traductores y de la investigación en didáctica de la traducción. En segundo lugar, se formulan las características de la investigación llevada a cabo, presentando los enfoques que se han planteado, agrupados en dos grandes bloques: enfoques transmisionistas centrados en el profesor y orientados al producto; enfoques centrados en el aprendizaje del estudiante y orientados al proceso. En tercer lugar, se presentan los ámbitos en que se ha centrado la investigación. Por último, se plantean los desafíos curriculares en la formación de traductores, las necesidades más acuciantes de la investigación, y los desafíos metodológicos y problemas que tiene que afrontar.Abstract "Research on the didactics of translation. Evolution, approaches and perspectives"The objective of this article is to present the evolution of the didactics of translation and the pedagogical approaches that have been taken, as well as to suggest perspectives for research. It begins by outlining the evolution of translator training and research on the didactics of translation. It then describes the characteristics of the research carried out to date, presenting the approaches taken in two broad categories, specifically transmissionist, teacher-centred and product-oriented approaches; and student-centred and process-oriented approaches. Next, the article deals with the areas on which research has focused. Lastly, it looks at curriculum-related challenges in translator training, the most pressing needs where research is concerned, and the methodological challenges and problems research must tackle.Recibido /

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The Acquisition of Translation Competence. Competences, Tasks, and Assessment in Translator Training

Cited by 85 publications

References 26 publications

Procedures for assessing the acquisition of cultural competence in translator training

Procedures for assessing the acquisition of cultural competence in translator training

Exploring theoretical functions of corpus data in teaching translation

La investigación en didáctica de la traducción. Evolución, enfoques y perspectivas

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