Translation Theory From Students’ Perspective: an Indispensable Professional Prerequisite or a Tedious Curricular Obligation?

Abstract

The paper presents and analyses the outcomes of a survey study conducted with the participation of BA and MA students in a translation programme, aimed at gaining insight into the students’ views on translation theory usefulness. It was initially assumed that theory appreciation would develop along with growing translation experience, however, the nature of the predicted correlation appeared more complex. The author attempts to determine what factors may influence the observed interconnection and affect the subjects’ opinions.

Which theories are taught to students and how they are taught: A content analysis of interpreting textbooks

“…The only study that has touched upon students' and teachers' knowledge of theory is König (2018) who found that students and teachers favor theories that guide interpreting learning and practice, and that the two most popular theories are the Effort Models (EM) and Interpretive Theory of Translation (ITT). This is similar to a study of translation theory which found that students expect to learn theories that guide their translation practice in particular situations (Giczela-Pastwa, 2017).…”

“…Agost and Ordóñez López (2015), Shih (2011) and Sung (2016) found that Spanish, British, and Korean translation students hold a positive attitude towards translation theory. By contrast, Jeong (2000), Li (2002), andGiczela-Pastwa (2017) found that translation students in Korea, Poland and Hong Kong held negative attitudes towards theory. Seung et al (2001) and Wali (2015) found that, while the role of theory is recognized by translation teachers, it is less considered so by students.…”

“…The literature indicates that students expect theory to be integrated into practice (Tryuk, 2011). If theory is isolated from practice and taught through a transmissionist approach, it is hard to involve students, which results in dissatisfactory reception of or even resistance to theory among students (Giczela-Pastwa, 2017;Wali, 2015). Therefore, there is a need to improve the current way of presenting theories in the textbooks.…”

“…Some preliminary findings are that interpreting students and teachers have a favorable attitude towards theory, that they favor theory that guides learning and practice, and that they prefer to have theory combined with practice in learning (Arumí Ribas, 2020;König, 2018;Tryuk, 2011). Findings of studies with translation students are not consistent and even conflict with one another (Giczela-Pastwa, 2017;Jeong, 2000;Li, 2002;Seung et al, 2001;Wali, 2015). It is worth mentioning that Giczela-Pastwa (2017) and Wali (2015) unintentionally found in the process of surveying translation students' attitudes towards theories that the manner in which theories are taught affects students' attitude towards theories, pointing to the importance of theory presentation.…”