scholarly journals Mapping the Process of Translation

2002 ◽  
Vol 41 (1) ◽  
pp. 84-96 ◽  
Author(s):  
Janet Fraser
Keyword(s):  
Systematic Approach ◽  
Translation Theory ◽  
Translator Training

Abstract The aim of this article is to consider whether the training of student translators should be product-driven or process-driven. The author briefly comments on why current translation theory sometimes seems unhelpful to trainee and practising translators. Then she presents the findings of two studies of professional translators at work, and finally, from an analysis of the processes professionals engage in, she draws up some principles for a systematic approach to translator training.

scholarly journals The Rôle of Theory in Translator Training: Some Observations about Syllabus Design

2002 ◽  
Vol 46 (3) ◽  
pp. 497-506 ◽  
Author(s):  
Mark Shuttleworth
Keyword(s):  
Ad Hoc ◽  
Formal Theory ◽  
Translation Theory ◽  
Controversial Issues ◽  
Specific Approach ◽  
Translator Training ◽  
Training Programmes ◽  
Generic Theory ◽  
Theoretical Component

Abstract “With doubts about the usefulness of translation theory never far from many people's minds, this paper seeks to consider exactly what it is that we are trying to achieve by including a theoretical component in translator training programmes. Within this context the paper specifically examines the possibilities of generic theory courses — in which students who are working with different language pairs and who probably have only a single language in common are all taught together — as opposed to a more language-specific approach. In order to attain the relevance that they purportedly so often lack, such courses need to set a fairly broad agenda for themselves, seeking if possible to address the type of questions likely to be uppermost in students' minds, expose students to a range of differing opinions on controversial issues, provide an alternative to standard dichotomies, encourage participants to arrive at their own strategies for solving translation problems, prepare students for work within the translation industry and demonstrate that translation is not an activity which is completely ad hoc and subjective. The paper furthermore suggests that every effort should be made to harmonise the formal theory component with everything else that goes on in the programme, so that theory is seen to be relevant to practice. Within this broader perspective one of the main purposes of this training component should therefore be to enable students to develop their own personal, internalised theory which will inform their developing performance as professional translators.”

scholarly journals Schema Activation Management in Translation: Challenges and Risks

2018 ◽  
Author(s):  
AWEJ for Translation & Literary Studies ◽  
Hisham M. Ali
Keyword(s):  
Foreign Language ◽  
Research Question ◽  
Appraisal Theory ◽  
Translation Theory ◽  
Translation Research ◽  
Cooperative Principle ◽  
Think Aloud Protocols ◽  
Translator Training ◽  
Schema Activation ◽  
Image Schema

The present paper investigates the powerful effects of schemata on the translator’s choices, and how translation theory and English as a foreign language (EFL) pedagogy can contribute to a better understanding and informed use of schemata. My principal research question is: to what extent could the study of the various types of schemata benefit translation students, professionals and trainers? Drawing on Grice’s cooperative principle (1975), Martin and White’s appraisal theory (2005), and Pym’s risk management analysis (2015), three English excerpts with their corresponding Arabic translations are thoroughly analyzed. This is followed by linking the findings to translator training. The comparative analysis demonstrates that activating schema seems to reflect the translator’s ideology and power relations as a result of asymmetric information that characterizes the relation between translators, commissioners and readers. It also shows that the lack of formal schema leads to an inaccurate employment of the linguistic schema and image schema. Finally, the paper argues that the same schema building techniques, such as semantic mapping, adopted in EFL teaching methods could be applied to translator training. The study, therefore, concludes with a call for empirical translation research into the functions of schemata, particularly the linguistic schema, in light of think-aloud protocols.

The effect of translator training on interference and difficulty

Target ◽  
2006 ◽  
Vol 18 (2) ◽  
pp. 337-366 ◽  
Author(s):  
Brenda Malkiel
Keyword(s):  
Subjective Assessment ◽  
Objective Measures ◽  
Translation Theory ◽  
Theory To Practice ◽  
Translator Training ◽  
Two Measures ◽  
Monitoring Software

Twenty-two translation students translated two texts using Translog keystroke-monitoring software, once at the beginning of their studies and again three semesters later. Performance on two measures of interference, lexicalizable strings and false cognates, improved significantly among both the students working into L1 and those working into L2. Students working into L1 found the task as difficult after three semesters as they had at the beginning of their studies. For students translating into their L2, translation did get significantly easier as judged by the objective measures of time and keystrokes, but the students’ subjective assessment of difficulty and satisfaction was unchanged. This study also indicates that students appreciate the contribution of translation theory to practice.

scholarly journals The translation field in Serbia 1960-1990

2021 ◽  
Vol 1 (2) ◽  
pp. 25-48
Author(s):  
Borislava Eraković
Keyword(s):  
Conference Proceedings ◽  
Translation Theory ◽  
Related Activity ◽  
Translator Training ◽  
The Status

The paper presents a chronological overview of diverse translation related activity in Serbia be­tween 1960 and 1990 that led to a successful interplay of four types of perspectives on translation enquiry: Policy, Public, Scientific and Critical (Koskinen 2010). It is based on the data available in periodicals, conference proceedings and other publications issued by two major translator associa­tions and book-length publications on translation theory in Serbia during this period. The analysis presents the events, topics, participants and publications on translation as well as the role of state ideology in the promotion of translation activities. Finally, it is argued that the continuous dialogue between practitioners and scholars on numerous pragmatic questions (translator training, develop­ment of terminologies, the status of the profession and others), as well as on theoretical ones (on the nature of translation theory) led to the emergence of theoretical discourse on translation in Serbia.

Reading Longer Words: Insights Into Multisyllabic Word Reading

2017 ◽  
Vol 2 (1) ◽  
pp. 86-94 ◽  
Author(s):  
Lindsay Heggie ◽  
Lesly Wade-Woolley
Keyword(s):  
Systematic Approach ◽  
Word Reading ◽  
Explicit Instruction ◽  
Working Memory Capacity ◽  
Reading Difficulties ◽  
Instructional Programs ◽  
Morphological Knowledge ◽  
Morphological Complexity ◽  
Reading Accuracy ◽  
Grade 3

Students with persistent reading difficulties are often especially challenged by multisyllabic words; they tend to have neither a systematic approach for reading these words nor the confidence to persevere (Archer, Gleason, & Vachon, 2003; Carlisle & Katz, 2006; Moats, 1998). This challenge is magnified by the fact that the vast majority of English words are multisyllabic and constitute an increasingly large proportion of the words in elementary school texts beginning as early as grade 3 (Hiebert, Martin, & Menon, 2005; Kerns et al., 2016). Multisyllabic words are more difficult to read simply because they are long, posing challenges for working memory capacity. In addition, syllable boundaries, word stress, vowel pronunciation ambiguities, less predictable grapheme-phoneme correspondences, and morphological complexity all contribute to long words' difficulty. Research suggests that explicit instruction in both syllabification and morphological knowledge improve poor readers' multisyllabic word reading accuracy; several examples of instructional programs involving one or both of these elements are provided.

Sign in / Sign up

Export Citation Format

Share Document