Abstract
Initial translation interference refers to the impact of the initial translation on other-revisers. The factor of initial translation interference on reviser trainees has not been examined systematically. The current research investigates two related questions: How does trainees’ revision performance relate to their translation performance? And how is trainees’ revision performance impacted by the initial translated text they are provided with? A mixed research design of quantitative and semi-qualitative research methods is used for a more comprehensive analysis and a higher validity of the findings. The results suggest that good translator trainees tend to be also competent in revision, and poor translator trainees tend to be also weak at revision. However, no significant correlation is found for the intermediate group. The trainees tend to find revision tasks more challenging than the translation tasks and negative interference of the initial translation is prevalent both lexically and syntactically. They are very likely to be distracted and misled by the initial translation. The methodology and findings of this study have implications for translation researchers as well as educators.
Highlights
The importance of translation revision has been increasingly recognised in the past two decades (Künzli, 2007a; Martin, 2007; Mossop, 2007, 2014/2020; Robert & Van Waes, 2014; Van Rensburg, 2017)
The participants were sorted into three groups according to their translation scores – high (Group_HT, n=17), intermediate (Group_IT, n=17) and low (Group_LT, n=18) – in order to examine how translation performance correlates with revision performance in each proficiency group
This research, based on the existing literature and the author’s own observations during her teaching under the guidelines of National Accreditation Authority for Translators and Interpreters (NAATI)’s new testing system and marking rubrics, investigates the relationship between trainees’ translation and revision skills, and how their revisions are impacted by the initial translation
Summary
The importance of translation revision has been increasingly recognised in the past two decades (Künzli, 2007a; Martin, 2007; Mossop, 2007, 2014/2020; Robert & Van Waes, 2014; Van Rensburg, 2017). In contrast to the high market demand for revision, formal training of revisers is largely missing (Ipsen & Dam, 2016; Künzli, 2006a, 2006b; Rasmussen & Schjoldager, 2011) with the corresponding rarity of research on revision training It is assertively under-investigated compared with the number of studies on translation practices, theories and teaching (Mossop, 2014/2020; Robert, 2012; Robert & Van Waes, 2014; Van Rensburg, 2017). The didactic revision procedure is essentially different from the professional revision procedure (Brunette, 2000) and is worth investigation
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