Development Of Translation Competence Research Articles

Lo sviluppo della competenza traduttiva e l’uso della traduzione nella didattica delle lingue moderne

In everyday communication, both in specialized and non-specialized contexts, translation plays a pivotal role. Although it was considered an outsider in language teaching for decades, translation has now been rehabilitated and should now be considered a major component for language teachers and students. This paper addresses the development of translation competence and the use of translation in teaching and learning modern languages and analyses the main theories and models which describe the acquisition of translation competence in translation training.

Task-based Approach in Teaching Translation: A Case Study in Jouf University

Task-based approach is commonly used in second language teaching and it has been adopted in translation teaching too. However, driven by the lack of studies on task-based approach in translation especially in the very early stages of teaching translation, Saudi universities are no exception, this study focuses on the significance of implementing this approach in teaching the first practical translation course in a translation academic programme. It mainly examines the development of translation competence through task-based approach. A case study at English language department in Jouf University has been carried out where 39 students were taught using this method in their first practical translation course. Li’s (2013) customized model, namely task-based teaching in translation, is adopted here and the tasks were specifically selected to develop students’ translation competence in general and their bilingual competence in particular. The results drawn from this study found tangible development of students’ translation competence as well as bilingual competence.

The role of task-based translation teaching in the development of translation competence A study of Iranian translation trainees

The role of task-based translation teaching in the development of translation competence A study of Iranian translation trainees

A Cognitive-Oriented Exploration of the Development of Translation Competence: A Case Study of Iranian Translation Learners

This is a report on a qualitative research in relation to the development of translation competence (TC) in academia. The study aimed to map out the cognitive processes involved in problem-solving and provide a picture of the development of strategic TC and translation-notion in translation learners. A group of 20 Iranian students volunteered to take part in a think-aloud study. The participants were divided into four groups of G1 (pre-translational), G3 (early translational), G5 and G7 (translational), based on the number of semesters of language and translation training they had received. The ecological validity was established by availing the participants of any sources of documentation they preferred to use. The verbalisations of the participants were recorded and then transcribed into think-aloud protocols (TAPs). The analysis of TAPs revealed that students activated various configurations of decision-making processes and resourcing methods, and exhibit different conceptions of the notion-of-translation at different stages of TC development. The study also showed that the portrait of TC development featured strong reliance on automatised cognitive processes at pre-translational stage and increased evaluative processes, coupled with higher chances of success, at translational stage. The findings proved that the development of TC did not follow an incremental trajectory. They further indicated that the translation programmes as offered in universities tend to boost evaluative reflections on and conscious awareness of the translation process at the cost of decreasing the unconscious automatised processes. This suggests that from a process-oriented perspective, translation programmes do not seem to prepare the learners for translation-market requirements. Keywords: translation; competence development; cognitive analysis; decision-making processes; Iranian learners

Methodological approaches to the development of translation competence

The article is dedicated to the description of the methodology of translation competence development. Within the concept „translation competence foundations” we mean students’ basic knowledge on the subject of the translated text, essential knowledge of grammar and vocabulary of a foreign language and the possession of the sociocultural knowledge as well as computer literacy. The development of translation competence is holistic personal education, which is manifested through a set of professional competences, the possession of which facilitates successfully carried out translation activities.

Tradução e Terminologia: relações necessárias e a formação do tradutor

O objetivo deste texto é apresentar a relação existente entre Tradução e Terminologia, enfocando os aspectos relativos à formação dos futuros tradutores bem como à sua atuação profissional na área. Enfocam-se alguns aspectos teóricos da Terminologia a partir da Teoria Comunicativa da Terminologia (TCT) e são tratados e exemplificados aspectos relativos ao estabelecimento de equivalentes no texto de chegada (TC) para os termos do texto de partida (TP), à identificação de formas variantes para um mesmo termo e à neologia terminológica. Além disso, busca-se mostrar os critérios de avaliação de produtos terminográficos e sua aplicação na escolha de recursos que auxiliam o tradutor na tomada de decisões. Ilustra-se a aplicação desses conhecimentos no processo de aquisição da competência tradutória em disciplinas de um Curso de Bacharelado em Tradução. Acredita-se que a formação em Terminologia auxilia no desenvolvimento da competência tradutória e de suas subcompetências, o que a torna um recurso fundamental na tradução de textos, assegurando qualidade do texto traduzido tanto do ponto de vista linguístico quanto do especializado.

Anleitungen rezipieren, Anleitungen produzieren: Empirische Befunde zu kognitiven Prozessen bei Übersetzungsnovizen und Übersetzungsprofis

The article presents results from the research project TransComp, a process-oriented longitudinal study which investigates the development of translation competence in 12 students of translation over a period of three years and compares it with that of 10 professional translators. The article focuses on the translation products and processes of six novices and five professional translators who had to translate operating instructions from English (their L2) into German (their L1). During the translation process, the participants had to think aloud. They were allowed to use any external reference resources they wished. Their think-aloud and all their activities on the computer were screen-recorded using CamtasiaStudio. In addition, their writing processes were logged using the keystroke-logging software Translog. Immediately after the experiments, they were asked to complete a questionnaire. The data gained in this multi-method approach are analyzed both from a product-oriented and from a process-oriented perspective. For the product-oriented analyses, an error classification was developed that combines a linguistic characterization of the mistakes with a functional approach of determining how detrimental these are with regard to the target text function. The process-oriented analyses are based on the subjects’ think-aloud, their activities recorded with CamtasiaStudio, their questionnaires and their log files. These process data are analyzed to determine the subjects’ problem awareness and their problem-solving competence. Based on the findings, implications for translation pedagogy and text production didactics are discussed.

ERRORS IN THE PROCESS OF SIMULTANEOUS INTERPRETING

The article is devoted to investigation of the specifics of simultaneous interpretation as a top of the translation skills, which determines high demands to the level of development of translation competence. The subject of research is the study of modern approaches to the classification of errors that occur in the simultaneous interpreting activity. The aim of the research are: 1) an investigation of the causes and mechanisms which lead to appearance of the errors in the implementation of practical translation work of a simultaneous interpreter; 2) an analysis of modern approaches to the classification of possible translation errors. In the process of implementing of the investigation method of analysis, systematization and generalization, linguistic methods of lexicalsemantic, grammatical, discursive and contextual analysis were used. On the basis of the investigation it was found that in the most general form translative errors can be divided into semantic and language ones. Each of the categories may be additionally divided into some subcategories. Semantic errors are distortions of the original pragmatists, deviations from the norm, providing disinforming impact on the recipient. Language errors do not affect the conceptual content of the original, affecting mainly on his perception by the audience of receiving cultural model. In the frames of the investigation errors from the practical simultaneous interpreting practice are given, which allows to demonstrate the functioning of different types of errors in the modern interpretation. Results of the investigation, identification of mechanisms, possible reasons, which lead to mistaken interpretation in the process of simultaneous translation, may be successfully used in the optimization of process of translation in interpreters’ practice, in the education of the interpreters, as materials in the development of theoretical and methodological literature in translation studies. The authors conclude that the interpretation is one of the most difficult types of translation, a complex, gradual psychological process that takes place under extreme conditions, leading to errors in the speech of simultaneous interpreter. It is impossible to completely avoid erroneous interpretation and reconstruction of the original discourse; however, the understanding of the mechanisms of deviations from the norm, the use of appropriate translation strategies allows one to avoid semantic errors that distort the original pragmatics.

Pursuing a Career in Translation for Indonesian Speakers

Since becoming a translator needs certain skills and qualifications, this article providesdetailed information on the process from starting and developing a career in translation.Based on accessible references and a limited interview with a professional translator, somerecommendations are in place. A perspective translator has to go through the followingprocedures; (1) acquisition and development of language competence, (2) translationcompetence development, (3) translation market, and (4) career development. Being asuccessful translator, one should have known how to start, including how to tell people theirexistence and knowing their skills and abilities in translation; how they manage their personaland financial management, how they deal with customers, and what to do if things go wrong. Keywords: translation career, Indonesian speaker, translation management

Autonomes Lernen und Übersetzungskompetenz bei algerischen Deutschstudierenden: Zustand und Perspektiven

Autonomous Learning and Translation Competence Among Algerian Students Learning Deutsch: current situation and prospects
 This article entitled "Autonomous Learning and Translation Competence Among Algerian Students Learning Deutsch: current situation and prospects" consists in studying, explaining and analyzing the role and influence of autonomous learning on the improvement of translation skills, in order to make these learners aware of the importance of this new approach and also to improve their level in translation. The introduction of this article contains the relationship of autonomous learning as a culture with translation competence development as a goal and its existence among our students. The first part is theoretical, allowed us to explain the essential concepts relevant to this theme. The second point is analytical, it dealt with the learning techniques used by our students and their impact on acquisition of the competence of translation. The third aspect is empirical, it studied the various lexical, syntactic and stylistic gaps in the translation instances discussed and the ways of dealing with them. As concluding remarks, we can say that most of our students do not have the culture of self-learning. For this reason, their Level in translation tasks is not satisfactory and thereby they find difficulties to achieve the desired goals. In order to solve these problems, it is necessary to coordinate the efforts of both students and teachers in order to improve translation skills.

STUDENTS-TRANSLATORS PROFESSIONAL COMPETENCE DEVELOPMENT: THEORETICAL OUTLINE

The paper deals with the problems of students-translators professional competence development in the framework of terminological expertise acquisition. Terminological work is stated to be one of the key means of translation competence development. The emphasis is made on theoretical aspect of the matter. The clarification of basic concepts – competence, translation competence, and terminological competence – is provided. Translation competence is viewed as a set of several sub-competences, characterizing translator’s social, communicative and properly text-oriented skills. Terminological competence is viewed as the constituent of translation competence. The objectives and the tasks of terminological work for Translation students are stated. Curriculum components resulting in terminological expertise acquisition are analyzed. The system of exercises aimed at terminological competence development is outlined.

Does personality matter in translation? interdisciplinary research into the translation process and product

AbstractThe paper reports on the first pilot study planned within a broader interdisciplinary research project on translator’s personality profile viewed from the psychological and cognitive perspectives. The study aims to test the assumption that there is a link between personality features and translation performance. It is our initial attempt to incorporate translation process research and product evaluation into the investigation of personality factors involved in translation. Two major directions of analysis have been selected: personality traits as related to the quality of the translation product, and cognitive functions as related to the process of translation. The tentative conclusions confirm the idea that personality characteristics are important building blocks for further development of translation competence and expertise.

Translation of metaphors and idioms – mission impossible?

1 IntroductionIt is well accepted by now that translation between two languages is very much a matter of cultural transfer and mediation. Developing translation competence in students is intrinsically connected with learning both the source language and the target language culture. According to Nida (1964), linguistic and cultural differences identifiable between the source language and the target language are equally important, and cultural clashes between the representatives of the respective groups are more difficult to handle by the translator than the differing linguistic structures or inherent patterns. The translation activity is dependent on a sound of both languages and cultures, people's traditions, rites, beliefs or behaviours. This is the reasons why educators, especially when it comes to training translators, have to develop appropriate programmes that aim at developing both linguistic and intercultural competences in the two languages, along with proactive attitudes, as well as sound of history, economy, and politics of the countries or ethnic groups involved.At the Faculty of History and Philology, University of Alba Iulia, there exist BA and MA programmes in Romanian language and literature and English language and literature. During both BA and MA degree programmes, students have translations courses on their curricula. However, the focus of the programme is on developing the linguistic competence, while attempting, across the curriculum, to develop the intercultural competence, through various activities interspersed in the set syllabuses. The task of the translations instructor is so much more challenging, as the syllabus provides only two to four hours per week for this course. Students also need to develop translation competence and skills, alongside linguistic competence, which is taken to represent knowledge of and ability to use, the formal resources from which well-formed, meaningful messages may be assembled and formulated (CEFR 2001: 109). This linguistic competence, also different from the and skills required to cope with the social dimension of language use and/or the meaning and language use that account for the peculiarities of the speaker, the addressee and other contextual features is necessary, but not sufficient.2 Literature ReviewCulture is inseparable from language, as we mentioned above. Along the same lines, Toury (1978) also mentioned that a translator is faced with at least two languages and two cultures / cultural traditions and patterns. The inherent cultural aspects that are found in a source text must be treated with utmost care in order to find the most appropriate rendering into the target language, employing the right techniques.Although there exist very few studies on translation competence development, one should mentioned in this context, i.e. Campbell's (1998) research based on applied linguistics methodologies. He analysed translation competence of non-native speakers' translation from their mother tongue into English. His subjects were native speakers of Arabic, studying translation and interpretation at an Australian university. Following his data analysis and interpretation, Campbell designed a three-layered model of translation competence:1) textual competence (the ability to produce TL texts with structural features of formal, written English) (p. 73). Evaluation benchmarks are nominalizations, type/token ratios, word length, passives, prepositional phrases, etc.;2) disposition (translators' behaviours in choosing different words when contracting TL texts). The parameters he advances are: persistent vs capitulating; and prudent vs risk-taking. Combinations of the above categories will create four types of disposition:a) persistent and risk-taking;b) capitulating and risk-taking;c) persistent and prudent;d) capitulating and prudent;3) monitoring competence, consisting of two sub-categories: self-awareness, and editing. …

Translation Competence Development as a Learning Objective

The article deals with the theoretical analysis of as a learning objective for those studying consecutive translation. In the article differences between and professional competences have been revealed and the reasonability of translation competence notion for our research has been proven. Detailed analysis has been made in terms of the components of communicative and special competences developed prior to learning consecutive translation, as well as the competences included into the student's being formed during the study have been analyzed. The knowledge and abilities considered to be the most important in the course of learning activities organization have been specified. The author considers the interconnection of the learning objectives and the components of competence. Knowledge, skills and abilities of students have been characterized according to their pertaining to the practical, instructional, educational and developmental purpose. On the basis of the analysis of competences and their components, the skills to be developed within the exercise system have been determined.

Developing English Linguistics Students’ Translation Competence through the Language Learning Process

Abstract This study aims at demonstrating that students of linguistics need to develop their translation competence alongside their linguistic competence. My approach starts from the assumption that the process of language learning comprises other dimensions besides the linguistic competence. Likewise, translation competence incorporates all the components of the language learning, plus some specific sub-competences. Translation theory and practice syllabus for language learners should include as course aims the development of translation competence (linguistic; sociolinguistic; pragmatic and intercultural competence), as well as translation skills proper. All these elements need to be included in the university curriculum, together with appropriate teaching/learning methodologies.

Translation competence

This article introduces Dynamic Systems Theory (DST) as a framework for the investigation of translation competence development. After a presentation of the basic concepts and assumptions underlying this theory, results from the longitudinal study TransComp will be discussed against the background of DST. TransComp is a three-year product- and process-oriented longitudinal study of the development of translation competence in 12 students of translation, whose translation products and processes were compared with those of 10 professional translators. The article outlines both the difficulties involved in the application of DST to the investigation of translation competence development and the added value that it promises for our understanding of developmental processes in translators, including the ways they can be fostered in translation training.

An Activity Theory approach to translation for a pedagogical purpose

Translation pedagogy needs to be based on a theory of translation and a theory of ‘translation learning’. Though Kiraly's Activity Theory-based Social Constructivist Approach to translation pedagogy does shed light on to the acquisition and the development of translation competence, it cannot account for what pertinent factors of translation the student translators need to be aware of in translating. This paper suggests that Activity Theory can also provide an account of translation: translation is a rule-governed social and cultural activity that sustains itself by interacting with its target reading activity. A translation activity can be termed as a hierarchical structure of three strata: the socio-cultural stratum, action and operation. The socio-cultural stratum is realized by goal-directed translation actions, and actions are actualized by translation operations. In translating, a translator has to perform an operation not only in compliance with the ‘rule’ at the stratum of translation operation but also with the ‘rules’ at higher strata. Especially, s/he needs to prioritize the ‘rules’ of higher strata when s/he performs a translation operation or a translation action in the light of the ‘rule’ at the respective stratum. In the light of the notion that the meaning of TL text is derived from the interaction of the SL text with the translation context, the Activity Theory-based framework of translation outlines both the contextual and textual factors involved in translating, and it also projects a method to analyze translation problems as well as the possible ways to solve them.

Investigating information literacy: A growing priority in translation studies

Although not always labeled as such, information literacy has been implicitly recognized as a key aspect of translation competence by practitioners, teachers, and scholars. Yet, researchers have only recently begun to systematically examine information behavior in the translation processes of students and professionals to determine how translation-centered information literacy develops. The questions of how and whether translators use the tools and resources at their disposal and how students, novices, and professionals differ in this regard remain to be investigated in detail. The multi-method approach we use to analyze translation competence and information behavior combines data from ethnographic observation of the translation situation, surveys, semi-structured interviews, keystroke logging, computer screenshot recordings, concurrent and cue-based retrospective verbalizations of recorded translation processes, and eye-tracking. We report on the initial phases and results of a study on translators’ information behavior to indicate how this type of research can contribute to understanding the development of translation competence and to improving information literacy teaching.

Data Documentation and Data Accessibility in Translation Process Research

This article addresses the problem that data collected in investigations into translation processes is not made available to the scientific community in most cases, with the consequence that findings based on such data cannot be reproduced and verified and that the data cannot be re-used in other investigations. The article suggests (1) a text annotation system based on the Guidelines for Electronic Text Encoding and Interchange of the Text Encoding Initiative (TEI), which have been adapted to the specific requirements of translation process research, and (2) the use of asset management systems (AMS) to make translation process data accessible on the Internet. AMS are electronic systems for storing, archiving, annotating, and analyzing digital resources of any type. The advantages and functionality these systems offer are described both from the perspective of researchers and from the perspective of translation pedagogy. The text annotation system is illustrated using transcription examples from a longitudinal study of the development of translation competence in students of translation. Special emphasis is placed on the meta-data required for translation-process transcripts and the different phenomena to be transcribed.

Process research into the development of translation competence: Where are we, and where do we need to go?

This paper gives an overview of the methods employed in process-oriented investigations of translation competence and its development and describes their advantages and drawbacks. Furthermore, it provides a survey of the findings gained in this field of research so far. It then focuses on desiderata. Special emphasis will be placed on the contrastive evaluation of methods, on longitudinal studies, as well as on the documentation and dissemination of process data. The design of one longitudinal study, TransComp, which investigates the development of translation competence in 12 students of translation over a period of three years and compares it to that of 10 professional translators with more than 10 years of experience, will be introduced. Furthermore, asset management systems will be suggested to make translation process data accessible to the scientific community and lay the foundations for a platform for information exchange between scholars working in the field of translation process research. At the end of the article, the contributions collected in this volume will be introduced.