Development Of Translation Competence Research Articles

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.

The role of metacognition and cognitive conflict in the development of translation competence

This article first presents widely accepted definitions and models of the translation process and translation competence and notes the lack of a fully developed model of translation competence acquisition (TCA). The Input-Interaction-Output Model of second language acquisition (SLA) is introduced, after which these various models are combined into a proposed model of translation competence acquisition. Each stage in the model is then explained from the point of view of SLA, TCA and translation pedagogy with special attention to meta-cognition and cognitive conflict. Finally, some of the limitations of the model and fields for future research are presented.

Miao, J. (2006): On the Development of Translation Competence Through Translation Instruction, Tianjin, Tianjin People’s Publishing House, x + 193 p.

Miao, J. (2006): On the Development of Translation Competence Through Translation Instruction, Tianjin, Tianjin People’s Publishing House, x + 193 p.. An article from journal Meta (Volume 53, Number 3, septembre 2008, pp. 457-727), on Érudit.