The questions which this volume seeks to address include: what is translation competence? How can it be built and developed? How can the product of the performance be used to measure levels of competence? These questions are addressed with specific reference to the training situation. They are arranged in three sections, the first focusing on the identification of subcompetences.
The Development of Translation Competence: Theories and Methodologies from Psycholinguistics and Cognitive Science presents cutting-edge research in translation studies from perspectives in psycholinguistics and cognitive science in order to provide a better understanding of translation and the development of linguistic competence that translators need to be effective professionals. It presents original theories and empirical tests that have significant implications for advancing the field of translation studies and what researchers know about the development of linguistic competence. The book is divided up into three Parts. Part I consists of a state-of-the-art introductory chapter which serves to frame the subsequent studies in Part II which explore the development of translation competence by reporting on topics such as translation expertise, cognitive ergonomic issues in translation, translation ambiguity, standards and metrics for translation, processing speed and production time, among others. Part III then hones in on specific data collection methodologies from cognitive science that highlight innovative ways to gather and analyze data. Some methods discussed include tasks looking at processing speed, brain imagining techniques such as functional magnetic resonance imaging adaptation (fMRIa), language switching, eye tracking, keystroke and mouse logging, and retrospection, among others. This book effectively demonstrates that psycholinguistic and cognitive approaches to studying the development of translation competence promise to diversify traditional perspectives of translation studies and to improve the quality and generalizability of translation research in general. This title will serve as a valuable reference for scholars, practitioners, translators, and anyone who wishes to gain an overview of current issues and methods in translation studies solidly grounded in psycholinguistics and cognitive science.
This volume is a compendium of PACTE Group’s experimental research in Translation Competence since 1997. The book is organised in four main parts and also includes eight appendices and a glossary. Part I presents the conceptual and methodological framework of PACTE’s Translation Competence research design. Part II focuses on the methodological aspects of the research design and its development: exploratory tests and pilot studies carried out; experiment design; characteristics of the sample population; procedures of data collection and analysis. Part III presents the results obtained in the experiment related to: the Acceptability of the translations produced in the experiment and the six dependent variables of study (Knowledge of Translation; Translation Project; Identification and Solution of Translation Problems; Decision-making; Efficacy of the Translation Process; Use of Instrumental Resources); this part also includes a corpus analysis of the translations. Part IV analyses the translators who were ranked highest in the experiment and goes on to present final conclusions as well as PACTE’s perspectives in the field of Translation Competence research.
The goal of the book is to show how computer-assisted translation (CAT) tools may affect trainee translators and to what degree. As the main issues in the CAT-based classroom come to light, the author discusses how to negate them in order to prepare students to enter the professional market.
The volume provides current methodological insights into translation didactics. It investigates both theoretical and practical aspects of translator training with a view to exchanging knowledge and resources among those who contribute to the complex and challenging endeavour of constructing translation competence.
This volume brings together a selection of papers presented at an international conference on Translation Studies in Barcelona in 1998. The papers illustrate four areas that are of particular interest in translation research today in Europe, Asia and Latin America. The purpose of the first section, 'Investigating Translation Paradigms', is to reach a critical revision of existing paradigms and to develop new ones in approaching the translated text. The second section, 'Investigating the Translation Process', focuses on the skills, knowledge and strategies that make up translation competence. The third section, 'Investigating Translation and Ideology' addresses not only the 'invisible' influence of ideologies on the translator, but also the role of translators in transmitting ideology. The fourth section, 'Investigating Translation Receivers' envisages translators as communicators caught between the opposing trends of localisation and globalisation. This tension can be seen in the selection of the papers, some of which reflect on research carried out in recently established translation centres in Spain, while others discuss the latest work of scholars from long established centres in other countries.
The Routledge Handbook of Translation and Education will present the state of the art of the place and role of translation in educational contexts worldwide. It lays a sound foundation for the future interdisciplinary cooperation between Translation Studies and Educational Linguistics. By adopting a transdisciplinary perspective, the handbook will bring together the various fields of scholarly enquiry and practice that make a valuable contribution to enlarging the notion of translation and diversifying its uses in education. Each contribution provides an overview of the historical background to a given educational setting. Focusing on current research approaches and empirical findings, this volume outlines the development of pedagogical approaches, methods, assessment and curriculum design. The handbook also examines examples of pedagogies that integrate translation in the curriculum, the teaching method’s approach, design and procedure as well as assessment. Based on a multilingual and applied-oriented approach, the handbook is essential reading for postgraduate students, researchers and advanced undergraduate students of Translation Studies, and educationalists and educators in the 21st century post-global era. Chapters 4, 25, and 26 of this book are freely available as downloadable Open Access PDFs at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
The Handbook of Translation and Cognition is a pioneering, state-of-the-art investigation of cognitive approaches to translation and interpreting studies (TIS). Offers timely and cutting-edge coverage of the most important theoretical frameworks and methodological innovations Contains original contributions from a global group of leading researchers from 18 countries Explores topics related to translator and workplace characteristics including machine translation, creativity, ergonomic perspectives, and cognitive effort, and competence, training, and interpreting such as multimodal processing, neurocognitive optimization, process-oriented pedagogies, and conceptual change Maps out future directions for cognition and translation studies, as well as areas in need of more research within this dynamic field
Cognitive aspects of the translation process have become central in Translation and Interpreting Studies in recent years, further establishing the field of Cognitive Translatology. Empirical and interdisciplinary studies investigating translation and interpreting processes promise a hitherto unprecedented predictive and explanatory power. This collection contains such studies which observe behaviour during translation and interpreting. The contributions cover a vast area and investigate behaviour during translation and interpreting – with a focus on training of future professionals, on language processing more generally, on the role of technology in the practice of translation and interpreting, on translation of multimodal media texts, on aspects of ergonomics and usability, on emotions, self-concept and psychological factors, and finally also on revision and post-editing. For the present publication, we selected a number of contributions presented at the Second International Congress on Translation, Interpreting and Cognition hosted by the Tra&Co Lab at the Johannes Gutenberg University of Mainz.
The dynamics of immigration, international commerce and the postcolonial world make it inevitable that much translation is done into a second language, despite the prevailing wisdom that translators should only work into their mother tongue. This book is the first study to explore the phenomenon of translation into a second language in a way that will interest applied linguists, translators and translation teachers, and ESOL teachers working with advanced level students. Rather than seeing translation into a second language as deficient output, this study adopts an interlanguage framework to consider L2 translation as the product of developing competence; learning to translate is seen as a special variety of second language acquisition. Through carefully worked case studies, separate components of translation competence are identified, among them the ability to create stylistically authentic texts in English, the ability to monitor and edit output, and the psychological attitudes that the translator brings to the task. While the case studies mainly deal with Arabic speakers undergoing translator training in Australia, the conclusions will have implications for translation into a second language, especially English, around the world. Translation into the Second Language is firmly grounded in empirical research, and in this regard it serves as a stimulus and a methodological guide for further research. It will be a valuable addition for advanced undergraduate and postgraduate students of applied linguistics, translation theory, bilingualism and second language acquisition as well as those involved in teaching or practicing translation at a professional level.
