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1
Content available Inside and Outside the Translation Classroom
100%
Pietrzak P.
Research in Language
|
2020
|
tom 18
|
nr 2
109-117
EN
The article provides a glance at the continuing transformation in the profession of translators and its implications on translator training. The profile of the translatorhas never been unified but nowadays, following the pandemic situation in the year 2020, the profession undergoes a significant shift as a result of the economic situation and the effects of the pandemic restrictions on the condition of the labour market. The widespread use of technology and new requirements involving distance learning call for rethinking the aims of translator training. The primary purpose of the article is to signal the need for adapting translator training to foster better metacognitive skills that help translation students adapt to the evolving market. The article makes an attempt to look at the potential of distance translator training for introducing more professionalization into translator education. Moving outside the regular translation classroom to virtual training environments can in fact entail the learner transformation not only as regards technology immersion but also their autonomy.
2
Content available Collaborative Translation in the Digital Age
100%
Tsai Y.
Research in Language
|
2020
|
tom 18
|
nr 2
119-135
EN
This study investigates the learning experiences of student translators participating in collaborative translation with and without the use of translation technology through collaborative translation teaching and practical exercises. The effectiveness and efficiency of two types of collaboration (face-to-face and virtual) are surveyed in terms of students’ cooperation and communication, the effort they invest into translation exercises, the importance they attach to these exercises, and the effectiveness of translation technology in collaborative translation. We use questionnaires to obtain a comprehensive overview of the translation process of and feedback on collaborative translation from student translators. Face-to-face and virtual collaborative translations are performed in English–Chinese translation courses to compare the learning effectiveness of virtual and face-to-face collaboration, enhance our understanding of how collaborative translation facilitates reciprocity, and offer recommendations to enhance translation teaching. This study develops collaborative translation teaching methods and designs collaborative translation curricula. Exploring the core criteria of collaboration, effectiveness, and efficiency through the reports of student translators collaborating face-to-face and online will contribute to the establishment of a collaborative translation framework.
3
Content available Application of LSP texts in translator training
100%
Ilynska L. , Smirnova T. , Platonova M.
Studies in Second Language Learning and Teaching
|
2017
|
tom 7
|
nr 2
275-293
EN
The paper presents discussion of the results of extensive empirical research into efficient methods of educating and training translators of LSP (language for special purposes) texts. The methodology is based on using popular LSP texts in the respective fields as one of the main media for translator training. The aim of the paper is to investigate the efficiency of this methodology in developing thematic, linguistic and cultural competences of the students, following Bloom’s revised taxonomy and European Master in Translation Network (EMT) translator training competences. The methodology has been tested on the students of a professional Master study programme called Technical Translation implemented by the Institute of Applied Linguistics, Riga Technical University, Latvia. The group of students included representatives of different nationalities, translating from English into Latvian, Russian and French. Analysis of popular LSP texts provides an opportunity to structure student background knowledge and expand it to account for linguistic innovation. Application of popular LSP texts instead of purely technical or scientific texts characterised by neutral style and rigid genre conventions provides an opportunity for student translators to develop advanced text processing and decoding skills, to develop awareness of expressive resources of the source and target languages and to develop understanding of socio-pragmatic language use.
4
Content available Exploring Translation Competence through Think-Aloud Data A Case Study
88%
Kodura M. M.
Acta Neophilologica
|
2023
|
tom XXV/1
199-216
EN
The aim of this paper is to explore the value of think-aloud methodology in the process of translation competence development. The paper describes concepts of translation competence, with particular focus on the PACTE and EMT models. When considering the acquisition of translation competence as a continuous process, it is important to precisely define its starting point. This can be achieved by recording the translation process through verbalisations of thoughts. The main part of the paper is a case study presenting the application of TAP data in the translation course. The conclusions may be useful for designing translator training curricula and verifying educational results.
5
Content available Designing Collaborative Learning Environment in Translator Training: An Empirical Research
88%
Bayraktar-Özer Ö. , Hastürkoğlu G.
Research in Language
|
2020
|
tom 18
|
nr 2
137-150
EN
The present study aims to investigate the efficacy of the collaborative learning method on the translation skills of students at the undergraduate level through a new model developed by the researchers. To this end, a pre-/post-test control group research design was followed to obtain empirical results in the translation of medical texts. The study group consisted of 60 undergraduate translation students in Turkey. Thirty students in the control group were instructed by using conventional training methods and each student worked individually. The completed translation was then evaluated by the instructor, as commonly applied in undergraduate translation programmes. The other 30 subjects in the experimental group were instructed through the collaborative learning method. The students participated in teamwork and undertook various roles such as terminologists, translators, proof-readers, and peer editors to check the final work. At the end of the three-week training, the difference between the translation performance scores of the two groups was found statistically significant in favour of the experimental group. The findings demonstrate the significant contribution of the collaborative learning method to the undergraduate students as this method provides them with an environment to improve the necessary translation skills for their future careers in terms of adopting different roles other than translators.
6
Content available Cohesion in Polish-English Translation and Its Implications for Translator Training
88%
Lewandowski M.
Research in Language
|
2020
|
tom 18
|
nr 2
219-233
EN
This paper focuses on the ways of maintaining cohesive links in the translation process in the Polish-English language pair. Of primary interest is how the thematic/rhematic structure of Polish sentences can be successfully rendered in English to produce cohesive, natural-sounding and communicative target texts with a proper information flow. These aspects have implications for translation teaching. It has been observed that, in view of the differences between Polish and English word order, university students at the start of their translator training experience two general problems as they attempt to translate longer stretches of text into English: (1) they produce cohesive passages, which contain errors in word order (due to syntactic interference from Polish) or (2) they produce grammatically correct sentences, which, however, form incohesive passages (i.e. ones in which the thematic/rhematic progression is not retained) with an inappropriate information structure. For this reason, students need to become acquainted with some practical solutions that help build cohesion in Polish-English translation. These include (1) shifts from active to passive, (2) other shifts in syntactic functions, (3) fronting, and (4) inventing sentence subjects out of broader context.
7
Content available remote Wyjść poza literaturę. Dominanta pragmatyczna jako narzędzie w dydaktyce przekładu tekstów specjalistycznych – tłumaczenia uwierzytelnione
88%
Dybiec‑Gajer J.
Między Oryginałem a Przekładem
|
2012
|
tom 18
413-429
EN
The concept of dominant (semantic [Barańczak 1990], translators’ and translational, intersemiotic and methodological [Bednarczyk 1999; 2008; 2010]), is well established in Polish Translation Studies, where it has been mainly used as a tool of translation criticism. The objective of the article is to investigate possible applications of the concept in fields other than literary translation such as professionally oriented LSP‑translation courses. The term pragmatic dominant has been developed, which refers to the concept of high- and low‑risk information rather than to a strictly linguistic analysis. Using examples of official documents in translation, the article demonstrates how pragmatic dominant can be made didactically useful at various stages of the translation process from text analysis to translation quality assessment.
8
Content available remote La calidad de la enseñanza de E/LE y de la traducción: un camino hacia la profesionalización
88%
Albin J.
Studia Iberystyczne
|
2013
|
tom 12
11-27
EN
The aim of this paper is to analyse affective and motivational factors during the didactic process within the bachelor studies of “Applied Spanish language”. According to the data collected, a motivational crisis can be observed when students reach the communicative level of Spanish. On the contrary, motivation does not drop in translation classes, while the main problem is low self-efficacy along with high anxiety then facing a translation task. My conclusions point at the renewal of quality conception by reformulating teaching curricula as vocational training. As for the recommended methodology, I propose simultaneous teaching of linguistic and translation skills, according to the principle of co-emergence of competencies, based on students’ autonomy, respect and taking advantage of students’ experience and personal goals.
9
Content available remote Two Languages, Two Cultures, One Mind: A Study into Developmental Changes in the Students' View of Language As a Tool in Cross-Cultural Communication
88%
Whyatt B.
Poznań Studies in Contemporary Linguistics
|
2007
|
tom 43
|
nr 2
133-147
EN
In this paper I report on the preliminary results of a longitudinal one-year study of students' progression from a low level of language awareness manifested in their superficial/intuitive use of language/languages to a higher level of language self-awareness manifested in their more controlled use of language. The data gathered for this study include four sources: a language awareness questionnaire, think aloud protocols, error analysis and post error analysis in-class discussions. The results of this study are intended to be further explored in a larger research project.
10
Content available How Incorporating Deliberate Practice in Work Placement May Contribute to Developing Expertise in Translators
88%
Sadza A.
Research in Language
|
2021
|
tom 19
|
nr 2
211-227
EN
The article explores some of the ways in which work placement that accompanies or follows academic instruction may contribute to stimulating trainee translators’ professional development. Inspired by general and profession-specific concepts and components of expertise proposed by researchers in the field of cognitive sciences and translation studies as well as her own experience as a translator, translation trainer, and work placement mentor, the author presents some of her observations and preliminary highlights of her ongoing research to emphasise how individualised support for trainees’ conscious effort in the course of work placement in a translation company may help novice translators hone their skills and at the same time assume responsibility for their own development, thus empowering them and setting them on track to become experts. In her considerations, the author refers to the minimal concept of translation expertise propounded by Muñoz Martín (2014) and to the notion of deliberate practice as posited by Ericsson et al. (1993) to propose how deliberate practice may be implemented as one of the significant elements of translation work placement in a student-centred course of learning, where various aspects of the actual workplace setting contribute to increased readiness for conscious effort in trainees. This paper may prove of use to translator trainers as well as work placement mentors/coordinators, both on the part of the academic institution, and within the organisation accepting trainees, when they shape or revise their curricula or work placement agendas.
11
Content available Student Agency in Translator Training: Setting a Framework for Good Practices
88%
González Davies M.
Research in Language
|
2021
|
tom 19
|
nr 2
117-133
EN
Both teacher and student agency have been discussed and researched for quite some time in different learning contexts. Here, I will present a general framework for pedagogical practices that enhance translator education by promoting student agency defined as the process through which learners become capable of strategic actions which form the basis for autonomy and confidence in their own proficiency and effectiveness. I will suggest how student agency and collaborative and situated learning can interact to provide students with professional and relational skills that set the basis for the development of autonomous strategic learning. This combined approach involves the acceptance and use of planned and spontaneous learning opportunities embedded in contextualised activities, tasks, and projects. Some practical examples will illustrate the main points.
12
Content available A methodology for formative assessment: feedback tools in the translation classroom
88%
Pietrzak P.
Kwartalnik Neofilologiczny
|
2017
|
nr 1
66-80
EN
Assessment in translator education can sometimes be regarded as a necessary evil, either by trainees who tend to dislike evaluations of their competence and performance or by trainers who are obliged to measure and judge these elusive qualities. This authoritative role imposed on the translation teacher by various institutional regulations interferes with the image of the teacher as a guide postulated by the idea of empowerment (Kiraly 2000, 2005), since it might affect the distribution of power and control in the translation classroom. Grades assigned to translation assessment can hardly reflect the actual quality of the trainee translator’s work, let alone help them improve the necessary skills that translation competence entails. However, when accompanied by constructive feedback, the necessary evil cannot only be justified but also excused or even fostered. The author advocates transforming training-based assessment into assessment-based training. In as much as the translation teacher organises, controls and evaluates the students’ performance, a premise of equal importance is that assessment can also have a measurable effect on student competence development. As Fowler (2007: 254) claims, “the competence development in translators mainly derives from formative assessment”. With this presupposition in mind, the article will introduce the basic tenets of formative assessment with a close look given to its features and principles that should be observed with the aim of giving objective and effective feedback. Then, the roles of the trainer and the trainee will be discussed in relation to the distribution of power and control in the translation classroom and the position of the evaluator and the evaluee. The article will give an example of instrument that the evaluee needs in order to become the evaluator and, finally, it will demonstrate a methodology for formative assessment based on a few formative feedback techniques.
13
Content available Enseignement de la terminologie dans la formation universitaire à la traduction : études des cas grec et polonais
88%
Gostkowska K. , Pantazara M.
|
2021
|
nr 13
109-122
EN
In our current information society, terminology is developing very fast in every field across the globe and large multilingual and multinational organisations increasingly require specialists in terminology and specialised translation. Our survey falls within the field of research on specialised translation teaching and, particularly, the training of translators in the field of terminology at an academic level. Our starting point was the statement that the search for the right terms and other tasks related to terminology represent a significant part of the tasks of every translator and that terminology is one of the skills of a translator. In this paper, we compare the place given to terminology in translator training at the university in Greece and in Poland, both in foreign philology and translation training programmes. After providing some general information on the terminological work performed by translators and on the skills required in this field, we compare and comment the results of our analysis of the terminology courses offered to philology and translation students in Greek and Polish universities. In the last part of the paper, we examine the place of terminology in both countries and the forms of its institutionalisation at the national level, which can either encourage or jeopardize the process of teaching terminology.
14
Content available The Case for Creativity and Literalism in Practical Translation Classes
88%
Kizeweter M. , Keane B.
Anglica. An International Journal of English Studies
|
2015
|
nr 24/2
129-138
XX
This paper presents the results of a minor experiment which illustrates how practical translation students deal with a text which is not very well written and so producing an acceptable target text may require some amount of creativity. The text in question is a film review providing a summary of the film. Even though the text looks relatively easy, it features numerous linguistic traps, and also there is an absence of linking phrases, which in written English are vital for good flow and style. We are interested in finding out to what extent students are capable of sacrificing literalism in translation in order to produce a text that has a “natural flow” and we look to draw conclusions regarding the implications for translator training.
15
Content available Multi-word Lexical Items and the Advanced Foreign Language User: Awareness Raising in the Context of Oral and Written Translation Training
75%
Alisa M.-M.
Anglica. An International Journal of English Studies
|
2020
|
nr 29/2
151-164
EN
The paper has two main objectives: the first is to present an overview of the phenomenon of multi-word items in English, and discuss their prevalence in native speaker usage. The second is to discuss how proficient non-native speakers of English, and in particular those who are training to become translators, may benefit from classroom training that increases awareness of the primary role of chunks and other multiword units in native-like speech. It is argued that classroom training may tend to emphasise grammar rules and lexis over building a repertoire of multi-word items; more practise in this area may improve fluency, conserve energy, and enhance long-term language learning among adult foreign language users with nuanced foreign language performance goals.
16
Content available Confessions of an Unrepentant Translator: Alice-Catherine Carls Discusses the Practice of Literary Translation and the State of Polish Literature in America
71%
Carls A.-C.
Tematy i Konteksty
|
2020
|
tom 15
|
nr 10
201-212
PL
Alice-Catherine Carls, tłumaczka między innymi utworów Stuarta Dybka, Charlesa Wrighta, Anny Frajlich, Marilou Awiakty, Zofii Romanowicz, Józefa Wittlina, Wisławy Szymborskiej, Joanny Pollakówny i Jeana Metellusa, omawia zarówno osobiste doświadczenia i poglądy na praktykę przekładu literackiego, jak również komentuje aktualną sytuację literatury polskiej w Ameryce. Carls poddaje refleksji nie tylko metody i tryby pracy przekładowej dotyczące bezpośredniego transferu tekstu źródłowego w wariant docelowy, ale także odnosi się do zagadnień wykorzystania w procesie przekładu języka pośredniczącego, współpracy z autorem oryginału lub innymi tłumaczami oraz wykorzystania wiedzy historyka na potrzeby pracy translatorskiej, uwzględniając również postępujący współcześnie trend do silnej profesjonalizacji działalności tłumaczeniowej, Carls charakteryzuje przekład poezji jako nieuchronne poszukiwanie równowagi między językowymi, kulturowymi, wizualnymi, dźwiękowymi i rytmicznymi wektorami tekstu, gdyż „nie istnieją doskonałe odpowiedzi na pytania, jak bardzo tłumaczenie powinno być tworzeniem wiersza na nowo lub jak bardzo powinno podążać za literą oryginału: jest to zawsze kwestia decyzji dopasowanej do konkretnego przypadku”.
EN
Confessions of an Unrepentant Translator: Alice-Catherine Carls Discusses the Practice of Literary Translation and the State of Polish Literature in America
17
Content available Ausgewählte Probleme der stilistischen Übersetzbarkeit von wissenschaftlichen Texten
63%
Jopkiewicz K.
Glottodidactica
|
2014
|
tom 41
|
nr 2
105-119
DE
The dissemination of results has always been an important aspect of the research process. The translation plays here an increasingly important role. In view of the fact that the languages of science differ significantly, that the scientific style is simultaneously distinguished by many personal, universal and cultural features, the translation appears not to be an easy undertaking. Following the Galtung’s concept of intellectual styles we present the distinguishing features of the Teutonic and Saxonic style on the example of German and English language.
18
Content available remote Dydaktyka przekładu audiowizualnego na filologii romańskiej od podstaw: metody, treści, propozycje rozwiązań
63%
Kaczmarek A.
Między Oryginałem a Przekładem
|
2013
|
tom 19-20
65-82
PL
Wobec znacznego spadku liczby absolwentów szkół średnich posługujących się językiem francuskim na tyle biegle, by móc rozpocząć studia na filologii romańskiej, wiele polskich uczelni utworzyło kierunek „filologia romańska od podstaw”. Jedną z kluczowych kompetencji rozwijanych na tych studiach jest tłumaczenie, obejmujące także podstawy przekładu audiowizualnego. Artykuł przedstawia przykłady rozwiązań dydaktycznych dla tego przedmiotu, stosowanych w Uniwersytecie Opolskim.
EN
In the face of a sensible diminution of the number of high‑‑ school graduates able to communicate in French well enough to follow the “classical” French Philology course, many Polish universities offer their students the possibility of studying “French Philology level 0”. One of the key skills developed by this course is translation, including basic audio‑‑ visual translation competences. The paper shows some examples of translator training clues that have been worked out at the Opole University.
19
Content available Intercultural Competence in Translator Training
63%
Klimczak-Pawlak A.
Translatorica & Translata
|
2018
|
tom 1
103-114
PL
Określenie kompetencji tłumacza dla potrzeb kształcenia stanowi ogromne wyzwanie wobec zmieniającej się rzeczywistości, w której przyjdzie pracować absolwentom studiów językowych. Jednym z kluczowych elementów, których brak może podważyć użyteczność oferowanych kursów jest kompetencja interkulturowa. Omówiwszy modele kompetencji tłumaczeniowej oraz rolę kompetencji interkulturowej jako elementu kompetencji tłumacza, artykuł przedstawia wyniki badania przeprowadzonego wśród 60 studentów I i II roku, z których większość deklaruje gotowość podjęcia kursów i pracy tłumacza w przyszłości. Badaniu poddano przekonania dotyczące tego, kim jest tłumacz, jakie umiejętności, wiedzę i kompetencje powinien posiadać i jakie trudności może napotkać w swojej pracy. Wyniki pokazują, że studenci potrzebują kursów, które zachęcą ich do refleksji na temat ich poglądów i pomogą im pogłębić zrozumienie kultury o aspekt interkulturowości oraz ich własną kulturę. Ponieważ polscy studenci pragnący zostać tłumaczami mogą nie być świadomi międzykulturowych wyzwań związanych z tym zawodem, istnieje potrzeba rozwinięcia ich kompetencji interkulturowej poprzez wyraźne zaznaczenie wagi tej kompetencji w ich kształceniu.
EN
With the superdiversity (Blommaert 2010, 2013) of today’s societies translator training faces new challenges. This article sets out to explore the issue of intercultural competence in translator training from the perspective of the views and beliefs of English language majors in Poland. Rather than discussing the translation programmes offered to students, the study presented here concentrates on preconceptions as to who a translator is, what skills, knowledge and competences are crucial for a translator and what difficulties s/he may face. Students’ beliefs prove that they are ready for courses which will encourage them to reflect on their views and will help them deepen their understanding of culture to include intercultural aspects as well as aspects of their own culture. As Polish students wanting to be translators may simply not be aware of the intercultural challenges entailed by the profession, it is argued here that overt, explicit focus on intercultural communication and raising students’ intercultural competence is needed.
20
Content available remote Action Research in Translation Studies Self‑reflection in translation research training
51%
Piotrowska M.
Między Oryginałem a Przekładem
|
2013
|
tom 19-20
153-167
EN
Demonstrating a diversity within TS research, the study enquires into ARTS as a new methodology. The aim of the paper is to define ARTS, localize it among major TS research models, present its components and characteristics and argument for its usefulness and relevance in translator training. Basic assumptions of this methodology are illustrated on the chosen example of an M.A. project, namely translation action with critical reflection, implementing the practitioner‑researcher’s knowledge and experience, and strategic translating in a cyclic process. Implementing ARTS in translator education is a methodological response to a greater professionalization of the discipline and Kiraly’s modern educational model with student being an active participant‑‑ translator in the process of training.
PL
Ukazując zróżnicowanie w badaniach przekładoznawczych, na ich tle artykuł ukazuje stosunkowo nową metodologię ARTS. Celem jest jej zdefiniowanie i zlokalizowanie w kontekście modeli przekładoznawczych, ukazanie jej komponentów i cech charakterystycznych oraz argumentacja na rzecz jej przydatności w kształceniu tłumacza. Na wybranym przykładzie zastosowania ARTS w projekcie magisterskim przedstawiona jest realizacja podstawowych założeń tej metodologii: działanie tłumaczeniowe z krytyczną refleksją, wykorzystanie wiedzy i doświadczenia badacza‑‑ tłumacza oraz tłumaczenie strategiczne w procesie cyklicznym. Wykorzystanie ARTS w procesie kształcenia tłumacza jest metodyczną odpowiedzią na wymóg profesjonalizacji przekładoznawstwa i realizacją nowoczesnego modelu edukacyjnego Kiraly’ego, w którym uczenie odbywa się przez działanie, a student jest aktywnym uczestnikiem‑‑ tłumaczem procesu dydaktycznego.
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