On Models, Visibility and Translation Pedagogy: A Response to Anna Trosborg

2000 ◽  
Vol 7 (3) ◽  
pp. 255-258
Author(s):  
Carmen Millán-Varela
Keyword(s):  
Translation Pedagogy

scholarly journals DIDACTIC ASPECTS OF TRANSLATION THEORIES

2021 ◽  
pp. 10-20
Author(s):  
Tamara Kavytska
Keyword(s):  
Literary Theory ◽  
Cognitive Theory ◽  
Linguistic Theory ◽  
Translation Theory ◽  
Theoretical Concepts ◽  
Learning And Teaching ◽  
Translation Practice ◽  
Theoretical Generalization ◽  
Translation Pedagogy ◽  
Communicative Theory

The relationship between translation theory and translation pedagogy is undeniable. Translation studies developed, in fact, as a result of analysis and theoretical generalization of both professional and classroom translation activities. However, the views on the role of theory in translation instruction are rather controversial. Moreover, even though numerous studies have given detailed insights into translation theories, there are still issues to consider. Unexplored are didactic aspects of translation theories: to our knowledge, no research has discussed the didactic contribution of translation theorists to translation pedagogy. Hence the purpose of the paper is to carry out a critical analysis of literary, linguistic, communicative, and cognitive translation theories with a view to exploring and interpreting their didactic strengths and weaknesses. The research methodology relies on the analysis of available literature as well as textbooks in translation practice to discover the didactic contribution of translation theories to translation pedagogy. Noteworthy is the fact that every translation theory has contributed to the development of translation pedagogy as a branch of applied linguistics. Among the major gains of literary theory is textual approach to learning and teaching translation. Linguistic theory has provided the theoretical foundations for translation pedagogy and creating textbooks that meet the didactic requirements. Teaching translation from the standpoint of treating it as a process of communication has become the achievement of communicative theory. The gains of cognitive theory include the adoption of a competence-based approach to teaching translation, as well as the intensification of research efforts in the field of translation pedagogy. In addition to progressive aspects, the translation theories had certain shortcomings. Literary theory, for instance, rejected the idea of translation pedagogy because of perception of the activity as art. Linguistic theory overemphasized certain aspects of language in teaching translation and promoted the idea of interlingual equivalence. This idea has led to the absolute predominance of bilingual dictionaries in translation classrooms, which is currently considered unjustified. The concept of communicative equivalence, supported by the advocates of communicative theory, has negatively affected evaluation of classroom translations. Finally, cognitive theory is criticized for its failure to apply its theoretical concepts to the development of translation pedagogy.

scholarly journals Translation Difficulty: How to Measure and What to Measure

2017 ◽  
Vol 62 (1) ◽  
Author(s):  
Alireza Akbari ◽  
Winibert Segers
Keyword(s):  
Mental Workload ◽  
Accurate Evaluation ◽  
Text Readability ◽  
Translation Pedagogy ◽  
Translation Difficulty ◽  
Shed Light

AbstractThe present research opens up the theoretical light on measuring translation difficulty through various perspectives. However, accurate evaluation of translation difficulty by means of the level of the text, translator’s characteristics, and the quality of translation are significant for translation pedagogy and accreditation. To measure translation difficulty, one has to scrutinize it into four ways as (1) the identification of resources of translation difficulty, (2) the measurement of text readability, (3) the measurement of translation difficulty by means of translation evaluation products such as holistic, analytic, calibrated dichotomous items (CDI), and the preselected items evaluation (PIE) methods, and (4) the measurement of mental workload. This article will expand on the mentioned factors in detail in order to shed light upon translation difficulty on how and what to measure.

scholarly journals Growing a Project-Based Translation Pedagogy: A Fractal Perspective

2012 ◽  
Vol 57 (1) ◽  
pp. 82-95 ◽  
Author(s):  
Don Kiraly
Keyword(s):  
Educational Psychology ◽  
Social Constructivist ◽  
Turn Of The Millennium ◽  
Institutional Settings ◽  
Experiential Approach ◽  
Learning Centered ◽  
Post Modernism ◽  
Translation Pedagogy ◽  
Constructivist Epistemology ◽  
Translator Education

This article traces a fractal path through educational psychology and philosophy in an attempt to elucidate an arborescent perspective of complementary inter-disciplinary sources of inspiration for a project-based translation pedagogy. Starting with a social-constructivist, project-based approach proposed at the turn of the millennium, an attempt is made to paint a broader picture of the synergistic influences underlying an emerging “holistic-experiential” approach to translator education. Post modernism, enactive cognitive science, complexity theory, transformational educational theory and social-constructivist epistemology are some of the complementary roots that can be seen as potential sources of inspiration to nourish a learning-centered approach to developing translator expertise in institutional settings.

Contrastive Rhetoric and Text-Typological Conventions in Translation Teaching

Target ◽  
1997 ◽  
Vol 9 (2) ◽  
pp. 332-350 ◽  
Author(s):  
Sonia Colina
Keyword(s):  
Explicit Instruction ◽  
Descriptive Analysis ◽  
Translation Studies ◽  
Contrastive Rhetoric ◽  
Pedagogical Intervention ◽  
Source Language ◽  
Textual Features ◽  
Translation Pedagogy

Abstract This paper illustrates the relevance of contrastive rhetoric research to Translation Studies and shows how it can be applied to translation pedagogy. After a brief descriptive analysis of the recipe genre in English and Spanish, student translations are examined. It is shown that the work of novice translators is one case in which source-language textual features are transferred into the target text. The effects of explicit instruction on textual-features and text-typological conventions are examined by comparing student translations: a significant improvement in the work of students exposed to explicit instruction is indicative of the benefit of pedagogical intervention. The evidence presented also indicates that translation competence is in fact separate from bilingualism.

scholarly journals A Labour Useful to Students: Contrasting Perspectives on Teaching Translation Studies

2018 ◽  
Vol 18 (1) ◽  
pp. 1
Author(s):  
Harry Aveling
Keyword(s):  
Translation Studies ◽  
Social Constructivist ◽  
Constructivist Approach ◽  
Translation Pedagogy ◽  
The Relationship ◽  
Social Constructivist Approach

Translation Pedagogy is one of the most under-developed fields of Translation Studies. This paper will provide an introduction to three different approaches to the teaching of Translation: the Classical European, the “transmissionist” approach and the contemporary “social constructivist” approach. The paper will show how the relationship between teacher and student varies in each of these models

The application of text type in non-literary translation teaching

2010 ◽  
Vol 5 (2) ◽  
pp. 208-219 ◽  
Author(s):  
Chen Qiujin
Keyword(s):  
Literary Translation ◽  
Chinese Universities ◽  
Literary Works ◽  
Communicative Function ◽  
Text Type ◽  
General Lack ◽  
Clear Tendency ◽  
Translation Practice ◽  
Translation Pedagogy

Despite the relevance of text type to translation practice, especially to Chinese-English non-literary translation in which the two languages display remarkable textual differences, there has been a general lack of attention to the text type-related issues in translation teaching in Chinese universities. Centered upon translation of literary works, the teaching has long focused on techniques at the lexical and syntactic level, and a text-based approach has yet to be adopted. This coincides with the clear tendency in the assignment of non-literary translation that students are quite active in making adaptation at the lexical and syntactic level, but much more reluctant to make decisions at the textual level. Despite their intuitive awareness of the textual differences between the two languages, they are not well trained to effectively deal with such differences so that the translated text can fulfill its communicative function. This article is an attempt to pinpoint this problem and highlight the necessity of including text type in translation pedagogy. It also experimentally proposes a new teaching framework within which text type is taught in a systematic manner.

Sign in / Sign up

Export Citation Format

Share Document