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Translation Studies. 12. Translation into the second language Krisztina Károly, Spring, 2006 Source: Campbell, 1998. Aim of book: .

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translation studies

Translation Studies

12. Translation into the second language

Krisztina Károly, Spring, 2006

Source: Campbell, 1998

aim of book
Aim of book:
  • “to explore how individuals develop the competence to translate into a second language, and to show that a key aspect – textual competence – is developed in a systematic way.” (p.2)
  • Importance of a translator-centered view on translation (focus on process; the translator in context)
problems in translation to l2 are related to
Problems in translation to L2 are related to:
  • second language acquisition (acquisition of L2 skills and strategies, L development)
  • interlanguage (output = a stage in L acquisition)
  • organization of L above the sentence level (DA: production of stylistically authentic texts; textual skills in L2)
  • levels of L competence (translation standards)
recent studies on translation competence tc
Recent studies on translation competence (TC):
  • Toury (1984): bilinguals have “an innate translation competence comprising bilingual and interlingual ability” as well as “transfer competence” (pp.189-190)
  • Bell (1991): “ideal bilingual competence”; “expert system”; “communicative competence” (Canale and Swain, 1980: grammatical, sociolinguistic, discourse, strategic)
  • Kiraly (1990): stresses the importance of the process of second language acquisition in teaching translation into FLs
recent studies cont
Recent studies cont.
  • Hewson and Martin (1991): “acquired interlinguistic competence” (comp. in 2 Ls and 2 cultures); “dissimilative competence”; “transferred competence” (translation auxiliaries)
  • Nord (1992): competence of text reception and analysis, research competence, transfer competence, competence of text production, competence of translation quality assessment, linguistic and cultural competence (both on the source and target side)  text-analytical perspective
  • Pym (1992): ability to generate a target-text series + select only one target text from this series as a replacement of source text for a specific purpose and reader  behavioral perspective
possible approaches to conceptualizing tc depending on purpose
Possible approaches to conceptualizing TC (depending on purpose):
  • psychological modeling of the T process (inferring mental constructs from empirical data – TAP: at different levels of translator ability or longitudinally in student translators)  focus on translator, text, readers
  • translation quality assessment (the quality of the translated text is a reflection of the translator’s competence)  focus on text, readers and the relationship of the two
  • translation pedagogy (importance of discourse/translation analysis, intertextuality, interference, lack of student-centered view)  focus on theories of teaching and learning
translation into the second language vs first language
Translation into the second language (vs. first language)
  • TC in an interlanguage framework (following Selinker, 1992 and Larsen-Freeman and Long, 1991)
  • contrastive analysis
  • error analysis
  • performance analysis
  • discourse analysis
purpose of a pedagogical model of tc
Purpose of a pedagogical model of TC
  • identify underlying components of TC to aid curricula
  • describe developmental pathway taken in learning how to translate to aid sequencing of curricula
  • include means for describing quality differences between translations to aid the development of assessment techniques
towards a model of translation competence into l2 based on empirical research
Towards a model of translation competence (into L2)  based on empirical research
  • 3 components in Campbell’s (1998) model:
3 components in campbell s 1998 model cont
3 components in Campbell’s (1998) model cont.

(1) TL textual competence (the ability to manipulate the genre potential of the TL, by deploying grammar and lexis above the sentence level)

  • - substrandard
  • - pretextual
  • - textual
3 components in campbell s 1998 model cont1
3 components in Campbell’s (1998) model cont.

(2) Disposition (individual characteristics of the translator, unrelated to L competence)

  • - risk-taking vs. prudent
  • - persistent vs. capitulating
3 components in campbell s 1998 model cont2
3 components in Campbell’s (1998) model cont.

(3) Monitoring competence

  • - low awareness of quality of output  ineffective editing strategies
  • - high awareness of quality of output  effective editing strategies
characteristics of the model
Characteristics of the model
  • shows that TC is divisible into components + shows the relative independence of the components
  • developmental dimension (in learning how to translate): only the textual competence component can be considered developmentally!
  • describes differences between translators  can be used in assessment of translation/translator quality

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