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Translation Studies

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

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Translation Studies

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

  2. 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)

  3. 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)

  4. 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

  5. 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

  6. 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

  7. 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

  8. 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

  9. Towards a model of translation competence (into L2)  based on empirical research • 3 components in Campbell’s (1998) model:

  10. 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

  11. 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

  12. 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

  13. 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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