Developing New Translation Profiles for an Undergraduate (original) (raw)
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Developing New Translation Profiles for an Undergraduate Program
Lenguaje, 2011
In this article, new translators’ profiles are discussed based on the development of two competences in an undergraduate program: the extralinguistic competence, and the instrumental and professional competence, e.g., specialized knowledge, the knowledge and use of modern technologies, and the knowledge of the market. This article focuses on the importance of developing these two subcompetences in translation programs in order to produce competitive professional translators, and it proposes a set of recommended activities for the development of each subcompetence. Likewise, the advantages and disadvantages of these activities are discussed as well as the changes and implications for translation teaching.
Finding Ways to Increase Translators’ Competence
Knowledge International Journal, 2018
Many scholars have so far attempted to answer the question as to what constitutes translation competence. In doing so, it has been established that this competence requires a combination of various types of knowledge and skills, which consequently results in the complexity of the matter. It is precisely this complexity that has yielded in a number of approaches to defining and analyzing translation competence, which is considered to be a number one prerequisite for a successful professional in this field. Since many scholars who study translation competence agree that it is most effectively developed at an academic institution, modern language faculties that educate future translators and interpreters need to adapt their curricula so as to increase students' translation competence and skills. This article looks at one of the possible ways in which translation classes have been designed in order to pursue this goal. It explores students' perceptions on the presence of a native English speaker during translation classes and direct benefits (or the lack thereof) and presents possible guidelines for the improvement of translation classes.
This study focuses on the concept of translation competence, which develops further with professionalization following the translation education and evolves into the concept of translator competence in practice. For this purpose, the word “competence” was first defined from different perspectives and the synonyms of the term were explained. After that, the linguistic competence, used first by Noam Chomsky, was discussed. Because one of the main components of the translation competence is the linguistic competence. At a time when classical approaches dealt with translation as a mere linguistic transfer, the linguistic competence was considered sufficient to explain the translation. And the translation activity was, therefore, regarded as a sub-branch of Applied Linguistics. But at a time when the demand for translation has been constantly growing in a globalized world, it is obvious that the phenomenon of language alone is not enough to explain translation. In order to meet economic, global, social and cultural needs of the target audience, different competences have also begun to take part under the translation performance. The most important of these is by far the cultural competence. Because the translator cannot make an adequate and acceptable levels of translation, which are Toury's initial norms, without knowing the source culture very well and by ignoring the expectations of the target culture. The concept of culture is then necessary in terms of empathy with both the source and the target reader. For example, a word can have multiple connotations other than its denotative meaning and what is expected of translation may be one of the most distant connotative meanings of the word. In this respect, it is important to recognize the culture in finding a translation equivalent. In addition, in today's approaches and in terms of the market expectations, even the cultural competence has started to be not enough to explain the translation action. Then it can be asserted that translation competence can no longer be explained only by linguistic and cultural competences. New subcompetences brought by market driven needs like the increasing necessity of the use of modern technologies in the translation process have also begun to be among the important components of the translation competence. How can a translator gain all these? First of all, in order to successfully overcome the translation process, the translator as well as gaining an expertise in the subject area, must also have a meta perspective of the translation process and internalize the theoretical infrastructure that explains the translation competence. This is also possible with a good translation education2 which is guiding and inspiring. In fact, all kinds of theoretical knowledge and components learned by prospective translators towards enhancing translation competence which is constantly supported by translation assignments throughout the translation education are put into practice more intensively after graduation, allowing the translation competence to cross existing boundaries and to turn this concept into the translator competence at the end. In this case, a translation pedagogy which can be useful in practice among existing translation theories/approaches for prospective translators should be adopted, and this pedagogy should be organized in such a way as to enable translation students to be able to create a self-guiding model of education by translation instructors. In this way, translation students can develop their translation performance. Last but not least, it is thought that this study will also be useful to show how prospective translators will make their declarative information procedural at the end. Keywords: Translation performance, translation competence, translator competence, linguistic competence, cultural competence, sub-competences in translati
Pedagogical methodology for developing students-translators' professional competences
2020
The article addresses an issue significant for the quality in the university education – the development of the translation students' professional competences, therefore that of the translation competences (TC). In this regard, the evolution analysis of the term of translation competence is suggested and a new definition of the term of translation competences from the perspective of the students' professional training in the field of translations generated. In the present article there are mentioned the identified TC relevant to the translation profession. In this context, the pedagogical methodology for developing students' translation competences presented for analysis.
Preparing students of translation for the real world: needs, methods, constraints
PEETERS, Jean (ed): On the Relationships between Translation Theory and Translation Practice. Frankfurt, Peter Lang , 2005
We are experiencing a growing need for highly qualified translators. Translator training is thus, equally, becoming more and more important. Training programmes are expected to prepare graduates for the real world of the translation industry. The role and the amount of translation theory in comparison to translation practice is a central issue in this respect. This paper addresses the following questions: What do we understand by translation theory? What do we understand by translation practice? What are the consequences of the answers to the first two questions for translator training in today's university context?
Undergraduate translation training: In search of a model
Translation is of great significance for people to make intercultural communication effective. The translation teaching differs from one situation to another, and some of the methods are not effective. It is, therefore, of great importance to channel more efforts into the research in this area. The present paper is an attempt to address the present situation of translation training programs in Iran by looking at the practical and theoretical dimensions of translation studies as an emerging discipline. It is also intended for the improvement of methodologies for translation teaching. First, an introductory word is said about nature of human communication, nature of translation and the significance of translation training. Second, an important distinction is drawn between a theory of translation and a theory of translating and finally based on the three concepts of practice, technique and theory a model is proposed for teaching undergraduate translation trainees.
A Model of Translator’s Competence from an Educational Perspective
Translation as a business is a service. The concept of translation competence is a term covering the various skills and knowledge that a translator needs to have in order to translate functionally. The term which is often studied as a multicomponential concept in literature may not cover the necessary skills if it is taken from an organizational point of view. Program designs at the departments of Translation Studies at universities can be seen as a model for students to acquire translation competence. One of the primary purposes of translation education is to measure and assess the acquisition of translation competence. Despite the fact that the concept of translation competence consists of knowledge and skills needed to translate, the job description of a translator in the translation sector may well go beyond the proper translation process from an organizational perspective. This study focuses on the need for a change from translation competence to translator's competence. The need was observed through a scale of translation competence conducted at the states universities in Turkey, which resulted in the proposed model of translator's competence. A scale of translation competence concerning student perceptions was used as an empirical data collection tool in quantitative research in Translation Studies, the reliability statistics of which was tested as ,951 with 448 participants. The scale consists of 50 statements and measures 8 sub-competencies. This paper proposes a model of translator's competence from an educational perspective, thus paving the way for more effective translator education required to meet the expectations in the translation sector. The concept of translator's competence was proposed as an umbrella term to cover the needs of translation business. It is based on the three different skills of technical skills, conceptual skills and interpersonal skills in which the technical skills represent the translation competence as one of the constituents of the translator's competence. Program designs at tertiary education can be more effective in that it takes this aspect into consideration.
Importance of Linguistics in the Development of Translation Competence
2014
The current debate in translation pedagogy seems to relegate the importance of linguistics to a secondary position. The objective of this article is to argue that descriptive and contrastive linguistics should constitute a core component in translator-training programs. For one thing, translators are language professionals and should be equipped with the required tools as well as metalanguage (language used to make statements about language) to analyze, understand and evaluate source and target texts in the translation process. The development of cultural, technical and professional dimensions of translation competence, which constitute the focus of translation research in recent years, remains inadequate unless it is supported by sound training in linguistics relevant to the tasks professional translators grapple with while translating texts. Besides translation, translators are required to edit and revise translated texts, hence the significance of equipping them with the linguist...
The Initial Stage of Developing Translation Competence
IJRASET, 2021
The article outlines the basic principles of teaching translation in the professional field of communication. The main focus is on the formation of basic skills in translation, allowing students to competently carry out the main stages of work on the text. Various methods of teaching professional translation techniques are analyzed. Particular attention is paid to working with dictionaries and reference books.
Modern approaches to the training of linguists-translators
Aktualʹnì pitannâ gumanìtarnih nauk, 2022
In the context of a multilingual globalized world, the possibility of a quick and clear exchange of information between representatives of different cultures is becoming more important than ever. The profession of a linguist-translator is gaining new popularity, and, consequently, the need for high-quality training of experts in the translation industry is also increasing. One of the main problems of training a professional translator is the choice of the optimal approach to teaching oral and written translation. Despite a huge number of publications devoted to various aspects of the translator's activity, it should be noted that there is still not enough information on this issue in the pedagogical literature. The purpose of this work is to analyze and systematize pedagogical concepts, approaches to the professional training of linguists-translators, study the basic principles of teaching translation in educational institutions, identify their differences and common characteristics to provide a holistic view, and formulate a personal vision of the problem, as well as for further practical application of the information received. It has been established that while training linguists-translators communicative, personality-oriented, and activity-oriented approaches to foreign language teaching are widely used. It has been found that the competence approach in occupational education helps to form the ability of the graduate to independently apply the knowledge, skills, and abilities acquired in the process of preparation in a certain professional context. In the process of research, methods of systematic analysis of scientific and methodological sources and generalization of scientific views on the research problem were applied. The research methods used suggest that the application of the approaches and principles listed in the work is possible both in the training of translators and in teaching a foreign language as a subject. The scientific novelty of the study is to select the optimal approach to the training of students of linguistics, considering current trends in the translation industry. The analyzed methodological approaches to the training of linguists-translators contribute to the formation of translation competence of students, which is the basis of successful professional activity in the future.