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|Title:||Toward a systematic approach to translation skills instruction|
|Author(s):||Kiraly, Donald Charles|
|Doctoral Committee Chair(s):||Savignon, S.J.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Language and Literature|
|Abstract:||In this study, a bi-disciplinary approach was taken to investigate translation processes with the objective of establishing the foundation for a systematic approach to the teaching of translation skills for professional purposes. A model of translation in terms of social, communicative processes was developed on the basis of the view of language proposed by J. R. Firth. This social view of translation was complemented by a model of cognitive translation processes based on a contemporary view of psycholinguistic language processing as well as on empirical data collected in the form of think-aloud protocols. The verbal report data were collected during the production of a German $\to$ English translation, carried out by eight novice translator trainees in a West German university program in Translation Studies, and eight graduates of the same program.
A coding procedure was developed that provided a graphic representation of a variety of cognitive processing indicators. It was found that intuitive cognitive processes were involved in the translation of virtually all of the translation units identified in the data. No differences were found between the novice and professional subjects with respect to: the types of controlled processes used, the preponderance of controlled or uncontrolled processes implemented, or the quality of their translation products. These findings suggest that (a) rather than being applied in well-planned sequences, controlled translation strategies tend to be used on an ad hoc basis to provide additional raw material for uncontrolled processes, and (b) graduates of translator training programs may be no more competent to translate into their second language than are novices.
The study concludes that systematic approaches to translation skills instruction must differentiate between general communicative skills and translation-specific skills and knowledge, and that the development of communicative competence must become a main priority in translator training. Recent developments in Communicative Second Language Teaching and isolated initiatives from within the field of Translation Studies are suggested as appropriate sources of innovation for translation skills instruction.
|Rights Information:||Copyright 1990 Kiraly, Donald Charles|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9021708|