To see the other types of publications on this topic, follow the link: Professional translator.
Journal articles on the topic 'Professional translator'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Professional translator.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Xu, Minhui, and Chi Yu Chu. "Translators’ professional habitus and the adjacent discipline." Target. International Journal of Translation Studies 27, no. 2 (June 8, 2015): 173–91. http://dx.doi.org/10.1075/target.27.2.01xu.
Full textAbstract:
Simeoni’s seminal paper (1998) has spurred many to investigate translators’ habitus, both initial and professional, though fine-grained analysis is lacking. This paper argues that a translator’s professional habitus is highly influenced by the adjacent discipline. With Edgar Snow as an illustrative case, it attempts to explore the influence of journalism on the structuring of Snow’s professional habitus as a translator. An analysis of Snow’s social trajectory and inculcation of journalistic habitus and his translation strategies as a journalist translator, especially those of deletion of ‘telling,’ addition of ‘showing,’ and changing of beginning and ending, demonstrates that Snow’s professional habitus as a translator is obviously affected by his profession as a journalist. The translator’s habitus is a locus revealing a visible embodiment of interdisciplinary influences, and his/ her professional habitus is a combination of dispositions of both the profession of translation and the profession of the adjacent discipline.
2
ЛЕМЕШКО, Ольга, and Валентина ГАПОНОВА. "TRANSLATORS’ TRAINING: UKRAINIAN EXPERIENCE." Збірник наукових праць Національної академії Державної прикордонної служби України. Серія: педагогічні науки 25, no. 2 (July 1, 2021): 112–35. http://dx.doi.org/10.32453/pedzbirnyk.v25i2.786.
Full textAbstract:
The main task of the higher educational establishment is to prepare graduates for modern dynamic national and international labour markets that demands to find the way into teaching practices, which can respond to the created expectations. Nowadays reality of the translation market reveals problems in translator training. Ukrainian teachers and scientists will have to re-think existing translator training programmes in terms of present-day market demands to professionals and to work out comprehensive educational professional programs. They should look for ways how to manage limitations caused by changes in the global situation taking into account that the profession of translator requires profound knowledge in various spheres of life. The successful implementation of future translators depends on their professional training that includes forming of communicative competence and also allows them to perform all the functional responsibilities provided for their profession. The main idea for this article is the relationship between the training process and the profession. The characteristics of today’s translation market have been examined and the issues that are addressed in modern translator training have been analysed. The definition of the term translation has been presented. Characteristics of translator’s professional activity have been distinguished and components of comprehensive educational professional programs were investigated. The requirements for a professional translator should be an integral part of the standard, as they are the subject of further elaboration. In international practice among the most important are the requirements of maintaining a high level of their own professional skills and knowledge, the ability to solve translation problems of a new type, the ability to translate and summarize texts in one language from another, regularly improve their skills. The content of the requirement, the characteristics of professional activity, the necessary knowledge and skills have been determined in the articles.
3
Rodríguez-Castro, Mónica. "Critical Distinctions between Expert and Novice Translators: Task and Professional Satisfaction." HERMES - Journal of Language and Communication in Business 59, no. 1 (November 3, 2019): 123–38. http://dx.doi.org/10.7146/hjlcb.v59i1.117021.
Full textAbstract:
The nature of translation projects and tasks in the language industry has undergone significant changes due to a widespread adoption of the subcontracting model and recent technological trends. Managing increasing terminological complexity, higher task specialisation, and higher levels of technical expertise have become essential elements of a translator’s professional profile. Nonetheless, the requirement of such a sophisticated professional profile has challenged novice translators in their incipient careers because of limited knowledge and training opportunities. Since many changes have occurred to the profession over a relatively short span of time, this article studies sources of translator satisfaction and dissatisfaction that may affect their perception of work as well as the language industry at large. This study reports results from an ongoing investigation into the ‘expertise effect’ measured through translator satisfaction in relation to two main categories: (a) professional satisfaction and (b) task satisfaction. A student’s t-test is used to compare perceptions of novice and expert translators (N=250), and the results suggest a gap in critical sources of satisfaction between the two populations. The findings could be applied to determine possible means of mitigating career turnover among translators and used by translator trainers to comprehend the needs of novice professionals.
4
Fabrychna, Yana G. "CURRENT TRENDS IN PROFESSIONAL TRANSLATOR TRAINING." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology" 2, no. 22 (2021): 284–91. http://dx.doi.org/10.32342/2522-4115-2021-2-22-31.
Full textAbstract:
The objective of this paper is to study the current trends in professional translator training within masters of art in translation study programs of world leading universities. The analysis of study programs represented on the web-sites of Deutscher Akademischer Austauschdienst, European Master’s in Translation, Keystone MASTERSTUDIES, MastersPortal, Postgrad is aimed at finding out the important and successful features in the context of teaching translation in the educational domain to studentsphilologists. Aspects and practices of translator training organization and implementation are studied. The analysis results reveal that preparation of professional translators is distinguished by a strong emphasis on practical translation work and is delivered through a combination of practice classes, workshops, translation project management practices, translation internship in close cooperation of universities with translation service providers, clients, organizations for professional translators, partner universities from the countries whose language is studied within the MA program, translation-related software providers. Practice classes and workshops are taught by staff who are professional translators, editors, reviewers, proofreaders, translation managers. Translation project management is realized in the mode of a simulated translation company staffed and run by students and authentic translation projects preparation and delivering. These project methods are an integrated part of the curriculum that earns credit points. Translation internship is arranged in translation agencies home and abroad, under the guidance of freelancers, in international organizations such as the European Parliament, the United Nations, translation departments of governmental and non-governmental institutions, media, cultural funds, museums, art galleries, local businesses and authorities. Affiliate membership of organizations for language practitioners provides students with useful contacts for building career, as well as interview coaching. Academic editions of translation tools familiarize them with terminology databases, translation memory software, computerassisted translation systems. Aspects and practices of MA in translation training under consideration are important from the point of view of translation pedagogy and have a great potential for being incorporated into the process of teaching translation of texts on education issues to students-philologists as they are aimed at increasing employability of graduates in the domain of translation.
5
Novikova, Elina Yu. "Translator Competence Profile in the 4.0 Digital Age: Presentation Competence." Vestnik Tomskogo gosudarstvennogo universiteta, no. 466 (2021): 165–72. http://dx.doi.org/10.17223/15617793/466/20.
Full textAbstract:
The research is devoted to the marketing component of translation activity - the scientific problem poorly studied in the translation theory. The author of the article postulates that for a successful development of the translation market a highly qualified translator with comprehensive expertise and an extensive paradigm of competencies must have the ability to self-position and selfpresentation, i.e. fully develop marketing and entrepreneurial skills. The relevance of the work is caused by the fact that in the existing translatological studies, insufficient attention is paid to the presentation competence, which determines the translator's professional career growth. The aim of the research is to analyze the required competences in modern conditions, new market requirements, as well as to analyze the translator's tools for efficient positioning in the market of translation services and the implementation of presentation competence. Using the methods of observation, comparison, interpretation, content and intent analysis, domestic and foreign research and educational works that overview the current state of the competence profile of a modern translator were examined, and translation tools and self-positioning tools were compared to identify the advantages and disadvantages of the analyzed online presentation resources of translators. The research material was the presentation materials of translators on the Internet (personal website, resume and personal profile). As a result of the research, the most relevant competences of the translator - discursive, special, and technical - have been identified; the boundaries of the presentation competence formed on the basis of three components - organizational, professional, and personal - have been determined. The analysis of the empirical material allowed determining that the most effective Internet resource for positioning a translator is a personal Internet site that contains comprehensive information about the translator, while other resources - resumes and ads for translation services - have a number of disadvantages due to limited content capabilities and to a lesser extent help the translator to promote their profile and image in the market of services. The research allows drawing a conclusion that both novice and experienced translators need presentation competence. The practical significance of the research lies in the possibility of developing presentation competence in the educational process of training translators, as well as implementing this competence by professional translators in their daily activities. The results of the research can be useful for both practicing translators and specialists in the field of translation studies, intercultural communication, and translation teachers.
6
Liu, Christy Fung-ming. "Translator Professionalism." International Journal of Translation, Interpretation, and Applied Linguistics 1, no. 2 (July 2019): 1–13. http://dx.doi.org/10.4018/ijtial.2019070101.
Full textAbstract:
In recent decades, Translation Studies scholars have highlighted the concept of translator professionalism as a multidimensional term related not only to practitioners' competency in the language domain, but also to their attitudes, behavior, and actions. This article empirically examines how translation clients in Asia perceive translator professionalism. The analysis is based on 72 clients in Asia. The findings suggest that clients perceive the translation occupation as vital to society but have divergent views on whether translation is a profession. They attach importance to translators' proactive behavior at work, such as their reliability. The clients have statistically different opinions on whether or not translators can share their work-related pictures and information in online communities. They also point out that the lack of a certification system affects the professional image of translators. This research allows translators, clients and scholars to have a more informed perception of translator professionalism perceived by Asian clients.
7
Yvan Rudhel, Megaptche Megaptche, and Xu Wen. "Translation Competence: Beyond Bilingualism." Indian Journal of Language and Linguistics 2, no. 4 (December 8, 2021): 31–38. http://dx.doi.org/10.54392/ijll2144.
Full textAbstract:
In translation studies, it is sometimes assumed by some scholars that bilinguals are in possession of an innate competence for translating. In this research, aspects of bilingualism and translation competences are investigated. The questions driving the research are: is being a bilingual enough to be a translator? And what are the competences a translator needs to perform a good translation? This article addresses these questions through a comprehensive literature review and a small-scale empirical study. First, relevant literature on bilingualism and translation competence was reviewed. Second, an empirical investigation was carried out in which bilinguals and professional translators translated a source text to generate empirical data on the use of two languages and relevant translation competences. The results have shown that being a translator is more than being bilingual and going to a translation school is not a guarantee to be a good translator. The subject matter knowledge also matters. The research not only yield insights into the description and development of translation competence, but also provides potential avenues for translators’ self-improvement.
8
Karpińska, Patrycja. "Computer Aided Translation – possibilities, limitations and changes in the field of professional translation." Journal of Education Culture and Society 8, no. 2 (September 25, 2017): 133–42. http://dx.doi.org/10.15503/jecs20172.133.142.
Full textAbstract:
The aim of this article is to investigate the usefulness and applicability of CAT (Computer-Aided Translation) programmes in relation to the qualities (e.g. standardisation, predictability, terminology) of the translated text. In the study both scientific articles and translator’s forums are taken into account in order to establish advantages and limitations of commercial CATs. It appears that CAT programmes influence cognitively the translator’s work and even though they are supposed to facilitate his or her work, they may hinder or slow down the process of translation. These programmes are also applicable only in the case of certain types of texts, namely those which are standard and predictable and they fail in the case of texts which are linguistically or culturally-coloured. Furthermore, translators express numerous practical concerns regarding CATs (e.g. their price, instability). However, their use has become a very basic translation skill and it is no longer an advantage but an absolute necessity for anyone wishing to work as a translator.
9
Olvera Lobo, María Dolores, Bryan Robinson, Rosa María Castro Prieto, Enrique Quero Gervilla, Ricardo Muñoz Martín, Eva Muñoz Raya, Miguel Murillo Melero, José Antonio Senso Ruiz, Benjamín Vargas Quesada, and José Luis Díez Lerma. "A Professional Approach to Translator Training (PATT)." Meta 52, no. 3 (November 21, 2007): 517–28. http://dx.doi.org/10.7202/016736ar.
Full textAbstract:
Abstract Information technology is a significant challenge for teachers involved in training translators, the prototype of teleworking professions. This article presents an approach that integrates technology into the day-to-day teaching of a range of disciplines. The University of Granada, Spain, offers a four-year first-degree program in Translation and Interpreting. The innovative, collaborative learning project we describe is an online simulation of work in a translation agency. We believe it enhances the quality of translator training within the university context.
10
Alvstad, Cecilia. "The translation pact." Language and Literature: International Journal of Stylistics 23, no. 3 (July 31, 2014): 270–84. http://dx.doi.org/10.1177/0963947014536505.
Full textAbstract:
In this article I argue that translated texts and translational paratexts invite readers to read translated texts as if they were the originals, a hitherto widely ignored premise of translations. Although translations are produced by many agents in collaboration (authors, publishers, copy-editors and translators), they are generally presented as texts produced predominantly by one agent, the author. I therefore claim that there is a ‘translation pact’ at work in translated literature, a rhetorical construction through which readers are invited to read translated texts as if they were the originals. A narratological implication of the pact is that individual readers who accept the pact will reconstruct only an ‘implied author’ and not an ‘implied translator’. This view differs from earlier works on the implied translator (e.g. Munday, 2008: 11; O’Sullivan, 2003; Schiavi, 1996). The translation pact is most often constructed implicitly, but sometimes translators draw attention to themselves and manifest their agency, for example by discussing translational decisions in prefaces and notes. Against what one would assume from previous claims on the translator’s ‘visibility’ (Venuti, 1995), I demonstrate that the translator’s presence does not necessarily work against the pact but can rather strengthen it. The translation pact explains why readers, including critics, literary scholars and other professional readers, often talk and write about translations as if they were originals composed solely by the author.
11
Horbačauskienė, Jolita. "Translation studies: Translator training vs employers’ expectations." Journal of Language and Cultural Education 5, no. 1 (January 1, 2017): 145–59. http://dx.doi.org/10.1515/jolace-2017-0009.
Full textAbstract:
Abstract Currently various industries using translation services stress the necessity of analytical, critical and practical knowledge of 2 foreign languages, substantial skills of translation technologies, as well as transferable skills for professional translator performance. A changing translator profile causes a shift in translation study programmes towards the development of transferable skills along with translation-related skills. Therefore, the paper focuses on employers’ expectations in relation to the abilities and skills of professionally trained translators. The outcomes of this study reflect the overall situation in the country, still undergoing significant changes in the translation-related industry from the perspective of employers who agree that together with translation-related skills graduates of translation programmes should possess a range of transferable skills, which empower them to act professionally in a changing environment.
12
Meylaerts, Reine. "The Multiple Lives of Translators1." TTR 26, no. 2 (July 25, 2016): 103–28. http://dx.doi.org/10.7202/1037134ar.
Full textAbstract:
Daniel Simeoni’s call for an actor-based complement to the concept of norms in Translation Studies and its subsequent introduction of the habitus concept has revealed groundbreaking. Among other things, Translation Studies has benefited from using habitus as a conceptual tool to comprehend the translator/interpreter as a professional. However, as already pointed out by Simeoni 1998, a translator’s habitus cannot be reduced to his/her professional expertise as a translator. The present essay takes this observation a step further and argues that a translator’s plural and dynamic habitus (Lahire, 2004) also stands for a socialized individual with various positions and perceptions inotherfields (e.g. the literary field for a literary translator especially when he/she is a novelist or critic him/herself) of which it would be artificial to isolate the translatorial habitus. A nuanced understanding of literary translators’ self-images and roles in cultural history asks for fine-grained analyses of their dynamic and plural intercultural habitus in all its complexities. It will lay bare translators’ multipositionality across linguistic, national and field-specific boundaries and the perceived aims, forms and functions of their multiple transfer activities, e.g. for the establishing of a national or international culture. Such an analysis may also contribute to a renewed model for interdisciplinary and intercultural historiographies of culture embedding translation within a multitude of transfer activities (translation, self-translation, etc.). As an illustration hereof, this essay analyzes a literary translator’s habitus in early 20th century Belgium.
13
Salamah, Dania. "Translation Competence and Translator Training: A Review." International Journal of Linguistics, Literature and Translation 4, no. 3 (March 31, 2021): 276–91. http://dx.doi.org/10.32996/ijllt.2021.4.3.29.
Full textAbstract:
Translator training is an area that has received much interest among the research community of Translation Studies’ scholars. This is driven by the need for highly qualified and skilled professional translators around the world. This need has motivated research into the skills and competences professional translators need to perform their tasks effectively. This review addresses translator training and translation competence, underscoring the need for further research in this area in the Saudi context. It also presents some translation competence models that have been proposed. The review indicated that translation competence is an under-researched area in the Saudi context. Further research is needed in this area to contribute to improving the quality of translator training, which will enhance the quality of translation services by improving the outcomes of these programs.
14
Nisbeth Brøgger, Matilde. "When Translation Competence Is Not Enough: A Focus Group Study of Medical Translators." Meta 62, no. 2 (September 11, 2017): 396–414. http://dx.doi.org/10.7202/1041030ar.
Full textAbstract:
Functionalist approaches to translation brought about a shift in the status and role of the translator: the translator is now considered to be an active, responsible agent in the communication process, which increases the importance of translation expertise and translation competence. Translation competence has thus attracted mounting research interest; however, empirical studies have primarily been conducted in controlled environments, omitting the translation context that professional translators usually work within. This study offers empirical evidence of the importance of the translation context when investigating translation competence. Based on a previous empirical study of translated Patient Information Leaflets, which showed a lack of translation competence, this study includes the translators’ perception using the focus group methodology. Results show the strong influence of contextual constraints on medical translators’ processes and thus products. The study concludes that an analysis of translation products alone may give a skewed picture of translators’ competence.
15
Çoban, Fadime. "The Relationship between Professional Translators’s Emotional Intelligence and thei̇r Translator Satisfactio." International Journal of Comparative Literature and Translation Studies 7, no. 3 (July 31, 2019): 50. http://dx.doi.org/10.7575/aiac.ijclts.v.7n.3p.50.
Full textAbstract:
It is a well-known fact that translation studies is an interdisciplinary field of science and interacted by other disciplines such as Linguistics, Literature, Sociology and Philosophy to find answers to translation problems. The relationship between psychology and translation has also become widespread among translation scholars in recent years. In addition to cognitive skills, non-cognitive skills also affect the decisions of translators and the quality of translation in the translation process. Related studies on these concepts are being investigated nowadays. The aim of this study is to examine whether there is any relationship between the emotional intelligence of the professional translators working in the market and their translator satisfaction. For this purpose, a questionnaire study for professional translators was completed and the data were analyzed through SPSS 21.0 program. In the study, 3 different data collection tools such as Individual Information Form, Emotional Intelligence Scale and Translator Satisfaction Scale were used. Relational screening model was also used in the study. Pearson Correlation Analysis was used to determine whether there was any statistically significant relationship between the dimensions and besides regression analysis was performed in order to see the effects of interrelated dimensions. As a result of the analyzes, it was found that there was a statistically significant relationship between both the emotional intelligence and translator satisfaction of professional translators. The same was also found the dimensions of both scales.
16
Chan, Andy Lung Jan. "Effectiveness of translator certification as a signaling device." Translation and Interpreting Studies 4, no. 2 (December 31, 2009): 155–71. http://dx.doi.org/10.1075/tis.4.2.06cha.
Full textAbstract:
In recent years, the issue of translator certification has attracted a great deal of attention among professional translators and translation studies scholars. Using the economic theory of signaling as a framework and an experiment involving the use of fictitious resumes, this study entailed interviews with eight translator recruiters in Hong Kong. The ranking of the resumes and the critical textual analysis of the eight transcribed interviews show the importance of formal educational qualifications and relevant work experience in the screening of resumes. Most interviewees viewed translator certification as an “add-on” and preferred an academic degree to translator certification. To some extent, this is due to inadequate knowledge and misconceptions about the process of translator certification. Hence, it is suggested that translation companies and translator training institutions/professional translator associations should engage in coordinated efforts to develop multilateral signaling mechanisms.
17
Ghasdian, Naghmeh, and Ahmad Sedighi. "Translation of English Causative Verbs into Persian: A Comparative Study of Professional Translators and Translation Trainees." Theory and Practice in Language Studies 6, no. 6 (June 7, 2016): 1266. http://dx.doi.org/10.17507/tpls.0606.17.
Full textAbstract:
According to books of grammar, a causative form is an expression of an agent causing or forcing a person to perform an action. Translation of English causatives into Persian seems to be one of the biggest problems that Translation students and novice translators usually come across. Therefore, the purpose of this study was to investigate the translation strategies applied by the professional translator and translation trainees while translating English causatives into Persian. In this descriptive corpus-based study, the present researcher examined sixty causative constructions of novel Lord of The Flies by Gerald (1991) and their Persian translation by Mansouri (2003). In addition, twenty causative constructions from the novel were given to the twenty Translation students in order to analyze their Persian translations of causative constructions. Based on the finding, the professional translator has used Non-causative and Positive Implication strategies most frequently, whereas the students have used Auxiliary and Noncausative strategies most frequently. It can be concluded that there is a strategy behind every choice, and a reason behind every strategy, and translators should try their best to transfer all the components of a causative verb as well as possible, because each word or verb has its own value. The translator's mastery over the causative construction in the language pair explores throughout this study reminds us of a point of paramount significance. The main implication of this research may make the translators, at any level, better understand the English causative sentences and avoid producing translations that hinder communication between the translator and the readers.
18
Korinska, Olha. "The Structure of Professional Competence of the Future Translator." Bulletin of Luhansk Taras Shevchenko National University 2, no. 6 (344) (2021): 49–57. http://dx.doi.org/10.12958/2227-2844-2021-6(344)-2-49-57.
Full textAbstract:
The article reveals the concept and structure of professional competence of the future translator. The definitions of «competence» and «competence» are given as key concepts of the competence approach to education and professional activity. It is also said that the professional competence of the future translator combines knowledge-operational and personal components, each of which contains the key criteria of the readiness for the professional activity of a first-class specialist in the field of translation. The main types of competencies that are part of the structure of a translator's professional competence are presented, among which translation, personal and strategic are especially important.
19
Іваницька, Марія. "Translator’s Personality Shaping: Competence Approach." PSYCHOLINGUISTICS 26, no. 2 (November 12, 2019): 135–56. http://dx.doi.org/10.31470/2309-1797-2019-26-2-135-156.
Full textAbstract:
The aim of the article is to highlight the role of psycholinguistic factors in shaping the linguistic personality of the translator and in developing the translator’s professional competence.
The research method is based on the notions of the linguistic personality of the translator (LPT) and comprehensive professional competence of the translator (CPCT). LPT is defined as the sum total of language abilities, skills, and language behaviour of a bilingual individual, determined inter alia, by socio-cultural and psycho-cognitive conditions of formation/development of his or her personality. CPCT is treated as a complex of interrelated subcompetences that includes such components: abilities, knowledge, language behaviour and skills. The procedure of research proceeds from the postulate that LPT becomes apparent in translation decisions, style, language priorities, forms of speech activity, aims and guidelines of the translator.
The development possibilities of LPT and CPCT are studied on the basis of such empirical methods: a) observation of novice translators’ work with the non-standard translation commissions that presuppose creativity, research and text-creating competences; b) psycholinguistic analysis of translation decisions; c) identification of the deviations that occur in understanding of the translator’s task.
Findings. The paper demonstrates the development possibilities of LPT and CPCT by means of orienting the academic process to the purposeful acquisition of all the subcompetences: from language and cross-cultural ones through translator, research and technological ones even to socio-communicative and personality ones, i.e. by orienting academic aims to the formation of CPCT. It presents the work on a German-Ukrainian translation textbook that is based on the theory of functional translation by Ch. Nord and is directed at fostering those academic aims, which progressively lead to the shaping of CPCT. The paper analyzes the results of the textbook’s approbation on the basis of exercises offered in the textbook.
Conclusions. It is proven that the progression of academic aims is an important aspect of translators’ training. These aims presuppose gradual development of all the translator’s subcompetences, personality subcompetence, in particular, and take into consideration all four components of CPCT that are equally relevant for the successful performance of contemporary translators on the labour market.
20
Fraser, Janet. "Mapping the Process of Translation." Meta 41, no. 1 (September 30, 2002): 84–96. http://dx.doi.org/10.7202/002772ar.
Full textAbstract:
Abstract The aim of this article is to consider whether the training of student translators should be product-driven or process-driven. The author briefly comments on why current translation theory sometimes seems unhelpful to trainee and practising translators. Then she presents the findings of two studies of professional translators at work, and finally, from an analysis of the processes professionals engage in, she draws up some principles for a systematic approach to translator training.
21
Al-Awawdeh, Dr Nabil. "Translation Between Creativity and Reproducing An Equivalent Original Text." Psychology and Education Journal 58, no. 1 (January 1, 2021): 2559–64. http://dx.doi.org/10.17762/pae.v58i1.1131.
Full textAbstract:
It isn't easy to find a comprehensive definition of translation; it is described as science, art and creativity at the same time. In this sense, literary translation, especially poetry, may be considered an art and creative work as opposed to scientific or political translation, where the words can be controlled according to the translator's linguistic skills and grammatical rules. The current research discusses how translation is an art and creative work. It is what many critics and scholars have reached for the "literary genre". It is also noted how the literal translation does not give the translated text its right, artistic colour, elevation, and influence in its original language unless it’s based on translators' creativity. In this paper, our methodology is to look at literary translation as one of the most challenging types of translations, as it depends significantly on taste and the entry of the writer's imagination in the translation, whether he was a writer such as a poet, storyteller or novelist, and this in itself requires a creative spirit to be the image of translation and literary material creative artistic non-literal. Here the two-translator a writer or intellectual and professional translator differ. The latter depends on what he studied and read and what he researched in language study stages. Still, if he is also a writer or intellectual, many images and meanings will change. Yet, without prejudice to the essence of the translated text, and here even between a translator writer and another, the degree of creativity in translation varies and maybe at the same degree of different literary imagination. Finally, it is stressed that the essential in the art of translation is choosing the appropriate term so that it is easy, smooth, and light on the recipient here is a skill. The translator chooses the proper word for each material to be translated.
22
Li, Defeng. "Translator Training: What Translation Students Have to Say." Meta 47, no. 4 (August 30, 2004): 513–31. http://dx.doi.org/10.7202/008034ar.
Full textAbstract:
Abstract Following an earlier study by the same author on professional translators which appeared in Target 2000 (12:1 127-149), this article reports on an empirical study, based on both quantitative and qualitative data, on the learning needs of translation students, another major stakeholder in translator training. This study shows that contrary to a widely held assumption, the great majority of students taking translation did not and do not intend to be professional translators/interpreters. It is found that translation students prized training of both L1 and L2 before or during translation training, and that they preferred practice-oriented courses to theoretical courses. Also revealed in this study is that many students believe the current translation program does not reflect the market needs very well and that measures such as offering more practical courses, strengthening language training, teachers’ providing more detailed comments on assignments, etc., must be taken in order to improve the program. Based on such findings, a comparison with the earlier study on professional translators is made and pedagogical implications are also drawn in relation to some of the focal issues in translator training.
23
Nielsen, Joel Nordborg. "Der er en verden uden for sproget. Om at sikre kvalitet i oversættelse af fagsproglige tekster." HERMES - Journal of Language and Communication in Business 7, no. 12 (January 4, 2017): 91. http://dx.doi.org/10.7146/hjlcb.v7i12.24928.
Full textAbstract:
Translation of LSP-texts is not merely the transfer of "the meanings of a profession" but also the creation of a new text. Therefore, an important parameter is the neutrality of the translated text: It should observe norms and standards of original texts of a profession, written in the given target language. As many translations show, however, translators often seem not to be acquainted with such norms and standards, a subject which is normally not dealt with in dictionaries. Since a professional world has a restricted professional universe of discourse, being reflected in the - quite stereotype - texts of the profession (which is shown in the present paper with respect to technical texts), it should be possible for the translator trainee to learn what professional texts look like through the study of genuine texts of a profession, getting, at the same time, a certain understanding of the professional world reflected in the texts. It is suggested that, in teaching translation, the focus should at an early stage be put on texts of the target language, as this would secure the familiarity of the translator trainee with genuine structures of the target language before actually beginning the translation of source texts.
24
Hubscher-Davidson, Séverine. "Trait Emotional intelligence and translation." Target. International Journal of Translation Studies 28, no. 1 (April 20, 2016): 132–57. http://dx.doi.org/10.1075/target.28.1.06hub.
Full textAbstract:
A study of 155 professional translators was carried out to examine the relationship between trait emotional intelligence (trait EI) and literary translation, job satisfaction and career success. Participants were surveyed and their answers were correlated with scores from an emotional intelligence measure, the TEIQue. The analysis revealed that literary and non-literary translators have different trait EI profiles. Some significant correlations were found between trait EI and the variables of job satisfaction, career success, and literary translation experience. This is the first study to examine the effect of EI on translator working practices. Findings illustrate that trait EI may be predictive of some aspects of translator behaviour and highlight the relevance of exploring the emotional intelligence of professional translators.
25
Krimpas, Panagiotis G. "Current (2015) Professional Profiles of the Legal Translator in Greece: A Function-oriented Comparison." International Journal of Language, Translation and Intercultural Communication 3 (November 24, 2015): 20. http://dx.doi.org/10.12681/ijltic.8713.
Full textAbstract:
<p>Like translation in general, and even law itself, legal translation is an interdisciplinary field. Legal linguistics (jurilinguistics), comparative law, general law, terminology, text-linguistics and pragmatics, all have a share in legal translation. The latter is generally viewed as a sort of technical translation (Venuti 1995: 41) and legal language as a technical language (Cao 1997: 18). Those who argue for its special status often claim that legal translation is the antipode of technical translation (Bocquet 2000: 16). On the other hand, there are scholars who argue against this special status of legal translation, claiming there is nothing special about legal translation (Harvey 2002: 180). More moderate views are also found (Herbots 1987: 814). In such questions it takes no true/false answer. Rather, there are many sorts of legal translation. Of course, each view has different implications as far as the legal translator’s skills are concerned. Our discussion starts with a presentation of some key-views about legal translation, with particular emphasis on opposing ones. Then we present the main professional profiles of the legal translator in Greece and the relevant legislation. Who does translate legal texts? What skills do they have? How do they describe their profession and/or services in social media and/or professional websites? Who is the ideal legal translator for the several categories of clients? Which is the right kind of education and/or training for every sort of legal translator? Those are some of the questions that this article tries to give an answer to. After presenting the main functions of translated legal texts, the article closes with a comparison of legal translator’s professional profiles in Greece on the basis of those text functions.</p>
26
Imre, Attila. "How (Not) to Fail as a Multimedia Translator." Acta Universitatis Sapientiae, Philologica 6, no. 2 (March 1, 2015): 249–59. http://dx.doi.org/10.1515/ausp-2015-0017.
Full textAbstract:
AbstractThe article is trying to highlight the major skills of a present-day translator, without which failure is assured. Although we start with general (classical) requirements, particular ones will be discussed, such as the gradual shift from PRAT (paper-and-rubber-assisted translation) to CAT (computer-assisted translation). We argue that professional translators in the 21st century must make use of personal computers and specific software designed to support translation: translation memories (TM), term bases (TB) and translation environments (TE), which already have built-in machine translation (MT) possibility as well. This shift also entails that translators have to deal with further impediments as well: the so-called "text"-to-be-translated has changed to "whatever"-to-be-translated. We argue that would-be translators are hardly ever prepared for this new type of multimedia challenge (e.g. surtitles), thus leaving room for technical experts to discover their skills in translating multimedia. It is our belief that managing translations is directly linked with managing translators, and there are more traps for translators in the 21st century than a layman would think. Consequently, we would like to offer some tips how to build and acquire translation databases in order to catch up with the 21st century rush hour in the field of translation.
27
GABRIELYAN, SEDA. "SPECIFICITY OF TRANSLATOR TRAINING IN THE SYSTEM OF TRANSLATION STUDIES." Main Issues Of Pedagogy And Psychology 15, no. 3 (December 19, 2017): 41–45. http://dx.doi.org/10.24234/miopap.v15i3.185.
Full textAbstract:
The main objective of the article is to introduce the central role of translator training in the discipline of Translation Studies. The research is an attempt to generalize the main differences of translator training in the system of philological or linguistic education, to highlight features and skills peculiar to professional translators.
28
Mo, Aiping, and Deliang Man. "The ecosystem of translator workstation." Babel. Revue internationale de la traduction / International Journal of Translation 63, no. 3 (November 3, 2017): 401–22. http://dx.doi.org/10.1075/babel.63.3.06aip.
Full textAbstract:
Abstract In 2007, the Commission of Academic Degrees of the State Council of China approved an education program-Master of Translation and Interpreting (henceforth MTI), and in 2014 there are already 206 higher learning institutions started running such a program, aiming at training postgraduate students to be professional translators with advanced translation competence. Part of this translation competence is the ability to use electronic tools and resources, which has not received adequate scholarly attention in the field of translation studies in China. The objective of this research is to construct an ideal learning environment for MTI students from the social constructivist perspective by exploring the possibility and benefit of bringing the students out of the traditional classroom teaching into the authentic environment wherein professional translators use electronic tools on a daily basis. This article addresses the following research questions: (1) What constitutes an ideal environment wherein its various components interact to facilitate the student’s learning? (2) In what way does such an environment assist the MTI students to learn to use electronic tools? (3) How can the gap between the student translator and the professional translator be bridged in terms of the skills to use electronic tools in a 2-year training program? In response to these questions, this article explores the interaction among the various components of the external environment of translator workstation. It proposes an ideal learning environment metaphorically referred to as “the ecosystem of translator workstation”, which aims to enable MTI students to learn to use electronic tools in an environment similar to their future workplace. Such a research has great implications for translator education in present-day China by revealing what is best taught or trained in the workplace rather than the traditional classroom setting.
29
Defeng, Li. "Translation curriculum and pedagogy." Target. International Journal of Translation Studies 19, no. 1 (July 26, 2007): 105–33. http://dx.doi.org/10.1075/target.19.1.07li.
Full textAbstract:
Following an earlier study on professional translators which appears in Target 2000, and another on translation students in Meta 2002, this article reports on an empirical study, based on both quantitative and qualitative data, on how administrators of translation/language services perceive translation training in Hong Kong. It will seek to answer questions such as the usual practice of and major considerations in recruitment of new translators; the major challenges the newly recruited face and methods and strategies they use to cope with them; the difficulties translators have in general as seen through the eyes of administrators, and the methods and strategies they use to cope with them; assistance translation agencies usually provide to help them deal with the challenges and difficulties; changes that need to be made to improve translator training. A comparison is made with my earlier projects on professional translators and translation students and pedagogical implications are also drawn in relation to some of the focal issues in translator training.
30
Mykhailenko, O. O. "SYNTACTIC TRANSFORMATIONS IN TRANSLATING A SCIENCE ARTICLE." Linguistic and Conceptual Views of the World, no. 67 (1) (2020): 68–80. http://dx.doi.org/10.17721/2520-6397.2020.1.06.
Full textAbstract:
Publishing the research results in a science article with an international professional journal is an optimal way of sharing the information about newest discoveries in the world of science and technology. Not all scientists have a command of English sufficient for writing a science article, in compliance with high language requirements of leading scientific journals. So, the services of highly-qualified translators of scientific texts into English are in great request, and Ukraine is not an exception. Apart from the basic components of translator’s professional competence, especially important is the knowledge of norms of the modern English language scientific discourse. A translator of scientific texts is to have solid knowledge of grammar of source and target languages, regularities in rendering grammar forms and constructions, translation transformations. The largest number of grammar problems in translation is related to understanding the syntactic structure of sentences and a translator’s ability to make necessary transformations. Our research was aimed at analyzing the role of syntactic transformations in reaching the adequacy in English translation of Ukrainian language articles from scientometric journals. The analysis proved that the majority of syntactic transformations were used to bring the source text in conformity with the target language norms. The measure of translation transformations was generally adequate, though there were cases of non-use of syntactic transformations where they were necessary. Grammar literalism was also observed, due to translator’s insufficient understanding of the sentence structure, lack of knowledge of grammar peculiarities of the target language and translation solutions available for solving a particular translation problem. A translator of scientific texts should be particularly attentive to the syntax of the original sentence, analyse it properly, identify grammar phenomena that may cause translation problems and may need syntactic transformations, and build a translated sentence in accordance with the science language norms.
31
Aldhahi, Maha M., María Fernández-Parra, and Lloyd H. Davies. "Exploring the Typology of Challenges and Strategies in Translating Culture-Bound Items for Professional Purposes." International Journal of English Linguistics 8, no. 3 (February 5, 2018): 1. http://dx.doi.org/10.5539/ijel.v8n3p1.
Full textAbstract:
The translation of culture-bound expressions such as idioms, proverbs and similes can be a challenge even for professional translators who are expected to have an excellent command of the languages they work with, at least theoretically. Challenges arise when either the image or the meaning of the source language expression does not exist in the target language. For instance, the Arabic simile كمسمار جحا translates literally as “like Juha’s nail” (image). However, a more suitable translation into English would in fact be along the lines of “no more than a vacuous excuse” (meaning). Therefore, in this paper, the author aims to establish, by conducting a survey of Arab professionals, the extent to which these expressions pose a challenge when translating between English and Arabic. In this survey, translators are also asked to translate selected culture-bound expressions and comment on them. The initial results will show that the translation of culture-bound expressions can indeed cause significant challenges for professional translators and that these challenges can be grouped into five categories on the basis of image and meaning. Suggestions regarding procedures will be made to overcome these cultural challenges by category. Overall, the results will suggest that there is a pressing need to increase the cultural component in translator training programmes.
32
Munkova, Dasa, Michal Munk, Ľubomír Benko, and Petr Hajek. "The role of automated evaluation techniques in online professional translator training." PeerJ Computer Science 7 (October 4, 2021): e706. http://dx.doi.org/10.7717/peerj-cs.706.
Full textAbstract:
The rapid technologisation of translation has influenced the translation industry’s direction towards machine translation, post-editing, subtitling services and video content translation. Besides, the pandemic situation associated with COVID-19 has rapidly increased the transfer of business and education to the virtual world. This situation has motivated us not only to look for new approaches to online translator training, which requires a different method than learning foreign languages but in particular to look for new approaches to assess translator performance within online educational environments. Translation quality assessment is a key task, as the concept of quality is closely linked to the concept of optimization. Automatic metrics are very good indicators of quality, but they do not provide sufficient and detailed linguistic information about translations or post-edited machine translations. However, using their residuals, we can identify the segments with the largest distances between the post-edited machine translations and machine translations, which allow us to focus on a more detailed textual analysis of suspicious segments. We introduce a unique online teaching and learning system, which is specifically “tailored” for online translators’ training and subsequently we focus on a new approach to assess translators’ competences using evaluation techniques—the metrics of automatic evaluation and their residuals. We show that the residuals of the metrics of accuracy (BLEU_n) and error rate (PER, WER, TER, CDER, and HTER) for machine translation post-editing are valid for translator assessment. Using the residuals of the metrics of accuracy and error rate, we can identify errors in post-editing (critical, major, and minor) and subsequently utilize them in more detailed linguistic analysis.
33
Simonnæs, Ingrid. "Challenges in legal translation - revisited." Linguistica 53, no. 2 (December 1, 2013): 91–102. http://dx.doi.org/10.4312/linguistica.53.2.91-102.
Full textAbstract:
The aim of this paper is to discuss challenges in legal translation from the view of a teacher who evaluates the work of semi-professional translators in a special setting. Recurrent translation errors may subsequently be used as a pedagogical resource in specialised translator training. The observation of recurrent challenges confronting the candidates in legal translation and the absence of formal translator training programs are the reasons why NHH now offers an on-line course in legal translation, JurDist, focusing i.a. on useful translation strategies.
34
Ermakova, Yuliya Igorevna, and Svetlana Yevgenyevna Tsvetkova. "Methodological System of the Translator’s Professional Competence Formation in the Light of the Regional Component." Siberian Pedagogical Journal, no. 3 (July 7, 2021): 47–57. http://dx.doi.org/10.15293/1813-4718.2103.05.
Full textAbstract:
Currently, the urgent task of foreign language training in a linguistic university is the formation of the professional competence of the future translator. This competence includes knowledge of the national and cultural characteristics of a particular region; the ability to consider intercultural differences between recipients of translation in the process of carrying out intercultural communication The purpose of the article is to substantiate and describe the methodological system for forming the professional competence of a linguist-translator, considering the regional component. The system is represented by a set of components (target, meaningful, technological, effective), the specificity of which is due to external and internal factors, and theoretical and methodological approaches of the research. The review of scholarly works presents a list of authors whose works are devoted to the study of the regional component in the foreign language training of translators; formation of professional and communicative competence in the translation teaching; the application of the modeling method in pedagogy, in particular, in the development of foreign language education. The results of the study describe the methodological system of the translator’s professional competence formation, consider its main structural components: target, theoretical and methodological approaches, content and technological component. In the conclusion, the scientific novelty and theoretical significance of the article are formulated.
35
Hjort-Pedersen, Mette. "Free vs. Faithful – Towards Identifying the Relationship between Academic and Professional Criteria for Legal Translation." ELOPE: English Language Overseas Perspectives and Enquiries 13, no. 2 (December 16, 2016): 225–39. http://dx.doi.org/10.4312/elope.13.2.225-239.
Full textAbstract:
For many years translation theorists have discussed the degree of translational freedom a legal translator has in rendering the meaning of a legal source text in a translation. Some believe that in order to achieve the communicative purpose, legal translators should focus on readability and bias their translation towards the target language community. Others insist that because of the special nature of legal texts and the sometimes binding force of legal translations, translators should stay as close to the source text as possible, i.e., bias their translation towards the source language community. But what is the relationship between these ‘academic’ observations and the way professional users and producers, i.e., lawyers and translators, think of legal translation? This article examines how actors on the Danish legal translation market view translational manoeuvres that result in a more or less close relationship between a legal source text and its translation, and also the translator’s power to decide what the nature of this relationship should be and how it should manifest itself in the translation.
36
Kim, Ryonhee. "Use of Extralinguistic Knowledge in Translation." Meta 51, no. 2 (August 14, 2006): 284–303. http://dx.doi.org/10.7202/013257ar.
Full textAbstract:
Abstract A competent translator seems to make extensive use of inferential strategies in the process of understanding a source text in translation. It also appears that extralinguistic knowledge plays an important role in this inference. However, it has not been determined how important it is relative to other components of translator competence and in what way it is important. This study investigated the use of extralinguistic knowledge in comprehension processes by analyzing data from L2->L1 translation, a questionnaire and a think-aloud study. Professional translators, translation students (or semi-professionals), and language learners participated in the study. Major (albeit tentative) findings are the following: (i) The use of extralinguistic knowledge that is most relevant for a specific translation problem makes the inferential process more concise and efficient and it leads to a higher-quality translation; (ii) “Translation effort” can compensate for overall lack of linguistic and extralinguistic competence in translation. It is suggested that a translator needs to have a broad base of specialized knowledge as well as world knowledge. Also, s/he should bear in mind that the greater the effort or involvement with the translation, the better the output.
37
Román Mínguez, Verónica. "Acquiring Competencies in Financial Translation: From the Classroom to the Marketplace." Revista Alicantina de Estudios Ingleses, no. 25 (November 15, 2012): 387. http://dx.doi.org/10.14198/raei.2012.25.26.
Full textAbstract:
Translating financial texts is a difficult and complex work. The labour market in this specialized area demands much of the translator, not only from the point of view of the translation subject matter itself, but also from the perspective of the translator’s professionalism and preparedness. Our contribution here concerns applied research for teaching specialized translation, particularly for the teaching-learning process regarding financial translation for the language pair English-Spanish. This article will discuss the different translation sub-competencies that we propose students should master, offering a series of teaching-learning objectives and suggesting the use of certain pedagogical material. With respect to professional sub-competencies, and in order to make translation learning experiences in the classroom as close as possible to the actual practice of translation in the real world, i.e. in a professional working environment, we will discuss certain characteristics of the professional labour market in the area of financial translation, as well as some of the professional skills that the student translators should develop in order to survive in this specialized domain of translation.
38
Baibikov, Elena. "Revised translations, revised identities." Translation and Interpreting Studies 5, no. 1 (April 27, 2010): 59–74. http://dx.doi.org/10.1075/tis.5.1.04bai.
Full textAbstract:
This article is a case study that aims to illustrate the process of formation of one translator’s professional identity and to discuss the shifts in translators’ professional behavior at different stages of the translators’ life in relation to changing social and personal settings. It will focus on three Japanese versions of one Russian text, Anton Chekhov’s letters to his wife, all produced by Yuasa Yoshiko (family name first), a female translator of Russian literature, whose professional career began in the late 1920s. From the 1990s on, especially after the establishment of the Yuasa Yoshiko Award for the best translation of a foreign language stage play in 1994, she has become the focus of several academic studies and biographical works. Surprisingly enough, none of these emphasizes her translation activities or focuses on the texts of her translations. The purpose of the present study is to fill this lacuna in the research on Yuasa.
39
Lee, Hyang, and Seong Woo Yun. "How can we improve the codes of ethics for translators?" APTIF 9 - Reality vs. Illusion 66, no. 4-5 (October 2, 2020): 706–18. http://dx.doi.org/10.1075/babel.00190.yun.
Full textAbstract:
Abstract As early as 1963, the FIT adopted the Translator’s Charter during the Congress at Dubrovnik, stipulating the rights, obligations, and social responsibilities of translators. The document inspired many professional translator associations to draft their own codes. These codes share a common goal: to inform the ethical decision-making of translators. However, some practitioners as well as scholars have questioned their value, pointing to the inconsistencies within or between codes and the difficulty of applying them to real-life situations. They view the codes as declarative documents that lay down the most basic ethical principles. Why does this gap exist between codes and practice? What should be addressed first to answer this question? We believe that these codes tend to overlook a fundamental aspect of translation. Their focus is on the relationship between translators and clients. In other words, gaining the confidence and meeting the expectations of clients are often treated as the most important elements of a code. However, the act of translation, like any human act, is a social one that impacts the community the translator belongs to. Therefore, a translator is a social agent who supports the ethical goal of living better together in a community. How can these codes be improved? To explore this question, we review the discussions of authors who have emphasized the social role of translators and interpreters, including Chesterman, Baker, and Inghilleri. We finally suggest community-related ethical principles and virtues for translator codes of ethics.
40
Kanamori, Osamu. "Le traducteur indépendant au Japon." Meta 33, no. 1 (September 30, 2002): 38–43. http://dx.doi.org/10.7202/003002ar.
Full textAbstract:
Summary In spite of large-scale and ever-increasing translation activities in Japan, professional translation is an uncertain, non-lucrative, socially not highly regarded occupation. Most free-lance translators do translation as a secondary activity. The situation may be changing with the growing number of translation schools that have opened in recent years, which may increase the number of professional translators. Most of the free-lance translation work is done through translation agencies in the technical and industrial fields, though young translators aspire to do literary translation. Other translators work for publishers who provide a significant amount of work, since foreign novels and other books are translated in very large numbers. Harlequin and Harlequin-like series also provide translation opportunities through publishers, though their quality is not up to literary standards. A significant part of translation work for publishers is actually done by "shitayaku", "sub-contractors" of the translators, whose names generally do not even appear on the book covers. These shitayaku eventually become full-fledged translators themselves. Japanese translators work mostly in isolation, though some translation school students'groups survive graduation and continue working collectively for a time. Atany rate, the image of the independent translator working little, earning much and enjoying a leisurely life is not quite true. In spite of the difficulties that young translators have to surmount and their rather uncertain professional and financial prospects, translation has a significant cultural role to play in Japanese society.
41
Parra-Galiano, Silvia. "Translators’ and revisers’ competences in legal translation." Target. International Journal of Translation Studies 33, no. 2 (May 25, 2021): 228–53. http://dx.doi.org/10.1075/target.21065.gal.
Full textAbstract:
Abstract This article proposes a hierarchy of translator and reviser competences in prototypical scenarios in legal translation with a view to determining the most appropriate revision foci to ensure translation quality. Built on a prior characterisation of the most common professional translator profiles in legal translation, the proposal for a hierarchy of competences derives from two premises: (1) The professional profile of those who translate and revise legal documents is very diverse in terms of competence and qualifications (training and experience), and (2) translation competence and specialist knowledge in legal fields (i.e., domain competence) are fundamental when revising to guarantee the quality of legal translations. The proposal is framed by quality assurance in legal translation through a revision process based on (1) the coherent management of the work of the translators and revisers involved in the translation project, and (2) the appropriate methodology for revision applied to legal translation by adapting the revision mode’s focus to ensure its effectiveness. Six common scenarios are identified in light of the translators’ profiles, for which revisers’ profiles are then proposed in order to detect any legal translation competence deficiencies among translators, and thus ensure quality.
42
V., Lashkul, and Timofeev V. "The essence analysis of ethical translator's competence." HUMANITARIAN STUDIOS: PEDAGOGICS, PSYCHOLOGY, PHILOSOPHY 12, no. 4 (December 2021): 31–40. http://dx.doi.org/10.31548/hspedagog2021.04.031.
Full textAbstract:
In this article the authors reveal the essence of the phenomenon of ethical competence of the future translator, because the challenges of nowadays require the approval of new conceptual trends related to the humanization of education. These tendencies become especially relevant in the humanities and pedagogical education, especially in philology. Modern higher education should not aim only at forming the necessary amount of professional knowledge, skills and abilities of the future philologist-translator or interpreter. It is required nowadays that the instrumental sphere of the personality of the graduate of the Faculty of Philology is closely combined with the development of motivational and value sphere, moral and ethical qualities, which in the synthesis provides a thorough professional and ethical training. The purpose of research is to analyze the essence of the phenomenon of ethical competence of the future translator, because the success of the future specialist – translator, his formation as a professional directly depends on the level of his professional and ethical training. In view of this, the realities of today require the intensification of pedagogical research aimed at studying the processes of formation and development of ethical competence in future translators. Results of research. Analysis of philosophical, psychological and pedagogical literature allows us to draw the following conclusions about the essence of the ethical component of the professional activity of a translator. First, the profession of translator performs an important social function. The translator in his professional activity is guided by two motives that have a purely moral and ethical character: internal, which is based on the moral consciousness of the individual, and external, which is based on the strength of the professional code of the specialist. Secondly, the study of the components of the professional competence of the translator led us to the system-forming nature of the personal component, which, in turn, breaks down into two components, one of which relates to the moral and ethical sphere of the specialist. Third, the review of research in the field of professional competence of a translator showed the lack of study of the analyzed problem, but pointed out the importance of its solution to ensure the appropriate level of professional activity of the translator. Fourth, a thorough component analysis of the professional competence of a specialist allowed us to determine the internal structure of ethical competence, which will consist of knowledge, skills, abilities and personal characteristics, i.e. those personal qualities necessary to ensure this competence. The above principles give us a reasonable basis for allocating the ethical component of the professional activity of a translator into an independent significant competence necessary for the successful performance of a professional's professional duties and meeting public needs.
43
Angelone, Erik, and Álvaro Marín García. "Expertise acquisition through deliberate practice." Translation Spaces 6, no. 1 (October 13, 2017): 122–58. http://dx.doi.org/10.1075/ts.6.1.07ang.
Full textAbstract:
Abstract In his influential 2006 publication, Shreve, in citing Ericsson (1996, 21), outlines a series of fundamental conditions that must be met in order for the translator to acquire expertise. While expertise research on professional translator performance in authentic contexts has only recently started to gain traction in earnest, these conditions for expertise acquisition, while well-suited for academic contexts involving formal translator training, may not be as readily realizable within the language industry. In an attempt to complement recent workplace studies on translation (Risku and Windhager 2013; Ehrensberger-Dow 2014), our questionnaire-based explorative study sets out to gain a better understanding of how expertise in translation is conceptualized and fostered from within the language industry. By gauging how professional translators, as well as the project managers for whom they work, regard expertise from the perspective of the requisite conditions outlined by Shreve, we hope to establish greater clarity as to how expertise is envisioned, practiced, and valued along emic lines.
44
Tirkkonen-Condit, Sonja, and Johanna Laukkanen. "Evaluations — a Key Towards Understanding the Affective Dimension of Translational Decisions." Meta 41, no. 1 (September 30, 2002): 45–59. http://dx.doi.org/10.7202/002360ar.
Full textAbstract:
Abstract An analysis was done of the evaluative expressions which appeared in the think-aloud data derived from two sets of experiments on professional translators. The aim was to shed light on the affective side of translators' decisions by identifying their professional self-image and their subjective theories of translation. The theories were inferred from evaluations voiced at decision points between translation variants, whereas ideas about the self were inferred from statements concerning task performance and, in one instance, concerning the translator himself. It is presumed that the translators' decision-making throughout the process largely depends on these two factors.
45
Bundgaard, Kristine. "Translator Attitudes towards Translator-Computer Interaction - Findings from a Workplace Study." HERMES - Journal of Language and Communication in Business, no. 56 (October 10, 2017): 125. http://dx.doi.org/10.7146/hjlcb.v0i56.97228.
Full textAbstract:
Today technology is part and parcel of professional translation, and translation has therefore been characterised as Translator-Computer Interaction (TCI) (O’Brien 2012). Translation is increasingly carried out using Translation Memory (TM) systems which incorporate machine translation (MT), referred to as MT-assisted TM translation, and in this type of tool, translators switch between editing TM matches and post-editing MT matches. It is generally assumed that translators’ attitudes towards technology impact on this interaction with the technology. Drawing on Eagly/Chaiken’s (1995) definition of attitudes as evaluations of entities with favour or disfavour and on qualitative data from a workplace study of TCI, conducted as part of a PhD dissertation (Bundgaard 2017) and partly reported on in Bundgaard et al. (2016), this paper explores translator attitudes towards TCI in the form of MT-assisted TM translation. In doing so, the paper has a particular focus on the disfavour towards TCI expressed by translators. Moreover, inspired by Olohan (2011), who applies Pickering’s “mangle of practice” theory and analyses resistance and accommodation in TCI, the paper focuses on how translators accommodate resistances offered by the tool. The study shows that the translators express disfavour towards MT in many respects, but also acknowledge positive aspects of the technology and expect MT to play a significant role in their future working lives. The translators do not make many positive or negative comments about TM which might indicate that TM is a completely integrated part of their processes. The translators seem to have a flexible and pragmatic attitude towards TCI, adapting to the tool’s imperfections and accommodating its resistances.
46
Inoue, Izumi, and Christopher N. Candlin. "Applying Task-Based Learning to translator education." Translation and Interpreting Studies 10, no. 1 (June 15, 2015): 58–86. http://dx.doi.org/10.1075/tis.10.1.04ino.
Full textAbstract:
This paper reports and discusses the outcomes of an innovative pilot training program using Task-Based Learning (TBL) in the context of translator education. The objectives were twofold: to investigate the extent to which the use of TBL helped novice participants develop their problem-solving skills, and to examine learner perceptions of the usefulness of TBL. The training program incorporates key characteristics of TBL, including tasks consisting of pedagogically sequenced stages, guided by the overall objective of achieving learner autonomy. In this study, six postgraduate students majoring in translation and interpreting in Australian universities participated in the program. The process and product of five tasks were evaluated by two professional translators using a set of rubrics. A series of interviews was conducted to identify learner perceptions of the usefulness of TBL. Overall, learners showed progress in recognizing differences between novices and professionals and in solving key problems. In terms of the second research objective, the learners perceived TBL to be a useful learning methodology, facilitating awareness of novice-professional differences, appreciation of the critical consequences derived from risks and problems, and development of interpersonal skills, including the discovery of new approaches to resolving translation challenges through peer interaction.
47
Tsvetkova, Svetlana Yevgenyevna, and Yuliya Igorevna Ermakova. "Professional Communicative Competence of the Future Interpreters in View of Regional Specifications." Siberian Pedagogical Journal, no. 1 (March 3, 2020): 54–63. http://dx.doi.org/10.15293/1813-4718.2101.06.
Full textAbstract:
The professional activity of a modern translator is characterized by participation in various spheres of intercultural interaction. Successful translation is about acquiring background knowledge of the culture of a particular region. The topical issue of language and translation training in a linguistic university is the formation of the proper level of foreign language communicative and intercultural competence of future translators in view of the regional specifications of professional activity. The purpose of the article is to substantiate and describe the component composition and essential characteristics of the professional communicative competence of future translators, considering the regional specifics, to clarify and expand the fundamental concept of the study. The review of scientific literature considers research data on the problem of teaching foreign language communication; the formation of foreign language communicative / intercultural competence among university students, determining the structure and essential characteristics of communicative competence. The methodology sets out theoretical and empirical research strategies. The research results formulated the pragmatic goal of language and translation training; the regional specificity is characterized, the composition and essential characteristics of the professional communicative competence of the translator are determined; the fundamental concept of the study is clarified and expanded. In the conclusion, the scientific novelty and theoretical significance of the article are formulated.
48
Berrada, Samia. "Summary Report of the Round Table on Problems of Professional Translation in the Arab/Muslim World and the Contribution of Technology." American Journal of Islam and Society 7, no. 1 (March 1, 1990): 108–9. http://dx.doi.org/10.35632/ajis.v7i1.2675.
Full textAbstract:
Under the sponsorship of the International Federation of Translators (FIT) and the U.N. Educational, Scientific, and Cultural Organization (UNESCO), a Round Table on the Problems of Professional Translation in the Arab World and the Contribution of Technology was held from June 1 to 3, 1989 at the King Fahd Advanced School for Translation in Tangier, Morocco. This was a successful meeting both because of the number and the quality of participants, all of whom were professionals and specialists in translation, terminologists and machine translation researchers from European and Arab countries. It was a unique occurrence of its kind, as President of FIT Mme Anna Lilova pointed out in the opening session, because it is the first time that the Federation has organized such a meeting in an Arab country. Presentations dealt with three main topics, a day being devoted to each: (1) the status of the translator in the Arab countries; (2) the translator and MAT (machineassisted translation); and (3) terminology work in the Arab countries.In Arab countries translation is a tradition going back to the Abbasids, but even today it still does not have specific guidelines. Mr. Amid from UNESCO stressed the need for legislation, with the help of translation institutions, which would protect the rights of the translator. Mr. Rene Haeseryn, Secretary-General of FIT, in his presentation on "The FIT and its Main Role in the World Translation Movement;' pointed out the humanist goals of the Federation and its role in the protection of translators' rights. "We should protect the translators' rights, but also prepare him for the main choices of the future" was the primary concern which emerged from these working meetings. "Translation is a profession which presupposes training according to a well-thought out methodology" was the theme of various comtributions from the floor. Therefore, we should develop appropriate training suited to the needs and harmonize it in the various Arab countries. Also,· thanks to new technology, the profession of translation is now seeing its image change. The presentation by Veronica Lawson (FIT) of various systems (machine translation with or without human assistance) enabled us to gauge the progress made. But is the translator of Arabic ready to take up the challenge of machine translation? ...
49
Ferreira, Aline, Alexandra Gottardo, and John W. Schwieter. "Decision-making processes in direct and inverse translation through retrospective protocols." Translation, Cognition & Behavior 1, no. 1 (March 2, 2018): 98–118. http://dx.doi.org/10.1075/tcb.00005.fer.
Full textAbstract:
Abstract Metacognitive aspects of decision-making processes were investigated in eight professional translators who translated related and unrelated texts from L2 English into L1 Portuguese and also from L1 into L2. Retrospective protocols were recorded after each translation task. Verbal utterances were classified into two categories (problem identification and prospective solution) and each one was divided into several subcategories. The data analyses evaluated metacognitive activities during decision-making processes. Results suggest that noteworthy differences between direct and inverse translation can be assessed via retrospective protocols and that translator performance and behavior might be closely related to the source text.
50
Larisa M., Orbodoeva, Sambueva Vera B., and Taraskina Yaroslava W. "Practical-Oriented Approach to Preparation of Linguistics Bachelor’s Thesis." Scholarly Notes of Transbaikal State University 16, no. 4 (2021): 107–13. http://dx.doi.org/10.21209/2658-7114-2021-16-4-107-113.
Full textAbstract:
The article deals with the requirements for the Linguistics Bachelor’s thesis, the program of Translation and Translation Studies in the Buryat State University. At present the issue of correlation between the research topics of graduate papers and needs of the translation market is becoming relevant because it helps to improve the quality of future translators’ preparation. Bachelor’s thesis should solve real complex translation objectives. The purpose of this article is to justify the need for a practical orientation of the Bachelor’s thesis. The methodological basis of the study is a practiceoriented approach to learning. The material of the study is the Federal Educational Standard in Linguistics, Bachelor’s level; the Professional Translator Standard, Buryat State University students’ graduate papers of the past five years majoring in Translation and Translation Studies. Research methods are analysis of the translation theory and practice literature; study and analysis of legal documents regulating the process of obtaining Bachelor’s degrees in Linguistics, the method of summarizing pedagogical experience. The Professional Translator Standard’s introduction requires the revision of practice-oriented approach to training and to writing the Bachelor’s graduate papers, which changes the research tasks of the Bachelor’s thesis and the selection of the material of the thesis that would meet the market requirements. Keywords: linguistic education, translator’s competencies, graduate paper, bachelor’s thesis,practical-oriented approach, translation solutions