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Journal articles on the topic 'Translator and interpreter training'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Kościałkowska-Okońska, Ewa. "EU Terminology in Interpreter Training: Selected Problem Areas Connected With EU-Related Texts." Research in Language 9, no. 1 (June 30, 2011): 111–24. http://dx.doi.org/10.2478/v10015-011-0009-x.

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The presentation refers to the entire area of translating legal terminology, in particular to the translation of EU law-related texts that are especially vital for translating the acquis communautaire. This area of translation (and interpreting) services has been developing rapidly. The language used in documents is specialist and, at the same time, specific, due to the terminology used. Both the translator and the interpreter face the responsibility and the obligation to observe and apply translation strategies, consistently selected and considering the already existing and valid names, terms, concepts, definitions etc., by means of such available sources of information as dictionaries, encyclopedias, lexicons or special glossaries. Problems that translators and interpreters may encounter focus, to a large extent, on (un)translatability of certain terms, ambiguity of EU-speak or textual coherence, or the absence of it, which results from unclear, vague or ambiguous style of the original. On the other hand, the challenge for the translator/interpreter is constant care of the quality of the text created in Polish, which substantially affects the standard level and quality of Polish that we use everyday. Quality is the concept in translation and interpreting closely related with successful performance and communication (with all its aspects). The attempt at quality description in this context, apart from subjective impressions resulting from our understanding of the importance of features that good - competent - translation and effective communication should have, cannot be devoid of focusing on three principal factors, i.e., the translator/interpreter (as the text author/producer), translation/interpreting process and product, which is the result of this process and, finally, involvement (and competence) on the part of the translator/interpreter. All the above aspects pose a real challenge for the translator/interpreter focusing on legal terminology. Selected aspects of the aforementioned issues shall be verified in a case study conducted on trainee interpreters.

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2

Pan, Jun, Honghua Wang, and Jackie Xiu Yan. "Convergences and divergences between studies on translator training and interpreter training." Target. International Journal of Translation Studies 29, no. 1 (June 1, 2017): 110–44. http://dx.doi.org/10.1075/target.29.1.05pan.

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Discussion on the convergences and divergences between Translation Studies (TS) and Interpreting Studies (IS) has taken place since the emergence of the latter. The unity and divide between translation and interpreting (T&I) activities are also strongly felt in the field of training. This study adopts a data-driven approach to examine research on translator and interpreter training. Based on an annotated database of T&I journal article entries, it shows the differences and similarities in research on translator training and interpreter training. Findings suggest that research on translator training and interpreter training share a thematic and methodological framework, but have different focuses on research themes and methods. The two sub-disciplines have different active authors, institutions and country/area rankings, linked by a small yet possibly growing number of cross-sub-disciplinary producers. These findings will shed much light on our knowledge of T&I activities and research.

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3

Galán-Mañas, Anabel, Anna Kuznik, and Christian Olalla-Soler. "Entrepreneurship in translator and interpreter training." HERMES - Journal of Language and Communication in Business 60 (July 8, 2020): 7–11. http://dx.doi.org/10.7146/hjlcb.v60i0.121307.

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van Egdom, Gys-Walt, Winibert Segers, Hendrik Kokaert, and Patrick Cadwell. "Ergonomics in translator and interpreter training." Interpreter and Translator Trainer 12, no. 2 (April 3, 2018): 252–53. http://dx.doi.org/10.1080/1750399x.2018.1478451.

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Baker, Mona, and Carol Maier. "Ethics in Interpreter & Translator Training." Interpreter and Translator Trainer 5, no. 1 (March 2011): 1–14. http://dx.doi.org/10.1080/13556509.2011.10798809.

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6

Klimkowski, Konrad. "Entrepreneurial training in translator and interpreter education." Roczniki Humanistyczne 63, no. 11 (2015): 67–83. http://dx.doi.org/10.18290/rh.2015.63.11-5.

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7

Williams, Rhys. "Towards a national interpreter/translator training plan." Asian Studies Review 19, no. 1 (July 1995): 39–43. http://dx.doi.org/10.1080/03147539508713041.

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8

Carrasco Flores, José Andrés. "Teaching English for Translation and Interpreting: A framework of reference for developing the translator’s bilingual sub-competence." Complutense Journal of English Studies 27 (October 4, 2019): 121–37. http://dx.doi.org/10.5209/cjes.62822.

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Even though the research on translator training explicitly advocates specific language training catering for translator and interpreter trainees’ needs, only a few, scattered attempts seem to have been made as regards the identification and provision of specific approaches guiding the teaching of such newly appointed branch of Languages for Specific Purposes. Drawing on previous studies on translator training and translation competence, this paper elaborates on the notion of the translator’s bilingual sub-competence and puts forward a framework of reference for teaching English for Translation and Interpreting, which can be used in the materials analysis and development.

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9

Semsch, Marlene. "A Report on the Arctic College Interpreter-Translators Program." section II 38, no. 1 (September 30, 2002): 96–97. http://dx.doi.org/10.7202/004087ar.

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Abstract This report briefly outlines the historical developments of interpreter I translator training in the Northwest Territories. It describes the origins of the present Arctic College I IT programs at the Thebacha Campus in Fort Smith and Nunatta Campus in Iqaluit and describes their similarities and differences. It outlines admission requirements and course offerings and discusses some of the challenges faced in training aboriginal translators and interpreters.

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10

Krause, Maureen T., Peter W. Krawutschke, and Mary Snell-Hornby. "Translator and Interpreter Training and Foreign Language Pedagogy." Modern Language Journal 74, no. 1 (1990): 138. http://dx.doi.org/10.2307/327998.

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11

Zatlin, Phyllis, and Peter W. Krawutschke. "Translator and Interpreter Training and Foreign Language Pedagogy." Hispania 73, no. 1 (March 1990): 109. http://dx.doi.org/10.2307/342989.

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12

Leppihalme, Ritva. "Translator and interpreter training: issues, methods and debates." Perspectives 21, no. 1 (March 2013): 138–40. http://dx.doi.org/10.1080/0907676x.2012.698071.

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13

Mirzoyeva, Leila, and Oxana Syurmen. "Developing intercultural competence of trainee translators." Global Journal of Foreign Language Teaching 6, no. 3 (August 3, 2016): 168–75. http://dx.doi.org/10.18844/gjflt.v6i3.1663.

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Intercultural competence is one of the key aspects of a translator / interpreter competence as it contributes to better understanding of the source text and thus, its more ‘ideal’ conveying into the target language. The purpose of this research is to clarify the areas requiring improvement in the process of developing trainee translators’ intercultural competence in the context of Kazakhstani education. Questionnaires for instructors teaching Practical English course and translation courses were used to collect data about the most problematic aspects of to-be translators’ training and cultural awareness of students. The preliminary results of the research show the lack of cultural information at phonetic, intonation and grammar levels, which supposes developing of a special system of exercises and integrating two different pathways represented by theoretical courses such as lingua-cultural studies and practical courses like English for specific professional purposesKeywords: intercultural competence, ELT, translator / interpreter trainin, interpersonal skills, communication strategies

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14

Cherkashchenko, Olesia M., Tetiana M. Vysotska, Svitlana V. Korotkova, Yuliia O. Savina, and Iryna V. Khurtak. "Innovations in the Content of Professional Training of Interpreters and Translators in Countries of Europe, the USA and Ukraine: Comparative Analysis." International Journal of Higher Education 8, no. 4 (July 17, 2019): 136. http://dx.doi.org/10.5430/ijhe.v8n4p136.

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The article deals with the analysis of innovations in the content of professional training of interpreters / translators at universities of Europe, the USA and Ukraine. It has been established that at European and American universities the innovation data involves directing professional education of translators and interpreters towards studying CAT-systems within the context of traditional disciplines, specialized disciplines, extracurricular courses, trainings and in the process of students’ translation/interpretation traineeship and study placement. Based on the comparative analysis of the curricula for specialists’ training in translation/interpretation in European countries, the USA and Ukraine, the conclusion is drawn that in higher education of Ukraine theoretical training traditionally prevails over practical field experience, general classroom hours are not sufficient for students, while Ukrainian universities’ curricula lack disciplines aimed at the formation of technological (information, computer) expertise of prospective interpreters and translators. The authors of the article recommend using the experience of western universities on implementing innovations within the content of professional training of interpreters and translators at Ukrainian universities, namely: a) increasing the number of classroom activity hours in practical training of interpretation/translation students by means of reducing extracurricular hours; b) changing the ratio of disciplines of theoretical and practical training of future interpreters and translators in favour of the latter by decreasing the number of theoretical subjects; c) including disciplines aimed at the formation of prospective experts’ information competency into the curricula; d) providing both short-term and long-term traineeship in interpreter/translator training programs, preferably at international organizations (enterprises) operating in Ukraine or at foreign companies abroad; e) providing specialization of professional training of interpreters and translators (technical translation, legal translation, economic translation, medical translation, literary translation, etc.).

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15

Berbel, Elke Cases. "Challenges and difficulties of translation and interpreting in the migration and refugee crisis in Germany." Open Linguistics 6, no. 1 (June 4, 2020): 162–70. http://dx.doi.org/10.1515/opli-2020-0014.

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AbstractThis article presents a comprehensive analysis of the role that interpreters and translators of the Federal Office for Migration and Refugees (Bundesamt für Migration und Flüchtlinge [Bamf]) played during the 2015–2016 migration crisis in Germany along with the improvements made by the German Ministry of the Interior. To this end, we first investigated all the occasions when a refugee needs interpreting and translation services. We then present the requirements to be a Bamf interpreter/translator as well as their working conditions. In addition, we offer research into all the working tools that the German Government has made available to these interpreters/translators, so they can get a comprehensive training in the profession of community interpreter, one of the most demanding branches of interpreting and translation services. Finally, we have summarized the challenges that, in our opinion, Germany faces for the future in order to achieve a better quality in their interpretation and translation services.

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16

Cuminatto, Claire, Roger Baines, and Joanna Drugan. "Employability as an ethos in translator and interpreter training." Interpreter and Translator Trainer 11, no. 2-3 (July 3, 2017): 123–38. http://dx.doi.org/10.1080/1750399x.2017.1350899.

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17

van Egdom, Gys-Walt, Patrick Cadwell, Hendrik Kockaert, and Winibert Segers. "A turn to ergonomics in translator and interpreter training." Interpreter and Translator Trainer 14, no. 4 (October 1, 2020): 363–68. http://dx.doi.org/10.1080/1750399x.2020.1846930.

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18

Dryland, Estelle L. "Comment on “towards a national interpreter/translator training plan”." Asian Studies Review 19, no. 2 (November 1995): 85–86. http://dx.doi.org/10.1080/03147539508713058.

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19

Uchiyama, Hiromichi. "Problems Caused by Word Order when Interpreting / Translating from English into Japanese: The Effect of the Use of Inanimate Subjects in English." Meta 36, no. 2-3 (September 30, 2002): 404–13. http://dx.doi.org/10.7202/004516ar.

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Abstract One of the most significant difficulties facing an English-Japanese interpreter or translator is the use in English of inanimate subjects which perform intentional acts. While this is a fairly common construction in English, the Japanese normally find it difficult to conceive of an inanimate subject performing a conscious act. English-Japanese interpreter/translators therefore need to be able to interpret such English sentences so that they correspond to the Japanese perception. This paper outlines one method of dealing with this problem - the conversion of the inanimate subjects in the English sentence into an adverbial phrase or clause in Japanese. This serves to reduce the level of difficulty in handling a sentence with a modifying clause the subject of which is inanimate. Practical examples of the use of this method are given. This method also has relevance for interpreter/translator training, as it can be presented to students as a possible means of overcoming a common problem in English-Japanese interpreting and translation.

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20

Neumayer, Dénes. "John Kearns (ed)Translator and Interpreter Training. Issues, Methods, Debates." Across Languages and Cultures 10, no. 1 (June 2009): 161–64. http://dx.doi.org/10.1556/acr.10.2009.1.11.

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21

Monzó Nebot, Esther. "Understanding legal interpreter and translator training in times of change." Interpreter and Translator Trainer 9, no. 2 (May 4, 2015): 129–40. http://dx.doi.org/10.1080/1750399x.2015.1051766.

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22

Kwieciński, Piotr, and Marcin Feder. "Translator and interpreter training. Curriculum design. New prospects and dilemmas." Glottodidactica. An International Journal of Applied Linguistics 30 (November 1, 2018): 57–67. http://dx.doi.org/10.14746/gl.2005.30.06.

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23

Park, Ocksue. "What constitutes a translation graduate school in South Korea?" Babel. Revue internationale de la traduction / International Journal of Translation 53, no. 2 (November 29, 2007): 167–78. http://dx.doi.org/10.1075/babel.53.2.07par.

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South Korea is the first country where the translation education has operated at a postgraduate level in Asia. The first graduate school, the Graduate School of Interpretation and Translation, Hankuk University of Foreign Studies, operated at 1979. As of 2006, there are ten translation and/or interpreting departments at graduate level in South Korea. The curriculum of translation graduate schools in South Korea should be examined from a theoretical standpoint. This article is the answer of what constitutes a translation graduate school in South Korea in terms of its title, its commencement date, type of school, division of departments, admission requirements, and the duration of the programme and what is an appropriate curriculum for a translation graduate school in South Korea. For this study, I have conducted interviews with heads of translation departments at South Korea’s graduate schools in the first place, with a view to establish the real situation of graduate schools that teach translation in South Korea. I adopted Renfer’s model for analysing the programme of the graduate schools. Renfer (1991) presents four basic programme models of translator and/or interpreter education training for western countries such as Two-tier system, Parallel translator and interpreter training model, Y model, and Postgraduate interpreter training or intensive on-the-job training in international organisations. The results of the data analysis are discussed, and lastly suggestions for translation students to develop and improve their translation skills are presented.

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24

ERSOY, Hüseyin. "GLOBAL CHANGES IN THE TRANSLATION INDUSTRY AND THEIR REFLECTIONS ON TRANSLATOR AND INTERPRETER TRAINING." Journal Of History School 8, no. XXII (January 1, 2015): 553–73. http://dx.doi.org/10.14225/joh719.

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25

Hastürkoğlugokcen.hasturkoglu@atilim.edu.tr, Gökçen. "Situated learning in translator and interpreter training: Model United Nations simulations." Dil ve Dilbilimi Çalışmaları Dergisi 15, no. 3 (October 11, 2019): 914–25. http://dx.doi.org/10.17263/jlls.631533.

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26

Orlando, Marc. "Training and educating interpreter and translator trainers as practitioners-researchers-teachers." Interpreter and Translator Trainer 13, no. 3 (July 3, 2019): 216–32. http://dx.doi.org/10.1080/1750399x.2019.1656407.

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27

alQinai, Jamal. "John Kearns (ed.): Translator and Interpreter Training: Issues, Methods and Debates." Babel. Revue internationale de la traduction / International Journal of Translation 57, no. 3 (November 10, 2011): 359–62. http://dx.doi.org/10.1075/babel.57.3.08qin.

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Bulatović, Vesna. "Electronic Corpora for Legal English Translator/ Interpreter Training - A Case Study." Romanian Journal of English Studies 15, no. 1 (December 1, 2018): 115–21. http://dx.doi.org/10.1515/rjes-2018-0015.

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Abstract This article looks into the experience of using parallel and comparable corpora in the training of future legal English translators and interpreters between English and Montenegrin. Both corpora have been used extensively for many years, but the method has recently been expanded and modified to better meet the specific needs of our trainees and prepare them for the challenges of the competitive market.

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29

Yermolovich, Dmitry, and Pavel Palazhchenko. "The splendor and misery of "Intercultural Communication" teaching modules." English Studies at NBU 2, no. 1 (August 20, 2016): 5–16. http://dx.doi.org/10.33919/esnbu.16.1.1.

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The paper examines in a critical light the approaches and theoretical grounds of certain educational projects seeking to promote "intercultural competence" in translators, both in Russia, the contributors’ home country, and in Western Europe, as exemplified by a European Union project. Some textbooks as well as teaching material and recommendations are placed under scrutiny for consistency, relevance and value to the training of professional translators/interpreters, especially at postgraduate level. It is shown that some guidelines presented as an improvement on current translation teaching practices repeat or repackage ideas developed decades ago by Russian and Bulgarian translatologists. The paper argues that there is no special need for artificially implanting or isolating an "intercultural communication" module in translation teaching, as translation is itself a primary form of international and, therefore, intercultural communication, and the best practices of its teaching, at least in the leading translator/interpreter schools of Russia, have incorporated the cultural component in harmony with other essential translation competences for at least half a century.

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Afolabi, Segun. "Translation and interpretation market needs analysis: towards optimizing professional translator and interpreter training in Nigeria." Interpreter and Translator Trainer 13, no. 1 (January 2, 2019): 104–6. http://dx.doi.org/10.1080/1750399x.2019.1572997.

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31

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.

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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.

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Pym, Anthony. "INNOVATION IN TRANSLATOR AND INTERPRETER TRAINING. REPORT ON AN ON-LINE SYMPOSIUM." Across Languages and Cultures 1, no. 2 (December 2000): 209–73. http://dx.doi.org/10.1556/acr.1.2000.2.5.

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González-Davies, Maria, and Vanessa Enríquez-Raído. "Situated learning in translator and interpreter training: bridging research and good practice." Interpreter and Translator Trainer 10, no. 1 (January 2, 2016): 1–11. http://dx.doi.org/10.1080/1750399x.2016.1154339.

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34

Kiraly, Don, and David Sawyer. "Gile, Daniel. 1995. Basic Concepts and Models for Interpreter and Translator Training." Target. International Journal of Translation Studies 8, no. 2 (January 1, 1996): 375–78. http://dx.doi.org/10.1075/target.8.2.12kir.

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35

Esqueda, Marileide Dias. "Interview with Professor Dorothy Kelly." Letras & Letras 35, no. 2 (December 30, 2019): 204–11. http://dx.doi.org/10.14393/ll63-v35n2-2019-12.

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This interview was carried out in December 2019, via e-mail, with Dorothy Kelly, Professor of Translation at the University of Granada, Spain, where she is also Vice-President for International Relations and Development Cooperation. She obtained her B.A. in Translating and Interpreting at Heriot-Watt University, Edinburgh (Scotland), and her doctoral degree from the University of Granada. Her main research interests are translator training, directionality in translation and intercultural competence. She is the founding editor of Interpreter and Translator Trainer (Taylor & Francis publishing house), the only indexed journal devoted specifically to translator education, and consultant editor of the Translation Practices Explained series (Taylor & Francis). She was a member of the European Group of Translation Experts appointed by the European Commission. Among her main works is A Handbook for Translator Trainers (2005), a book specially dedicated to translation teaching, with special emphasis on translation teachers. Professor Dorothy Kelly provides several important contributions in the following interview on the topic "evaluation of translations".

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36

Negrych, Natalia, and Iryna Kuzmych. "The formation of interpretation skills in high-school students of secondary schools." Germanic Philology Journal of Yuriy Fedkovych Chernivtsi National University, no. 822 (2020): 49–61. http://dx.doi.org/10.31861/gph2020.822.49-61.

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The article is devoted to the formation of interpretation skills in high-school students and teaching the notions of interpretation with the purpose of obtaining interpretation competence. There were presented didactic principles of translation teaching during English lessons. We emphasized the importance of adhering to the principles of translation training, as well as highlighting eﬀective principles that should be applied for methodical reasons. The main task of the teacher at the initial stage of studying translation can be deﬁned − teaching students to distinguish and identify structured elements of translation, the reasons for their use and the ability to operate the components of interpretation. Particular attention is given to the formation and development of the interpreter's skills. The main task of the teacher was deﬁned and a set of exercises was developed. The four stages for the formation a competent specialist lead to obtaining special interpreter's skills in accordance with international and economical needs in the contemporary labor market. The teacher has to teach student that interpreter has to be an active translator of the communication act between the sender of the message and its recipient. Interpreting competence implies the ability of the translator to use target-processing strategies that can be targeted. The results of the implementation of the proposed exercises involve the creation of a situation in the English lesson that would clearly reproduce the realities of a modern, competitive interpreter.

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Atkinson, David P. "Developing psychological skill for the global language industry." Translation Spaces 3 (November 28, 2014): 1–24. http://dx.doi.org/10.1075/ts.3.01atk.

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This article presents a teaching methodology aimed at helping trainee translators and interpreters to increase their psychological skill. Psychological skill is here defined as the effects of self-efficacy, explanatory style, and locus of control, all of which shape their decision-making and courses of action. By increasing their level of psychological skill, I aim to help translators and interpreters better cope with the challenges of an increasingly automated and highly globalized profession. In particular, this article explores three general approaches for teaching and improving psychological skill, namely theoretical discussion, modelling, and role play. I will also describe examples for practical activities that might be carried out in translator/interpreter training. The overall aim of the article is to provide a research-based foundation for teachers and trainers so that they can implement teaching methodologies and strategies to help their translation/interpreting students to graduate with better psychological skill. A particular focus will be on psychological challenges arising from the globalized nature of our profession and the changes brought about by technological developments.

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Ilg, Gerard. "Review of Gile (1995): Basic concepts and models for interpreter and translator training." Interpreting. International Journal of Research and Practice in Interpreting 1, no. 1 (January 1, 1996): 136–38. http://dx.doi.org/10.1075/intp.1.1.11ilg.

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39

Bin, Yao. "The origins and early developments of the UN Training Program for Interpreters and Translators in Beijing." Babel. Revue internationale de la traduction / International Journal of Translation 65, no. 3 (August 5, 2019): 445–64. http://dx.doi.org/10.1075/babel.00100.yao.

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Abstract This paper fills the missing the link in the research on the history of interpreter and translator training in the P. R. China. After the restoration of China’s seat in the United Nations on October 25, 1971, the UN Secretariat suggested, as early as in 1972, to the P. R. C. Permanent Mission in New York, that a training course be established to train interpreters and translators. But it was not until 1979 that the UN Training Program for Interpreters and Translators (译训班) was established at Beijing Foreign Studies University. What happened during the period of 1972–1978 and how the first cohort of students were recruited and trained remain, to a large extent, unexplored areas. By combining newly-discovered historical materials and interviews with former staff members and students of the program, this paper presents details about the preparatory work carried out in mid-1970s that laid the foundations for the establishment of the program, the month-long negotiations between Chinese and the UN representatives in 1978 that led to the founding of the program, as well as the recruitment and training of the first cohort of students.

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40

Federici, Federico M., and Patrick Cadwell. "Training citizen translators." Translation and Interpreting in Non-Governmental Organisations 7, no. 1 (August 10, 2018): 20–43. http://dx.doi.org/10.1075/ts.00002.fed.

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Abstract Translators and interpreters have been shown to play an important role in supporting the activities of NGOs involved in crisis communication scenarios. However, there is little evidence of whether standardized training materials or technological assistance are required by or would be beneficial to quickly recruited ‘citizen translators’ working in these environments. This article will present a study of the design, delivery, and preliminary evaluation of a set of training materials developed for use in a citizen translation project run by New Zealand Red Cross (NZRC) with the support of the EU H2020-funded International Network on Crisis Translation (INTERACT). The article describes the training materials and discusses the epistemological and didactic issues that were faced in their design and delivery. Findings from the article will be of interest to those seeking to understand citizen translation and issues involved in working with an NGO on translator training.

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Choy Wan, Samantha Yap, Adeela Abu Bakar, Mansour Amini, and Shameem Rafik-Galea. "Problems and Solutions in English Translations of Malay Short Stories." Journal of Social Sciences Research, SPI6 (December 30, 2018): 1158–66. http://dx.doi.org/10.32861/jssr.spi6.1158.1166.

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The Malay stories of Pelanduk yang Bijak, Peniup Seruling and Seuncang Padi were translated to English, and analysed to identify the translation problems. The procedures were also investigated to find solutions for the problems using translation procedures as the framework for data analysis. After the translation of the stories, the source and target texts were analysed to identify problems and procedures. The findings of the study indicated two types of problems in the Malay-English translations of the stories; structural or semantic problems, and problems arising from cultural differences. Among various translation procedures used in the translations, literal translation was the most common procedure in the translation of the Malay stories. The findings from translations and the analyses in this study could be utilised in translator and interpreter training classrooms. Finding solutions to the translation problems could improve translators’ ability to better theorise while translating, and thus produce “good” translations, particularly in the translation of literary works from Malay to English. This study could have pedagogical significance, as the Malay short stories contain moral lessons by which Malay culture could be further introduced and “exported” to the English-speaking audience through literature.

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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.

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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.

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Gregorio-Cano, Ana. "Stepping into the translator trainees’ shoes: a descriptive study." Onomázein Revista de lingüística filología y traducción, no. 49 (September 2020): 257–75. http://dx.doi.org/10.7764/onomazein.49.08.

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In the growing field of translation pedagogy little has been discussed about the importance of key central concepts such as translation problems, translation strategies or translator competence through empirical studies. This article examines the theoretical background as the starting point of the empirical study performed at five different universities in Spain: Universitat Jaume I (UJI), Universidad de Salamanca (USAL), Universidad Pablo de Olavide (UPO), Universidad Pontificia de Comillas (UPCO) and University of Granada (UGR). The research presented here focuses specifically on the development of translator competence and, particularly, the students’ capacity to identify translation problems. The study results demonstrate no regular patterns for the development of translator competence within the undergraduate translators and interpreters training programs in Spain.

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Wang Binhua and Mu Lei. "Interpreter training and research in mainland China." China and Chinese 11, no. 2 (September 2, 2009): 267–83. http://dx.doi.org/10.1075/intp.11.2.08wan.

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Against a background of favorable socio-economic conditions and the development of Translation Studies into an autonomous discipline, translation and interpreting programs are mushrooming in mainland China. This article reports on the development of interpreter training and research here in recent years through an overview of different types of training programs, curriculum designs, training models or paradigms, new textbooks and interpreter accreditation tests. Some salient examples of interpreting research in mainland China are also critically reviewed.

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Bühler, Hildegund. "Language and Translation: Translating and Interpreting as a Profession." Annual Review of Applied Linguistics 7 (March 1986): 105–19. http://dx.doi.org/10.1017/s0267190500001689.

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Interlingual and intercultural communication in the form of oral and written translation is as old as mankind. Only in the past 40 years has it achieved recognition as a profession on an international scale: the Fédéeration Internationale dee Traduoteurs (FIT), which today embraces 49 national associations, was founded in 1953; the Association Internationale des Interprètes de Conférence (AIIC) came into being in the same year. Many countries began to offer both academic training and degrees to future professionals in the field; the Institute for Translator and Interpreter Training at the University of Vienna, for instance, celebrated its 40th anniversary a few years ago (cf., Festschrift 1983).

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Katan, David. "Occupation or profession." Translation and Interpreting Studies 4, no. 2 (December 31, 2009): 187–209. http://dx.doi.org/10.1075/tis.4.2.04kat.

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The main aim of this paper is to report on an online questionnaire which focused on translator and interpreter perception of their working world, their mindset or Weltanshauung, and the impact of Translation Studies and university training on that world. Questions, both closed and open-ended, addressed academic/professional training, present role(s) and attitudes and beliefs about ‘the profession’ itself. Nearly 1000 respondents replied to the questionnaire worldwide. Particular questions focused on how translation should be taught, the role and status of the profession (ideally and in practice), and on personal satisfaction. The results show that university training has had little impact, and that this group of respondents have relatively little interest in the university itself in comparison with lifelong learning, with most emphasis placed on practice and self-development. Members of the group feel themselves to be ‘professional’ due to their specialized knowledge and abilities. However, their professionalism is mainly limited to their responsibilities to the text itself, and there is relatively little interest in the wider context. They are acutely aware of the lack of public recognition, and both the interpreters and the translators agree that translators in particular suffer from a markedly lower social status. However, only a minority of the respondents feel the need to change the status quo and satisfy trait theory criteria regarding professional recognition, possibly because the vast majority of respondents are more than satisfied with their job. In conclusion, it appears that translation can still only be categorized as an occupation rather than as a profession, and it is suggested that a new role be created with its own university course to cater to the professional language provider.

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Yan, Jackie Xiu, Jun Pan, and Honghua Wang. "Studies on translator and interpreter training: a data-driven review of journal articles 2000–12." Interpreter and Translator Trainer 9, no. 3 (September 2, 2015): 263–86. http://dx.doi.org/10.1080/1750399x.2015.1100397.

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Pan, Jun, Honghua Wang, and Jackie Xiu Yan. "Advances in Research on Translator and Interpreter Training: A Review of Research articles in META." Meta: Journal des traducteurs 60, no. 2 (2015): 347. http://dx.doi.org/10.7202/1032898ar.

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Mees, Inger M., Barbara Dragsted, Inge Gorm Hansen, and Arnt Lykke Jakobsen. "Sound effects in translation." Target. International Journal of Translation Studies 25, no. 1 (March 4, 2013): 140–54. http://dx.doi.org/10.1075/target.25.1.11mee.

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On the basis of a pilot study using speech recognition (SR) software, this paper attempts to illustrate the benefits of adopting an interdisciplinary approach in translator training. It shows how the collaboration between phoneticians, translators and interpreters can (1) advance research, (2) have implications for the curriculum, (3) be pedagogically motivating, and (4) prepare students for employing translation technology in their future practice as translators. In a twophase study in which 14 MA students translated texts in three modalities (sight, written, and oral translation using an SR program), Translog was employed to measure task times. The quality of the products was assessed by three experienced translators, and the number and types of misrecognitions were identified by a phonetician. Results indicate that SR translation provides a potentially useful supplement to written translation, or indeed an alternative to it.

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Bozko-Cace, Margarita, and Lāsma Drozde. "COURT INTERPRETER IN CRIMINAL PROCEEDINGS." Administrative and Criminal Justice 4, no. 85 (May 21, 2019): 4. http://dx.doi.org/10.17770/acj.v4i85.3669.

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Court interpreter plays a specific and important role, which is often underestimated in criminal proceedings. One of human rights’ aspects deals with ensuring a high-quality translation in order to make the procedure available for a person, who does not understand the proceedings language, ensure one’s rights and administer justice. The aim of the study is to find out the legal ground of court interpreter’s activity in criminal proceedings, to reveal and analyse related issues. In the article, the authors reveal topical issues linked to legal regulation concerning court interpreters and offer solutions. Namely, to ensure efficiency of court interpreter’s work, a judge should create as beneficial working conditions for an interpreter as possible, make breaks every 2 hours during court hearings, speakers (judges, prosecutors, lawyers, specialists, experts) should be trained in the field of public speech and how to work with an interpreter as well as court rooms should be ensured with modern interpreting equipment. In order to introduce single practice and deliver highquality translations in Latvian courts, there is a need in development of training and certification system for court interpreters and a special normative act regulating the legal activity of court interpreters, what would be a good basis for elaboration of court interpreters’ register.

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