Understanding the Development of Translation Competence

Marta Chodkiewicz

Understanding the Development of Translation Competence

by Marta Chodkiewicz (Author)
©2020, Monographs, 302 Pages
Linguistics

Series: Lodz Studies in Language, Volume 67

This book sheds new light on translation competence and its development. After reviewing recent theoretical and empirical perspectives, the author presents the methodology and results of one of few comprehensive, longitudinal, combined process/product studies of translation competence acquisition, which has cognitive and pedagogical implications. Carried out among translation students with varying levels of foreign language proficiency before and after their first 7.5 months of translator education, the study investigates translation product quality, the strategicness of the translation process, the strategicness of external resource use, and translation principles. It also examines perceived translation difficulty and quality as well as the impact of directionality and foreign language proficiency.

Cover
Title
Copyright
About the author
About the book
This eBook can be cited
Acknowledgements
Table of contents
List of tables
List of figures
Introduction
Chapter 1 Translation competence: Selected recent multi-componential and alternative models
- 1.1 PACTE’s (2003) and Göpferich’s (2009) models
- 1.2 Alves and Gonçalves’s (2007) model
- 1.3 EMT model (EMT Board 2017, EMT Expert Group 2009a)
- 1.4 González Davies’s (2004b), Kelly’s (2005), and Kiraly’s (2006) models
- 1.5 Criticisms of multi-componential models and alternative models by Kiraly (2013) and Pym
- 1.6 Concluding remarks
Chapter 2 Translation competence acquisition: Models and perspectives
- 2.1 PACTE’s (2000) model of translation competence acquisition
- 2.2 Alves and Gonçalves’s (2007) models of narrow- and broadband translators
- 2.3 Kiraly’s (2013) models of incipient and expert translator competence and the emergence of translation competence
- 2.4 Bergen’s (2009) model of translation competence acquisition
- 2.5 Stages of translation competence acquisition based on Dreyfus and Dreyfus (1986), Chesterman (1997), and González Davies (2004b)
- 2.6 Göpferich’s (2013) view of translation competence acquisition and Shreve’s perspective on translation expertise
- 2.7 Concluding remarks
Chapter 3 Selected findings of empirical research relevant for the study of translation competence and its acquisition
- 3.1 Functional approach and strategic decision-making and problem-solving
- 3.2 Other selected features of problem-solving
- 3.3 External resource use in decision-making and problem- solving
- 3.4 Concluding remarks
Chapter 4 Methodology of the study
- 4.1 Aim and scope of the study
- 4.2 Research questions, hypotheses, and variables
- 4.3 Research setting
- 4.4 Participant selection
- 4.5 Data collection methods and instruments
  - 4.5.1 Cue-based retrospective verbalisation
  - 4.5.2 Screen-recording
  - 4.5.3 Key-logging
  - 4.5.4 Camera recording
  - 4.5.5 Source texts and translation problems
  - 4.5.6 Retrospective questionnaire
  - 4.5.7 Questionnaire on translation beliefs
  - 4.5.8 Questionnaire on the two phases of the study
  - 4.5.9 Procedure
  - 4.5.10 Pilot studies
- 4.6 Data processing methods and instruments
  - 4.6.1 Evaluation of the quality of the translation product
  - 4.6.2 Description and evaluation of the translation process: Prominent Attention Unit protocols
  - 4.6.3 Determination of Rich Points
  - 4.6.4 Processing of participants’ comments and reflections on the two phases of the study
- 4.7 Data analysis methods and tools
- 4.8 Concluding remarks
Chapter 5 Results and discussion of the study
- 5.1 Translation product quality
  - 5.1.1 Group results
  - 5.1.1.1 Total error severity irrespective of directionality
  - 5.1.1.2 Total error severity depending on directionality
  - 5.1.2 Individual results
  - 5.1.2.1 Total error severity irrespective of directionality
  - 5.1.2.2 Total error severity without formal errors irrespective of directionality
  - 5.1.2.3 Total error severity depending on directionality
  - 5.1.2.4 Total error severity without formal errors depending on directionality
  - 5.1.3 Summary of findings and conclusions
- 5.2 Strategicness of the translation process
  - 5.2.1 Group results
  - 5.2.1.1 Strategicness of PAU processes irrespective of directionality
  - 5.2.1.2 Strategicness of RP processes irrespective of directionality
  - 5.2.1.3 Strategicness of PAU processes depending on directionality
  - 5.2.1.4 Strategicness of RP processes depending on directionality
  - 5.2.2 Individual results
  - 5.2.2.1 Strategicness of PAU processes irrespective of directionality
  - 5.2.2.2 Strategicness of RP processes irrespective of directionality
  - 5.2.2.3 Strategicness of PAU processes depending on directionality
  - 5.2.2.4 Strategicness of RP processes depending on directionality
  - 5.2.3 Summary of findings and conclusions
- 5.3 Strategicness of external resource use
  - 5.3.1 Group results
  - 5.3.1.1 Strategicness of external resource use in PAU processes irrespective of directionality
  - 5.3.1.2 Strategicness of external resource use in RP processes irrespective of directionality
  - 5.3.1.3 Strategicness of external resource use in PAU processes depending on directionality
  - 5.3.1.4 Strategicness of external resource use in RP processes depending on directionality
  - 5.3.2 Individual results
  - 5.3.2.1 Strategicness of external resource use in PAU processes irrespective of directionality
  - 5.3.2.2 Strategicness of external resource use in RP processes irrespective of directionality
  - 5.3.2.3 Strategicness of external resource use in PAU processes depending on directionality
  - 5.3.2.4 Strategicness of external resource use in RP processes depending on directionality
  - 5.3.3 Summary of findings and conclusions
- 5.4 Translation principles
  - 5.4.1 Group results for all and particular (pairs of) questionnaire items concerning translation beliefs
  - 5.4.2 Individual results for all and particular (pairs of) questionnaire items concerning translation beliefs
  - 5.4.3 Group and individual results for macro-strategies
  - 5.4.4 Summary of findings and conclusions
- 5.5 Perceived translation difficulty
  - 5.5.1 Group results irrespective of and depending on directionality
  - 5.5.2 Individual results irrespective of and depending on directionality
  - 5.5.3 Summary of findings and conclusions
- 5.6 Perceived translation quality (study and classroom)
  - 5.6.1 Group results irrespective of and depending on directionality
  - 5.6.2 Individual results irrespective of and depending on directionality
  - 5.6.3 Summary of findings and conclusions
- 5.7 Participants’ comments and reflections on the two phases of the study
- 5.8 Individual subject profiles
  - 5.8.1 Subject A (stronger sub-group)
  - 5.8.2 Subject B (stronger sub-group)
  - 5.8.3 Subject C (stronger sub-group)
  - 5.8.4 Subject D (stronger sub-group)
  - 5.8.5 Subject E (weaker sub-group)
  - 5.8.6 Subject F (weaker sub-group)
  - 5.8.7 Subject G (weaker sub-group)
  - 5.8.8 Subject H (weaker sub-group)
  - 5.8.9 Summary of findings and conclusions
- 5.9 Concluding remarks
Conclusion
- Contribution of study findings to TCA research
- Strengths and limitations of the study
- Pedagogical implications and avenues for future research
Appendices
- Appendix A: Subject scores in first- and second-year English skills exams, selected academic courses, and school-leaving exam
- Appendix B: Source texts and briefs
- Appendix C: Retrospective questionnaire used in the second phase of the study
- Appendix D: Questionnaire on translation beliefs
- Appendix E: Questionnaire on the two phases of the study
- Appendix F: Translation task duration
- Appendix G: Procedure for native speaker evaluating translations
- Appendix H: Samples from PAU protocols
- Appendix I: Answers given by subjects to Questions 1, 2, 4, and 6 in the Questionnaire on the two phases of the study
- Appendix J: Subject coding based on mean total error severity for all translations in both phases of the study
References
Series index

Pages:

302

Year:

2020

ISBN (HARDBACK):

9783631811122 (Active)

ISBN (EPUB):

9783631831618 (Active)

ISBN (PDF):

9783631831601 (Active)

DOI:

10.3726/b17378

Language:

English

Keywords:

Translation, translator education, Translation studies, translation process, translation product, teaching translation

Published:

Berlin, Bern, Bruxelles, New York, Oxford, Warszawa, Wien, 2020. 302 pp., 42 fig. b/w, 13 tables.

Marta Chodkiewicz is an assistant professor at the Department of Applied Linguistics at Maria
Curie-Sklodowska University in Lublin, Poland, where she teaches translation. Her research
focuses on translation processes, translation competence and its acquisition, and the optimisation
of translator education.

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Understanding the Development of Translation Competence

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