1 / 11

The role of TAPS and other research methods in Translator Training

The role of TAPS and other research methods in Translator Training. S.Hubscher-Davidson. Different students’ performances. Source Text : Il était surpris de voir... La Seine couler d’est en ouest, ce qui la met à deux pas de l’Océan, et fait de Paris l’un des plus grands de nos ports de mer.

lowell
Download Presentation

The role of TAPS and other research methods in Translator Training

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The role of TAPS and other research methods in Translator Training S.Hubscher-Davidson

  2. Different students’ performances Source Text: Il était surpris de voir... La Seine couler d’est en ouest, ce qui la met à deux pas de l’Océan, et fait de Paris l’un des plus grands de nos ports de mer.

  3. Different students’ performances • Student 1 translation: "He was surprised to see... the Seine flowing from east to west. This brings Paris closer to the Ocean, and makes it one of France’s largest sea ports". • Teacher assessment: ‘Quite confused in places... Some bright ideas and a couple of nice expressions, but hesitant’.

  4. Different students’ performances • Student 2 translation: "He was shocked to see... how the Seine flowed from east to west, bringing it to the door of the Ocean, and making Paris one of our biggest sea ports". • Teacher assessment: ‘Generally accurate with good idiomatic touches ... occasionally awkward, but thoughtful and quite sensitive’.

  5. Different students’ performances • Student 3 translation: "He was certainly surprised to discover... that the Seine flowed from east to west, putting it a hop, skip and a jump from the Ocean, and making Paris one of the country’s biggest sea ports". • Teacher assessment: ‘Lively and inventive ... very assured’.

  6. Example of a ‘good’ performance 1 • Source Text: "Il n’y a qu’à voir la Tour Eiffel promener ses gros yeux sur la ville pour sentir qu’il se passent des choses" • Student 19’s translation: "The very sight of the Eiffel Tower gazing wide-eyed over the city tells you there are forces at work"

  7. Example of a ‘good’ performance 2 • Source Text: "Autant de fantômes, autant de mystères"  • Student 19’s translation: "Ghosts and mysteries hang thick in the air"

  8. Teacher Assessments • First teacher assessment: ‘a very nice translation, accurate and faithful in style and imagery’. 77.5% • Second teacher assessment: ‘good rendering of the original text overall’. 66% • Third teacher assessment: ‘some slight distortions but shows creativity’. 65% • Fourth teacher assessment: ‘creative and original’. 72%

  9. Extract from my observations during TAPS Translator 19 was full of mirth during the TAPS and seemed to consider translating as more of a game, a challenge, a way to express herself, rather than a job. She often showed a preference for her ‘creations’ and disregard for rules (‘OK you can’t say that but never mind’) as well as a willingness to break the mould: ‘if you could crunch it together it would sound ok’. She was confident, astute and showed an excellent understanding of the ST nuances. A combination of this knowledge and her imagination/creativityresulted, in my opinion, in a unique and exciting translation.

  10. Ideas to develop for Training • Oral activities • Interviews, diaries, questionnaires • Group work • Exercises focusing on different phases • Technology • Combination of various methods

  11. References • Carlsson, I. (2002) "Anxiety and Flexibility of Defense Related to High or Low Creativity" . Creativity Research Journal 14 (3 &4). Mahwah: Lawrence ErlbaumAssociates Inc, 341-49(9) • Fox, O. (2000) ‘The use of translation diaries in a process-oriented translation teaching methodology’, in Schäffner, C., Adab, B. (eds) Developing Translation Competence, Amsterdam: John Benjamins Publishing Company, 115-130. • Gambier, Y. (2004) ‘Translation studies: a succession of paradoxes’, in Schäffner, C. (ed) Translation Research and Interpreting Research – Traditions, Gaps and Synergies, Clevedon: Multilingual Matters Ltd, 62-70. • Gile, D. (2005) ‘Training students for quality : ideas and methods’, IV Conference on Training and Career Development in Translation and Interpreting, Universidad Europa de Madrid. • González Davies, M. (2004) Multiple Voices in the Translation Classroom, Amsterdam: John Benjamins Publishing Company. • Hervey, S., Higgins, I. (2002) Thinking French Translation – A Course in Translation Method: French to English, London: Routledge • Hubscher, S. (2004) “Translator behaviour: Personality features as an integral part of the translation process” . In Choice and Difference in Translation, Athens: University of Athens, 43-60(18) • Kussmaul, P. (1995) Training the Translator, Amsterdam: John Benjamins B.V. • Li, D. (2004) "Trustworthiness of think-aloud protocols in the study of translation processes" . International Journal of Applied Linguistics 14 (3). Oxford: Blackwell Publishing, 301-313(13) • Pym, A. (1998) Method in Translation History, Manchester: St. Jerome Publishing • Reiss, K. (2000) Translation Criticism, Manchester: St. Jerome Publishing • Wuilmart, F. (2004) ‘Le péché de nivellement dans la traduction littéraire’. Paper given at the Translation Conference Specialized Translation: Commonalities and Differences. University of Technology and Management in Leiria, 17.11.04 • Zeng, S. M. Jung Ying L. (2002) ‘Task-based translator training, quality assessment, and the WWW’, in Eva Hung (ed) Teaching Translation and Interpreting 4, Amsterdam: John Benjamins, 59-64.

More Related