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Recent trends in Translation Studies: Cognition and technology

Recent trends in Translation Studies: Cognition and technology. Anthony Pym. Traditional positions… . Equivalence (literal vs. free) Between texts (products) For an external purpose ( Skopos ) With translation-specific features ( “ universals ” , from corpora): Simplification

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Recent trends in Translation Studies: Cognition and technology

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  1. Recent trends in Translation Studies: Cognition and technology Anthony Pym © Intercultural Studies GroupUniversitat Rovira i Virgili Plaça Imperial Tàrraco 143005 Tarragona Fax: (++ 34) 977 55 95 97

  2. Traditional positions… • Equivalence (literal vs. free) • Between texts (products) • For an external purpose (Skopos) • With translation-specific features (“universals”, from corpora): • Simplification • Explicitation • Adaptation • Equalizing • Avoidance of TL unique terms © Intercultural Studies Group

  3. Problems with those positions • There are shifts everywhere • They concern more than literal vs. free • Product analysis cannot say why they occur • Product analysis cannot distinguish between the translation-specific features. • New technologies make the features non-specific. © Intercultural Studies Group

  4. Problems with those positions • There are shifts everywhere • Product analysis cannot say why they occur • Product analysis cannot distinguish between the translation-specific features. • New technologies make the features non-specific. © Intercultural Studies Group

  5. Process studies use • Think-Aloud Protocols (TAPs) • Translog • Screen recording • Eye-tracking • Post-performance interviews © Intercultural Studies Group

  6. Screen recording © Intercultural Studies Group

  7. TAPs © Intercultural Studies Group

  8. Translog © Intercultural Studies Group

  9. Eyetracking © Intercultural Studies Group

  10. More experienced translators… 1) use more paraphrase and less literalism as coping strategies (Kussmaul 1995, Lörscher 1991, Jensen 1999) © Intercultural Studies Group

  11. More experienced translators… 2) process larger translation units (Toury 1986, Lörscher 1991, Tirkkonen-Condit 1992) © Intercultural Studies Group

  12. More experienced translators… 3) spend longer reviewing their work at the post-drafting phase but make fewer changes when reviewing (Jensen and Jakobsen 2000, Jakobsen 2002, Englund Dimitrova 2005) © Intercultural Studies Group

  13. More experienced translators… 4) read texts faster and spend proportionally more time looking at the target text than at the source text (Jakobsen and Jensen 2008) © Intercultural Studies Group

  14. More experienced translators… 5) use top-down processing and refer more to the translation purpose (Fraser 1996; Jonasson 1998; Künzli 2001, 2004, Séguinot 1989, Tirkkonen-Condit 1992) © Intercultural Studies Group

  15. More experienced translators… 6) rely on encyclopaedic knowledge as opposed to ST construal (Tirkkonen-Condit 1989) © Intercultural Studies Group

  16. More experienced translators… 7) express more principles and personal theories (Tirkkonen-Condit 1989, 1997, Jääskeläinen 1999) © Intercultural Studies Group

  17. More experienced translators… 8) incorporate the client into the risk-management processes (Künzli 2004) © Intercultural Studies Group

  18. More experienced translators… 9) automatize some complex tasks but also shift between automatized routine tasks and conscious problem-solving (Krings 1988, Jääskeläinen and Tirkkonen-Condit 1991, Englund Dimitrova 2005) © Intercultural Studies Group

  19. More experienced translators… 10) display more realism, confidence and critical attitudes in their decision-making (Künzli 2004) © Intercultural Studies Group

  20. Aspects not normally covered • speed • the capacity to distribute effort in terms of risk • the restrained use of external resources (both written and human) • the key role of revision/reviewing • (new technologies). © Intercultural Studies Group

  21. Experiments as good pedagogy • House (1986, 2000); “translation in and as interaction” • Self-awareness • Awareness of other translation cultures • Awareness of diversity within translation cultures. © Intercultural Studies Group

  22. Experiment 1: Norms • When translating publicity from English, do you keep the name of the product in English script, transcribe it, and/or explain it? © Intercultural Studies Group

  23. What 143 students did © Intercultural Studies Group

  24. Experiment 2: Skopos • Do you explain the reference “Eton” in accordance with the instructions given for the translation? • History book vs. Coffee-table book • Moral philosophy vs. Biography. © Intercultural Studies Group

  25. Experiment 2: Skopos 1 = Eton / Eton 2 = Eton / THAT school or similar 3 = Eton SCHOOL / Eton 4 = PRESTIGIOUS school Eton / Eton 5 = a prestigious school LIKE Eton 6 = a prestigious school / Ivy league school © Intercultural Studies Group

  26. Experiment 2: results © Intercultural Studies Group

  27. Experiment 3: MT or not? © Intercultural Studies Group

  28. Experiment 4: Speed • Students screen-record two comparable translations. • The second is 33% faster than the first. • Students analyze time-on-task for reading/comprehension, documentation, drafting, reviewing. © Intercultural Studies Group

  29. Experiment 4: Speed © Intercultural Studies Group

  30. Experiment 4: Speed reports • K1: I spent a lot less time researching, When you have a time limit, your efficiency goes up and you just focus on the text. • C2: This time I took less time on reading and translating [he increased the percentage of reviewing] • C4: More time spent on documentation and translation; significantly less time on revision. • C5:I just caught the rough meaning of the sentences and got to the translation right away in order to finish the translation before the time limit. © Intercultural Studies Group

  31. Experiment 4: Recommendations • C5: I think the secret to translate faster is not to hesitate for too long before starting to translate and make revisions afterward so you won’t waste too much time sticking in the phrases you have problems coming up with the best translation. • C7: What I recommend is try to cut from the documentation part and the revision part, but not the reading and comprehending part if the translator wants to make as little mistake as possible. • F1: For a person trying to translate quickly, I would say to avoid documentation if at all possible, and do some revising at the end to revisit those sections that were difficult or of which there were some uncertainties. © Intercultural Studies Group

  32. Experiment 4: Recommendations • F3 […] There is, though, the factor of the reading and comprehension, which during the first week seemed like discrete units but under time pressure blended much more into the translation phase. © Intercultural Studies Group

  33. Summary • Students experiment to discover things about themselves. • They draw their own conclusions. • The help improve professional research. • They help discover the competencies they need to learn. © Intercultural Studies Group

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