Understanding Translator Education

Table Of Contents

• Cover
• Title
• Copyright
• About the editors
• About the book
• Citability of the ebook
• Contents
• Introduction
• Evaluating Students in Translation Courses – Prospects and Pitfalls
• 1 Introduction
• 2 Why do we assess?
• 2.1 The role of assessment in the students’ learning processes
• 2.2 Assessment in the acquisition of translation competences
• 3 How to evaluate individual translation assignments?
• 3.1 To grade or not to grade?
• 3.2 Further possibilities for evaluating translations
• 3.2.1 Peer evaluation
• 3.2.2 Self-evaluation in the form of translation commentaries
• 4 Assessing the students’ overall performance in translation courses
• 4.1 Translation exam as an assessment method
• 4.2 Portfolio assessment
• 4.3 Other possibilities for assessing students’ performance in translation courses
• 5 Conclusions
• References
• Student Translation Performance and the Quality of Translation Commentary:: Is There Any Correlation?
• 1 Introduction
• 2 Reflection in learning
• 3 Translation commentary as a reflection tool
• 4 Research questions
• 5 Methodology
• 6 Setting and corpus
• 7 Parameters of analysis
• 8 Results
• 9 Discussion and conclusions
• Appendix 1
• Guidelines for writing a translation commentary
• References
• Translation, Human Relationships and Lexical Choices. A Case-Study for a ‘Critical’ Cognitive Approach
• 1 A premise
• 2 The beginning
• 3 Talking gay: between cognition and lexical competence. Some theoretical matters
• 4 The research
• 4.1 The Pedagogical context
• 4.1 Personal experience and translation
• 4.2 Some additional theory: CDA and CL
• 4.3 Back to the research
• 4 Conclusion
• References
• Teaching What Tends to Get Neglected – Some Ideas to Incorporate into Translation Classes
• 1 Introduction
• 2 New profiles required by the translation industry
• Basic requirements
• Specific skills
• Language skills
• Thematic skills
• Translation skills
• 3 Help students find their way in the information chaos
• 4 Encourage students to adopt a problem-solving approach
• 5 Help students fight the negative impact of interference in translation
• 6 Make translation classes more attractive and memorable
• Conclusion
• References
• Watching before Subtitling: Pre-Translation Tasks in the AVT Classroom
• 1 Text analysis in teaching subtitling
• 2 Pre-translation analysis as a separate teaching concern
• 3 Subtitling films versus translating subtitles
• 3 Promoting careful and structured viewing
• 3.1 Pre-translation tasks
• 3.2 Discreet pre-translation and translation stages
• 3.3 Translation tasks
• 4 Summary
• References
• TPR as a Window to What Translators Actually Do: Eye-Tracking Logfiles in the Translation Classroom
• 1 Introduction: process research methods in translation and translator training
• 2.1 Introspective and retrospective protocols
• 2.2 Screen recording and keystroke logging
• 2.3 Complimentary process research methods
• 2.3.1 Contextual inquiry
• 2.3.2 Personality profiling
• 2.3.3 Physiological measurements
• 3 Eye-tracking in translator training
• 3.1 Challenges of introducing eye-tracking into the translation classroom
• 3.2 Replaying a logfile generated by a professional translator
• 3.3 Areas of interest in a professional translator logfile replay
• 3.3.1 Fixation analysis
• 3.3.2 Implications of gaze duration
• 3.3.3 Predicting fixation location and duration
• 3.3.4 Picturing gaze plots
• 4 Conclusion
• References
• Noun Phrases as a Key Problem in the Early Stages of Polish-English Translation Training
• 1 Introduction
• 2 Major problems with NP structure in Polish-English translation
• 2.1 English noun premodifiers
• 1) Insufficient familiarity with the noun ± noun sequence
• 2) Improper use of compound adjectives with numbers
• 3) Insufficient familiarity with various functions of attributive genitives
• 4) Wrong placement of the attributive genitive within the NP
• 2.2 Elaborate noun phrases
• 2.3 Nominalised structures
• 3 Conclusion
• References
• A Greek Translational Corpus: Discourse of Translation and on Translation
• 1 Corpora in translator training
• 1.1 Translational Corpora
• 1.2 Greek corpora
• 1.3 The SOURCE Project
• 2 Overview of the TARGET Project
• 2.1 Principles and Methodology
• 2.2 Content of the TARGET Corpus
• 3 Innovative features of the TARGET Project
• 4 Further development and future perspectives
• References
• Translators’ Communication and Cooperation on the Internet. A Case Study of Selected Polish Thematic Groups on Facebook
• 1 Study aims
• 2 Internet communication in translators’ practice and training
• 2.1 Social networks in professional career
• 2.2 Social media in education
• 3 Case study: Selected Polish social media interest groups for practicing translators and interpreters
• 3.1 The choice of material
• 3.2 Popular Polish Facebook groups devoted to translation as a profession
• 3.3 Structure of thematic groups on Facebook
• 3.4 Discussion topics
• 4 Related Facebook groups
• 5 Potential didactic applications
• 6 Final remarks
• References
• Cross-Cultural Re-Conceptualization as a Key Part of Translation Competence Development: A Case Study of I’m lovin’ it
• 1 Introduction
• 2 Controversy around the slogan “I’m lovin’ it”
• 3 A cultural dimension of love
• 4 Polysemy of love
• 5 The meaning of love in English and Polish
• 6 Polish translations of I’m lovin’ it
• 6.1 Submitted proposals
• 7 Cultural re-conceptualizations of I’m lovin’ it in translation
• 8 Conclusions
• References
• Project Management: Defining Competences for Translator Training
• 1 Introduction
• 2 Defining Competences for Translation Project Managers
• 3 Project Management Competences in Translation and Interpreting Curricula in Spanish Universities
• 4 Integrating Project Management as a Cross-Curricular Competence
• 5 Concluding Remarks
• References
• About the Contributors
• Łódź Studies in Language