Understanding the Development of Translation Competence

Table Of Contents

• 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