Convergence, Contact and Interaction
Edited By Eugenia Dal Fovo and Paola Gentile
7 Enriching Translator Training with Interpreting Tasks: Bringing Sight Translation into the Translation Classroom (Nataša Hirci / Tamara Mikolič Južnič / Agnes Pisanski Peterlin)
NATAŠA HIRCI, TAMARA MIKOLIČ JUŽNIČ, AND AGNES PISANSKI PETERLIN
7 Enriching Translator Training with Interpreting Tasks: Bringing Sight Translation into the Translation Classroom
Translation and interpreting are separate although related activities performed under different constraints, such as time and resources availability. It is therefore not surprising that the pedagogies of translation and interpreting are distinct fields, each with their own theoretical and practical issues in line with the translator and interpreter competence development. Nevertheless, there are specific types of translation in which the two modalities are brought together, such as sight translation. This paper explores trainee translators’ performance and attitudes towards a sight translation and a written translation task. The results show that, while written translation yielded more successful solutions for lexical items, the output of the two modalities was of similar quality for pragmatic elements. Potential reasons for these differences, such as duration and the availability of resources, are examined. The findings also reveal that the participants’ attitudes towards the sight translation task were overwhelmingly positive. Our findings suggest that translator training can benefit from the synergies between the oral and written modalities.
Translation and interpreting are two separate although related activities performed in different environments and under different constraints, yielding fairly different target texts. As a result, it is not surprising that the pedagogies of translation and interpreting are distinct – though related – fields,←213 | 214→ each with their own theoretical and practical issues...
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