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CIUTI-Forum 2008

Enhancing Translation Quality: Ways, Means, Methods

Edited By Martin Forstner, Hannelore Lee-Jahnke and Peter A. Schmitt

Quality assurance has been a major issue in Higher Education discourse during the past decade. Evaluations, accreditations and assessments have almost become standard procedures within the framework of translation studies. This quest for quality has not only to integrate market needs and new market requirements, but also novel strategies in training – whereby training learners and trainers has to be given equal attention.
Translation quality has become a key issue in the interlinguistic and intercultural communication market as well as in the translator education environment. It has to be looked upon as a multifaceted issue to which all major players have to contribute: institutes of higher education, labor market and individual translators.
Within the framework of the CIUTI FORUM 2008, the speakers emphasized the different aspects of quality from the point of view of the trainer, the professional and the market. This volume tries to highlight all those quality issues from an international, interdisciplinary and multifaceted perspective.


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A Classification of Errors in Translation and Revision Gyde HANSEN 313


A Classification of Errors in Translation and Revision Gyde HANSEN 1. Introduction The fundamental idea of classification is conceptualizing and cate- gorizing phenomena according to similarities or differences (Strauss / Corbin 1998: 66 ff.). Classification categories contribute to clarity when we have to describe and explain phenomena like, for exam- ple, errors and necessary changes in a translated text that has to be corrected. They facilitate description, explanation, communica- tion and mutual understanding. At the Copenhagen Business School (CBS), where revision training usually comprises 25% of the trans- lator training, we have worked intensely on a classification of er- rors which could be useful for professional translators and for translation trainers as well. We started the revision training in 1983 because in organiza- tions, businesses and translation agencies, it is usual practice that certified translators carry out linguistic and stylistic control. Revi- sion training, in addition to translator training, aims at providing students with active knowledge and declarative competence con- cerning the categories and criteria of classification, as well as the relevant expressions (terms) they can use professionally, in situa- tions where they have to identify, explain and justify necessary revisions of texts – often texts which have been written or trans- lated by a colleague. The CBS longitudinal study, which is described in section 4, has shown that a systematically trained revision competence, i. e. the ability to classify and describe errors and to justify changes, 314 reduces frustration, stress and bad feeling among colleagues in the working places of...

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