Perspectives on Translation and Interpreting Training
Edited By Celia Martín de León and Víctor González-Ruiz
2 Bibliometrics of Research in the Didactics of Translation and Interpreting (Javier Franco Aixelá)
Javier Franco Aixelá 2 Bibliometrics of Research in the Didactics of Translation and Interpreting Abstract This contribution aims to provide a bibliometric analysis of the didactics of translation and interpreting, considering it from both diachronic and synchronic perspectives. Some central questions to be addressed are the following: Diachrony of research in translation/interpreting teaching: Was the didactics of transla- tion/interpreting also extensively researched before the boom experimented by Translation Studies (TS) in the 1980s–1990s? Is it possible to draw any kind of thematic evolution as regards the subjects dealt with? And as regards the approaches? Synchrony: The aim would be to provide a reliable bibliographic state of the art, trying to give some preliminary answers to central issues such as the following: What modes of translation/interpreting are more addressed in didactic research? Is there any difference between this kind of research for written translation and for interpreting? Which aspects of TS didactics receive the most peer attention in terms of citations? Which scholars are the most cited? Does citation analysis reflect the prevalence of any specific didactic model? Introduction The (inter)discipline of Translation Studies (TS) has traditionally been addressed with a markedly applied approach, the rationale of which is that its essentially neutral nature should lend itself to establishing axi- omatic and optimum translation models and patterns that enable trans- lators to (almost) completely transfer messages between two languages. Unlike other writing-related activities such as literature, this paradigm made translation especially amenable to teaching. With the huge pull of...
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