Show Less

From the Lab to the Classroom and Back Again

Perspectives on Translation and Interpreting Training

Series:

Edited By Celia Martín de León and Víctor González-Ruiz

This collection of essays brings to the fore some of the most pressing concerns in the training of translators and interpreters. It does so by acknowledging the primary role of research in both the development and the results of that training. The eleven chapters of the book, authored by a range of established international scholars, touch on the interlocking nature of didactics and research and address advances in cognitive processes, quality assessment and socio-professional issues with regard to their significance for translation and interpreting training. With this volume, the editors aim to illustrate some of the most recent insights into the interplay between scientific progress and the educational stages of prospective translators and interpreters.

Prices

Show Summary Details
Restricted access

7 Translation Evaluation Upside Down: Phenomena Instead of Errors (Petra Klimant)

Extract

Petra Klimant 7 Translation Evaluation Upside Down: Phenomena Instead of Errors Abstract This chapter presents an approach to translation quality assessment that contrasts with the commonly applied but controversial error checklists paired with grade-point systems. The idea of this paper has its origin in a current research project on cognitive translatol- ogy about the effects of the translator’s mental fatigue on translation quality. In the pilot experiment, a panel of three professional evaluators independently marked the translation segments that they considered to be problematic in the target language. Two traditional approaches to translation evaluation are compared to the one in the current research proj- ect. Finally, a few proposals are made in order to optimize current translation evaluation systems in the contexts of research and training. Introduction Translation quality assessment has long since been one of the most fre- quently discussed topics within translation didactics. At least since Juliane House published her first version of a text-based model for translation evaluation (1977), translatologists have aimed to establish a list of universal evaluation criteria. Today, various approaches co-exist, such as the use of the classical (linguistic checklist) evaluation of the target text (TT), as in Martínez Melis and Hurtado Albir (2001), which remains the most popular option, the translation analysis without the evaluation of the TT ( Jakobsen 2003; Englund Dimitrova 2005), the analysis of the TT in relation to translation process revisions (Livbjerg and Mees 1999), or the translation- relevant analysis of the source text (ST) (Nord 1988). 182 Petra...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.