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Translation Studies and Translation Practice: Proceedings of the 2nd International TRANSLATA Conference, 2014

Part 2


Edited By Lew N. Zybatow, Andy Stauder and Michael Ustaszewski

TRANSLATA II was the second in a series of triennial conferences on Translation and Interpreting Studies, held at the University of Innsbruck. The series is conceptualized as a forum for Translation Studies research. This volume includes selected contributions on translation theory and general issues in Translation Studies, as well as on translation theory and translation practice. The contributors focus also on literary translation, contrastive linguistics and the relation between semantics and cognition, as well as the relation between text, context and culture. The book also regards the translation process, the competence and quality of translation and professional aspects in translation and interpreting.

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Perspectives of Students and Professionals on Translation Theory: During Training, After Training, Without Training (Erik Angelone)


Erik Angelone, Kent State University

Perspectives of Students and Professionals on Translation Theory: During Training, After Training, Without Training

Abstract: This paper reports on the results of a corpus-based study of discourse rendered by student and professional translators in relation to fundamental aspects of translation theory and practice. Patterns of variation and overlap are outlined as grounds for optimizing translator training.

1. Introduction

In the 1990s, several scholars posited convincing reasons for the formal study of translation theory, largely in an attempt to establish a more direct connection between theory and practice. Gile, for example, emphasizes how theory can facilitate the translator by providing frameworks for analyzing alternative actions and their respective repercussions (1995, 13). Nord stresses theory as a means for justifying one’s translation choices (1997, 118). Nevertheless, many professionals continue to regard the study of theory as a “waste of time”, while students might see a course in theory as “an academic hoop they are required to jump through” (Shuttleworth 2001, 498).

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