New Series, Vol. 1
Edited By Barbara Lewandowska-Tomaszczyk, Marcel Thelen, Gys-Walt van Egdom, Dirk Verbeeck and Łukasz Bogucki
On “General” and Specialised Texts in the Translation Training Programme: Conjectures, Assumptions, Refutations and Implications
Abstract: Some painstaking attempts have been made to redirect the linguistic currents in Translation Studies. In one of his studies, Jean Delisle prevents linguistic theory from passing over into silence. In L’Analyse du discours comme méthode de traduction (1980/1984), he spins a thread for the inquiry into the usefulness of Critical Discourse Analysis (henceforth CDA) in translation training. In his study, he tears down the strongholds of the linguistic turn and introduces the inevitable notion of “context”. Considering that, without exception, source texts as well as target texts are inextricably enmeshed in the cobweb of socio-cultural contexts, Delisle advises teachers and institutes to critically assess the texts that are (to be) subjected to interpretation or/and translation in the context of translation training. According to him, teachers should stick to “general pragmatic texts” in the initial phases of formation; they can be readily interpreted by students and allow the problems most proper to translation to take centre of stage. Thirty years later, this view is still widely shared: in most translation programmes, not only of vocational schools but also of academic institutions, specialised texts are introduced only in the final year of the BA-programme or even in the MA-year.
In this contribution, we will return to the assumptions that lie at the basis of a shared belief in the purposefulness of using general texts and we will try to cast new light on text selection procedures in translation training. We will do so in the company...
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