Translation and Meaning
New Series, Vol. 1
Series:
Edited By Barbara Lewandowska-Tomaszczyk, Marcel Thelen, Gys-Walt van Egdom, Dirk Verbeeck and Łukasz Bogucki
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- ISBN:
- 978-3-653-96566-7
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- Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien, 2016. 308 pp.
- Cover
- Title
- Copyright
- About the author
- About the book
- This eBook can be cited
- Table of Contents
- Introduction
- Section I: The Didactics of Translation and Interpreting: Assessment, Competences, Student and Trainer, Training
- Evaluating Literary Translation Competence
- Translator Trainers’ Perceptions of Assessment: An Empirical Study
- Wissensrevolution, Generation Z und die Translationsdidaktik
- Assessing Translation Competence at Eduardo Mondlane University
- Can Subjectivity be Avoided in Translation Evaluation?
- Quality and Objectivity of Testing and Assessing in Translator Training: Dilemmas and Suggestions
- Negotiating Meaning at a Distance: Peer Feedback in Electronic Learning Translation Environments
- Section II: Curriculum Design
- Crafting the Training and Testing of Interpreting Students towards Employability
- Beyond the Static Competence Impasse in Translator Education
- On “General” and Specialised Texts in the Translation Training Programme: Conjectures, Assumptions, Refutations and Implications
- L’interprétation à l’ère des tic
- Section III: Specialised Domains and Issues of Translation and Interpreting
- The Influence of Machine Translation and Cat Tools on Creativity and Quality
- Rendering Otherness in Film – Techniques for Translating Multilingual Audiovisual Material
- Exploring and Developing Legal Translation Competence: Learning from the Old Dogs
- Katalanische Übersetzungen der griechischen und lateinischen Klassikern unter der Franco-Diktatur
- Variation in the Translation of Terms: Corpus-Driven Terminology Research
- Principle of Cluster Equivalence and Parallel Corpora
- Marking Plural Forms in Tshivenḓa and the Study of Translation and Mass Nouns
- Functionalism in Literary Translation. The Use of a Functionalist Approach in Translating Contemporary Swiss-German Poetry
- Researching and Teaching the Translatability of Neologisms
- Cognitive Debriefing of Patient Questionnaires: How to Capture Meaning as Understood by Respondents?
- Authors
- Index of Names
- Index of Subjects
- Cover
- Title
- Copyright
- About the author
- About the book
- This eBook can be cited
- Table of Contents
- Introduction
- Section I: The Didactics of Translation and Interpreting: Assessment, Competences, Student and Trainer, Training
- Evaluating Literary Translation Competence
- Translator Trainers’ Perceptions of Assessment: An Empirical Study
- Wissensrevolution, Generation Z und die Translationsdidaktik
- Assessing Translation Competence at Eduardo Mondlane University
- Can Subjectivity be Avoided in Translation Evaluation?
- Quality and Objectivity of Testing and Assessing in Translator Training: Dilemmas and Suggestions
- Negotiating Meaning at a Distance: Peer Feedback in Electronic Learning Translation Environments
- Section II: Curriculum Design
- Crafting the Training and Testing of Interpreting Students towards Employability
- Beyond the Static Competence Impasse in Translator Education
- On “General” and Specialised Texts in the Translation Training Programme: Conjectures, Assumptions, Refutations and Implications
- L’interprétation à l’ère des tic
- Section III: Specialised Domains and Issues of Translation and Interpreting
- The Influence of Machine Translation and Cat Tools on Creativity and Quality
- Rendering Otherness in Film – Techniques for Translating Multilingual Audiovisual Material
- Exploring and Developing Legal Translation Competence: Learning from the Old Dogs
- Katalanische Übersetzungen der griechischen und lateinischen Klassikern unter der Franco-Diktatur
- Variation in the Translation of Terms: Corpus-Driven Terminology Research
- Principle of Cluster Equivalence and Parallel Corpora
- Marking Plural Forms in Tshivenḓa and the Study of Translation and Mass Nouns
- Functionalism in Literary Translation. The Use of a Functionalist Approach in Translating Contemporary Swiss-German Poetry
- Researching and Teaching the Translatability of Neologisms
- Cognitive Debriefing of Patient Questionnaires: How to Capture Meaning as Understood by Respondents?
- Authors
- Index of Names
- Index of Subjects
Quality and Objectivity of Testing and Assessing in Translator Training: Dilemmas and Suggestions
Chapter
- Subjects:
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Extract
Abstract: Like in other sectors, in the translation sector quality assurance is important. It is required not only for the actual professional practice itself, but also for the study of translation as well as the training of students to become professional translators. Although these areas all relate to translation, they deal with it from different perspectives and focal points and with different objectives, requirements and practices. Therefore, if quality is to be required, implemented and assured, these differences should be taken into account without losing sight of the evident similarities, which undoubtedly will have a direct bearing on the quality assurance systems, quality criteria and assessment criteria in the three areas.
One of the key factors in quality assurance is objectivity of testing and assessing. The questions to be addressed are is (1) how objectivity can be implemented in the practice, study and training of translation, (2) if it is/can be identical in all three areas, and (3) – if not – how the three areas can be attuned to one another on the point of objectivity so as to guarantee the highest possible quality. As far as practice and training are concerned, there is an additional requirement, viz. to reduce the so-called skills gap as much as possible, and to make the transition from training to practice as smooth as possible.
It is these points that will be discussed in this article, as well as the various factors that translator training is facing and that...
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Or login to access all content.- Cover
- Title
- Copyright
- About the author
- About the book
- This eBook can be cited
- Table of Contents
- Introduction
- Section I: The Didactics of Translation and Interpreting: Assessment, Competences, Student and Trainer, Training
- Evaluating Literary Translation Competence
- Translator Trainers’ Perceptions of Assessment: An Empirical Study
- Wissensrevolution, Generation Z und die Translationsdidaktik
- Assessing Translation Competence at Eduardo Mondlane University
- Can Subjectivity be Avoided in Translation Evaluation?
- Quality and Objectivity of Testing and Assessing in Translator Training: Dilemmas and Suggestions
- Negotiating Meaning at a Distance: Peer Feedback in Electronic Learning Translation Environments
- Section II: Curriculum Design
- Crafting the Training and Testing of Interpreting Students towards Employability
- Beyond the Static Competence Impasse in Translator Education
- On “General” and Specialised Texts in the Translation Training Programme: Conjectures, Assumptions, Refutations and Implications
- L’interprétation à l’ère des tic
- Section III: Specialised Domains and Issues of Translation and Interpreting
- The Influence of Machine Translation and Cat Tools on Creativity and Quality
- Rendering Otherness in Film – Techniques for Translating Multilingual Audiovisual Material
- Exploring and Developing Legal Translation Competence: Learning from the Old Dogs
- Katalanische Übersetzungen der griechischen und lateinischen Klassikern unter der Franco-Diktatur
- Variation in the Translation of Terms: Corpus-Driven Terminology Research
- Principle of Cluster Equivalence and Parallel Corpora
- Marking Plural Forms in Tshivenḓa and the Study of Translation and Mass Nouns
- Functionalism in Literary Translation. The Use of a Functionalist Approach in Translating Contemporary Swiss-German Poetry
- Researching and Teaching the Translatability of Neologisms
- Cognitive Debriefing of Patient Questionnaires: How to Capture Meaning as Understood by Respondents?
- Authors
- Index of Names
- Index of Subjects
- Cover
- Title
- Copyright
- About the author
- About the book
- This eBook can be cited
- Table of Contents
- Introduction
- Section I: The Didactics of Translation and Interpreting: Assessment, Competences, Student and Trainer, Training
- Evaluating Literary Translation Competence
- Translator Trainers’ Perceptions of Assessment: An Empirical Study
- Wissensrevolution, Generation Z und die Translationsdidaktik
- Assessing Translation Competence at Eduardo Mondlane University
- Can Subjectivity be Avoided in Translation Evaluation?
- Quality and Objectivity of Testing and Assessing in Translator Training: Dilemmas and Suggestions
- Negotiating Meaning at a Distance: Peer Feedback in Electronic Learning Translation Environments
- Section II: Curriculum Design
- Crafting the Training and Testing of Interpreting Students towards Employability
- Beyond the Static Competence Impasse in Translator Education
- On “General” and Specialised Texts in the Translation Training Programme: Conjectures, Assumptions, Refutations and Implications
- L’interprétation à l’ère des tic
- Section III: Specialised Domains and Issues of Translation and Interpreting
- The Influence of Machine Translation and Cat Tools on Creativity and Quality
- Rendering Otherness in Film – Techniques for Translating Multilingual Audiovisual Material
- Exploring and Developing Legal Translation Competence: Learning from the Old Dogs
- Katalanische Übersetzungen der griechischen und lateinischen Klassikern unter der Franco-Diktatur
- Variation in the Translation of Terms: Corpus-Driven Terminology Research
- Principle of Cluster Equivalence and Parallel Corpora
- Marking Plural Forms in Tshivenḓa and the Study of Translation and Mass Nouns
- Functionalism in Literary Translation. The Use of a Functionalist Approach in Translating Contemporary Swiss-German Poetry
- Researching and Teaching the Translatability of Neologisms
- Cognitive Debriefing of Patient Questionnaires: How to Capture Meaning as Understood by Respondents?
- Authors
- Index of Names
- Index of Subjects