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Constructing Translation Competence


Paulina Pietrzak and Mikołaj Deckert

«The volume reflects latest trends and developments in the field of translator and interpreter training research, reconciling both theoretical and empirical approaches. The strength of the edited volume lies in its thematic and conceptual consistency, presentation and application of a variety of innovative methodologies and approaches and providing interesting, research-based practical solutions that can be effectively used in the classroom. I am deeply convinced that the volume constitutes a valuable, thought-provoking and useful contribution to the field that will be of interest to the community of researchers and educators.»
Dr hab. Joanna Dybiec-Gajer, Associate Professor, Pedagogical University of Cracow
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Paulina Pietrzak – Using verbal protocols for translator training purposes


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Paulina Pietrzak

University of Łódź

Using verbal protocols for translator training purposes

Abstract The article discusses the usefulness of bringing verbal protocols with professional translators into the translation classroom. It demonstrates the aspects of translation which can be clarified to translation trainees by means of the invaluable insight into the process of translation provided by professional translators’ think-aloud protocols. The results of two questionnaires are analysed in order to present the trainees’ perspective on the importance of certain aspects of a translated text before they were asked to listen to a verbal report with a professional translator. Having listened to the think-aloud protocol on the translation of the same source text, they were asked to assess the professional translators focus on these aspects. The analysis of the results shows a significant difference in the way that trainee translators perceive the areas worth focusing on and the translator’s actual areas of interest. Those inconsistencies include the understanding of a translation unit, empathy for the potential reader, style in specialised translation or consistency as regards formatting and editing. Those aspects will be analysed with a view to showing what trainees can gain and reconsider thanks to the application of verbal reports in translation teaching. Therefore, the pedagogical usefulness of TAPs is here analysed not from the researcher’s or teachers’ but from the students’ perspective.

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