We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!
Presentation is loading. Please wait.
Published byIsabel Moore
Modified over 3 years ago
Bruna Di Sabato, Emilia Di Martino Testi in viaggio © 2011 Bruna Di Sabato, Emilia Di Martino, Testi in viaggio Translation competence In this lesson … we will start from the experts definition of translation competence to build up our personal idea
Bruna Di Sabato, Emilia Di Martino Testi in viaggio © 2011 Bruna Di Sabato, Emilia Di Martino, Testi in viaggio Translation competence as an underlying knowledge Language ability on which … Transfer competence (Nord) Translational competence (Toury) Translator competence (Király) … is built
Bruna Di Sabato, Emilia Di Martino Testi in viaggio © 2011 Bruna Di Sabato, Emilia Di Martino, Testi in viaggio Any old fool can learn a language, if he has enough determination to do so, but it takes an intelligent person to become a translator, and basically his work is the measure of his intelligence (Newmark, 1969). Translation competence - as intelligence (Newmark) - as an innate quality (Vannerem Snell- Hornby)
Bruna Di Sabato, Emilia Di Martino Testi in viaggio © 2011 Bruna Di Sabato, Emilia Di Martino, Testi in viaggio Holmes/Hönig: mapping theory I have suggested that actually the translation process is a multi-level process; while we are translating sentences, we have a map of the original text in our minds and at the same time, a map of the kind of text we want to produce in the target language. Even as we translate serially, we have this structural concept so that each sentence in our translation is determined not only by the sentence in the original but by the two maps of the original text and of the translated text which we are carrying along as we translate (Holmes, 1988).
Bruna Di Sabato, Emilia Di Martino Testi in viaggio © 2011 Bruna Di Sabato, Emilia Di Martino, Testi in viaggio Holmes: macrostrategy Hönig: central processing unit. This transfers the text from its natural environment into the translators mental reality. Uncontrolled Workspace (UW): 1st phase, difficult to detect Controlled Workspace (CW): mental processes which monitor what has already happened in the UW.
Bruna Di Sabato, Emilia Di Martino Testi in viaggio © 2011 Bruna Di Sabato, Emilia Di Martino, Testi in viaggio Hönig rejects the idea of a native translator: A translator without a macro-strategy would be a native translator in the sense that he relies exclusively on the products offered by his uncontrolled workspace. It would be hard to imagine a translator who gets through any translation by just relying on his linguistic reflexes and his associated world- knowledge. It is safe to assume that problem- solving strategies are an integral part of any translation task, and it therefore follows that innate translation competence has to be supplemented by strategic competence in order to create an overall translation competence (Hönig, 1990).
Bruna Di Sabato, Emilia Di Martino Testi in viaggio © 2011 Bruna Di Sabato, Emilia Di Martino, Testi in viaggio Attention must be redirected from microstrategies to macrostragies (how a translator chooses among different alternatives): There can be no question that translators need transfer competence; it could be compared to the driving force in a car. But as a car has to be steered, so transfer competence must be controlled and directed by a macro-strategy if the translation task is to be carried out according to the clients needs and specifications (Hönig, 1990). Transfer competence is innate. Translation/translatory competence may be acquired.
Bruna Di Sabato, Emilia Di Martino Testi in viaggio © 2011 Bruna Di Sabato, Emilia Di Martino, Testi in viaggio More recent theories: PACTE project 2000/2005 http://www.erudit.org/revue/meta/2005/v50/n2 /011004ar.html Pym (2003) - specific translation abilities: - The ability to generate a series of more than one viable target text (TT1, TT2 … TTn) for a pertinent source text (ST); - The ability to select only one viable TT from this series, quickly and with justified confidence.
Bruna Di Sabato, Emilia Di Martino Testi in viaggio © 2011 Bruna Di Sabato, Emilia Di Martino, Testi in viaggio We propose that, together, these two skills form a specifically translational competence; their union concerns translation and nothing but translation. There can be no doubt that translators need to know a fair amount of grammar, rhetoric, terminology, computer skills, Internet savvy, world knowledge, teamwork cooperation, strategies for getting paid correctly, and the rest, but the specifically translational part of their practice is strictly neither linguistic nor solely commercial. It is a process of generation and selection, a problem- solving process that often occurs with apparent automatism (Pym, 2003).
Bruna Di Sabato, Emilia Di Martino Testi in viaggio © 2011 Bruna Di Sabato, Emilia Di Martino, Testi in viaggio Our approach: Translation competence can be acquired as any language ability. In line with current translation studies which reject any notion of immutable correctness (Pym, 2003). Any communicative act implies translation/reformulation, i.e. any individual already possesses a macrostrategy which has to be trained at interlingual, intercultural level raising awareness of the cultural, sociological, communicative issues any act of translation implies. (T)here is no fixed knowledge in this field, because(t)ranslation is a question of solving problems, not of moving meanings (Pym, 2003).
Bruna Di Sabato, Emilia Di Martino Testi in viaggio © 2011 Bruna Di Sabato, Emilia Di Martino, Testi in viaggio (T)here is no fixed knowledge in this field, because (t)ranslation is a question of solving problems, not of moving meanings (Pym, 2003). Translation competence has to be built first through such intralingual translation activities as paraphrasing, summarising, text reformulation; and through the development of socio- pragmatic competence.
Bruna Di Sabato, Emilia Di Martino Testi in viaggio © 2011 Bruna Di Sabato, Emilia Di Martino, Testi in viaggio Compare this text and its translation: Step 2: Make sure you have the latest iPod and iTunes software.1 Download and install the latest iTunes software to your computer from www.apple.com/itunes.2 Connect the device to your computer, then select it in the iTunes sidebar and click Summary.3 If iTunes indicates that your iPod needs an update, click Update and follow the onscreen instructions. Passo 2: assicurati di disporre del software iPod e iTunes più recente.1 Scarica lultima versione del software iTunes da www.apple.com/it/itunes e installala sul computer.2 Collega il dispositivo al computer, quindi selezionalo nella barra laterale di iTunes e fai clic su Riepilogo.3 Se iTunes comunica che iPod deve essere aggiornato, fai clic su Aggiorna e segui le istruzioni su schermo. Apple, 2010, Nike + iPod Sensor Users Manual.
Bruna Di Sabato, Emilia Di Martino Testi in viaggio © 2011 Bruna Di Sabato, Emilia Di Martino, Testi in viaggio Register in instructions/operating manuals is more informal in English: make sure you have/assicurati di disporre
Bruna Di Sabato, Emilia Di Martino Testi in viaggio © 2011 Bruna Di Sabato, Emilia Di Martino, Testi in viaggio
Bruna Di Sabato, Emilia Di Martino Testi in viaggio © 2011 Bruna Di Sabato, Emilia Di Martino, Testi in viaggio Government/public advertising (pubblicità sociale) Italian advertising is more emotive British advertising is more factual Le culture emotive […] tenderanno a evidenziare più che i fatti le emozioni e le relazioni, e lo faranno anche attraverso unaccentuata comunicazione non verbale. Al contrario, le culture non emotive quali la tedesca, linglese e lamericana sono portate a dare precedenza ai fatti e alle questioni più che agli individui. Ciò che viene detto ha maggiore rilevanza di come viene detto. Esprimere lemozione è considerato imbarazzante e perdere il controllo è percepito negativamente (Katan, 1997, pp. 50-51). Conoscenze di genere/conoscenze di sfondo (Mazzotta 2007).
Bruna Di Sabato, Emilia Di Martino Testi in viaggio © 2011 Bruna Di Sabato, Emilia Di Martino, Testi in viaggio An important complement to sociopragmatic competence is conceptual knowledge If you do not know anything about the subject you read about it might be very difficult to understand the meaning of what you read The work carried out by Stazione Sperimentale per i Combustibili (SSC) covered the investigation of typical wood and vegetable oils fuel combustion for domestic heating under real operation conditions. The aim was to quantify emission factors for typical gaseous pollutants and for ultrafine particles in terms of particle number concentration and size distribution, in order to increase the knowledge about the environmental performances of small scale heating appliances and help policy makers in the regulation of these appliances.
Bruna Di Sabato, Emilia Di Martino Testi in viaggio © 2011 Bruna Di Sabato, Emilia Di Martino, Testi in viaggio Language competence is not the major problem. The same text in your language is equally difficult to understand if you are not an expert in combustion. Il lavoro presentato in questo articolo, svolto presso la Stazione Sperimentale per i Combustibili (SSC), descrive i risultati ottenuti durante unindagine sperimentale sulla combustione di biomassa legnosa e oli vegetali in apparecchi per il riscaldamento domestico di medio-piccola potenza durante un tipico ciclo di funzionamento reale. Lobiettivo dello studio è stato quello di quantificare i fattori di emissione per i principali inquinanti gassosi prodotti dalla combustione, compreso il particolato ultrafine, espresso in termini di concentrazione in numero [#/cm3] e distribuzione granulometrica delle particelle.
Bruna Di Sabato, Emilia Di Martino Testi in viaggio © 2011 Bruna Di Sabato, Emilia Di Martino, Testi in viaggio Assignment: Complete the Test about the reading strategies you use before translating and check your answers (file Attività Reading Strategies).
M.Hosseinzadeh EDC Translation Art or Skill Session.
Translation Studies 12. Translation into the second language Krisztina Károly, Spring, 2006 Source: Campbell, 1998.
Katharina Reiss’s Text Type Systematizing the assessment of translations according to text type and function. Characteristics of each text type: Informative.
Chamot et al. (2004). Learning strategies here come from: Chamot et al. (2004). The Elementary Immersion Learning Strategies Resource Guide. Department.
Symbol Cards Accountable Talk Jig Saw Accountable Talk: Text Based discussion Creating our virtual classroom Stage 1 – Setting the stage for Learning –Goals,
1 Lesson 6 Software and Hardware Interaction Computer Literacy BASICS: A Comprehensive Guide to IC 3, 4 th Edition Morrison / Wells.
The Silent Way Tell me and I forget Teach me and I remember Involve me and I learn Benjamin Franklin.
ACE TESOL Diploma Program – London Language Institute OBJECTIVES You will understand: 1. The background principles and goals of Communicative Language.
Learning & Language Modules: Learning strategies Neuropsychology of Learning; Left & Right Brain Individual learning style & 7 Intelligence Profile Language.
A COURSE IN ENGLISH LANGUAGE TEACHING Objectives: By the end of this chapter you will be able to: 1. Understand definition of classroom management 2. Understand.
UNDERSTANDING BILINGUAL TRANSLATION OF SPECIALIZED TEXTS.
MA IN ENGLISH LANGUAGE TEACHING NYME BTK 2011 FOKI LÍVIA Teaching Grammar and Language Functions.
Mental Processes By Miriam Yunda Computer Assisted Translation June 23, 2006.
VS theoretical overview ©copyright ERA 2013 The implicate order & Our relationship with the real “All knowledge has its origins in perception” Leonardo.
Problem Determination Your mind is your most important tool!
The Chinese Room: Understanding and Correcting Machine Translation This work has been supported by NSF Grants IIS Solution: The Chinese Room Conclusions.
LECTURE 6 COGNITIVE THEORIES OF CONSCIOUSNESS
Lecs. 4 & 5. Second language acquisition (SAL) Second language acquisition research focuses on the developing knowledge and use of a language by children.
What now? Is this the best? PROBLEM SOLVING AS A STRATEGY.
Meaningful learning. Requirements for meaningful learning Three specific components Methods and strategies that support the three components.
Language Literacy Content Academic Needs of L2/Bilingual Learners.
Access 2007 ® Use Databases How can Microsoft Access 2007 help you to get and stay organized?
Approach, Methods, Techniques. Edward Anthony -There are three hierarchical elements – approach, method, technique Explanation: Approach = set of assumptions.
COURSE AND SYLLABUS DESIGN. . WHAT IS SYLLABUS DESIGN Syllabus design can be defined as selection and organization of instructional content including.
ASSESSMENT OF THINKING SKILLS Involving pupils in their own assessment.
Participation of Students with Disabilities in SMARTER Balanced Dr. Gail Angus Assistant Director, Riverside County SELPA RCAN November 22, 2013.
Rationale and Introduction Literature Review Methodology / Text Analysis (for translation and interpretation section only) Data Analysis Conclusion.
What is a method? More than three decades ago. Edward Anthony (1963) gave us a definition that has quite admirably withstood the test of time. His concept.
Potential impact of PISA
How to use the assessment process to improve the afterschool program.
Communicative Language Teaching (CLT). Develop an awareness about the history of CLT. Recognize the nature of CLT. Define CLT. Recognize the methodology.
© 2005 Pearson Education, Inc. publishing as Longman Publishers Chapter 2: Active Reading and Learning Efficient and Flexible Reading, 7/e Kathleen T.
Perché un corso sul linguaggio della pubblicità? Perché avete scelto il corso di Laurea in Lingua e Comunicazione.
How would you rate your memory? Does this number vary from day to day? Morning to evening?
Grammar and Meaning Lecture 1 History of grammar, two phases: Millennia BC up to 1957 and from present day. 1.
P28. Educator provides the learners with content. It is a educator approach Examples : lectures and demonstrations Educators must keep the following.
ISACS Assessment Tool Advanced Guide About this guide This guide is designed to detail this software’s functions and features. Before getting started.
ACOS 2010 Standards of Mathematical Practice 1. Outcomes: Participants will review the Standards of Mathematical Practice Participants will analyze.
Cognitive Science Overview Cognitive Apprenticeship Theory.
UNIT 1 ENGLISH DISCOURSE ANALYSIS (an Introduction)
CLIL UNIPI CA TEACHER TRAINING COURSE April - June 2014 Report on the CLIL activity carried out at Liceo Classico e Scientifico «Euclide» Cagliari May.
WP3 Knowledge Brokerage on Digital Skills and Digital Games: First results Linked meeting Liisa Ilomäki, Anna Kantosalo and Minna Lakkala Technology.
Lecture №1 Role of science in modern society. Role of science in modern society.
Configuration management l Managing the products of system change l Objectives To explain the importance of software configuration management (CM) To describe.
In an increasingly competitive industry is certified by a recognized provider as Microsoft exam will dramatically improve your chances busy. Microsoft.
Starter To complement our notes and learning from last lesson (Topic 10 Introducing Large ICT Systems: Features of Large ICT Systems), fold your piece.
UNIT 2 EDUCATION IN MULTILINGUAL SOCIETY POLICY FOR DEVELOPING SECOND AND THIRD LANGUAGES AS MEDIA FOR LEARNING.
1 1 Development of a competence framework in Statistics Norway HRMT Geneva Jan Byfuglien Beate Johnsen Division for human resources, Statistics.
Introducing Applied Linguistics Tópicos de LA Profa. Marília Mendes Ferreira 2016/1.
© 2017 SlidePlayer.com Inc. All rights reserved.