Teaching the complexity of translation
To the practitioner, translating nowadays is a complex task marked by co-operation and the need to conform to a more or less strictly defined work process. Recent academic studies have revealed the importance of non-translation tasks for the work practice of professional translators (Kuznik & Ve...
Salvato in:
| Pubblicato in: | URI:https://journals.openedition.org/apliut, |
|---|---|
| Autore principale: | |
| Natura: | Article ou chapitre numérique |
| Lingua: | Anglais |
| Pubblicazione: |
Recherche et pratiques pédagogiques en langues
2014
|
| Soggetti: | |
| Accesso online: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Riassunto: | To the practitioner, translating nowadays is a complex task marked by co-operation and the need to conform to a more or less strictly defined work process. Recent academic studies have revealed the importance of non-translation tasks for the work practice of professional translators (Kuznik & Verd 2010; Risku 2009; Gouadec 2005 and 2007). Computer-aided translation (CAT) tools offer a wide range of functions aimed at supporting translators in meeting such demands, including translation memories, terminology management and modules for project management or invoicing. This report argues that addressing these factors within the framework of academic translator training programmes still poses a considerable challenge due to the expert and situated character of translation practice (Risku 1998 and 2000). It suggests that an adequate teaching method should be based on constructivism. Based on this paradigm, a classroom simulation is introduced to enable transferable understanding of professional translation work through a realistic setting and self-directed problem solving. Results show positive learning as well as motivational effects. |
|---|