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Tema:   Pedagogía. Calidad. Proceso. Significado. Lingüística. Diccionarios. Documentación. Investigación. Teoría. Problema.
Autor:   Kussmaul, Paul
Año:   1995
Título:   Training the Translator
Lugar:   Amsterdam
Editorial/Revista:   John Benjamins
Páginas:   178
Idioma:   Inglés.
Tipo:   Libro.
ISBN/ISSN/DOI:   ISBN: 9027216096. DOI: 10.1075/btl.10
Colección:   Benjamins Translation Library, 10.
Disponibilidad:   Alicante BG
Índice:   1. What goes on in the translator's mind? 1.1 Types of empirical research. 1.2 Methodological problems with think-aloud protocols. 1.3 Some unsuccessful mental processes: Symptoms and diagnoses. 1.4 Desirable attitudes: self-awareness and self-confidence. 1.5 Error analysis revisited. 2. Creativity in translation. 2.1 Point of departure. 2.2 Cognition and the four-phase model. 2.3 Fluency of thinking. 2.4 Divergent thinking. 2.5 Emotions. 2.6 Evaluation. 2.7 Teaching creative translation. 3. Pragmatic analysis. 3.1 Overview. 3.2 Situational dimensions. 3.3 Communicative functions of utterances, texts and translations. 3.4 The cultural background. 3.5 Pragmatics and text types. 3.6 Instruction leaflets and manuals -a case study. 3.7 Some didactic implications. 4. The analysis of meaning. 4.1 Overview. 4.2 Meaning, comprehension and translation. 4.3 'Bedroom' -a prototypical case. 4.4 Similar cases. 4.5 'Lexical gaps' and how to fill them. 4.6 Teaching meaning, comprehension and translation. 6. Text analysis and the use of dictionaries. 5.1 Harmony between monolingual dictionaries and context. 5.2 Problems with examples. 5.3 Dictionary versus context. 5.4 Unusual use. 5.5 Stylistic labels. 5.6 Teaching the use of dictionaries. 6. Evaluation and errors. 6.1 Opposing views among teachers of translation. 6.2 Categories for evaluation. 6.3 Source texts defects. 7. A summary of strategies. 7.1 The rational approach. 7.2 Solving translation problems. 7.3 Evaluating translations.
Resumen:   The author defends a rational approach in translation teaching and evaluation under the following premise: intuitive judgements such as "this translation sounds better" are of little help to the translation student. As a feasible solution, he suggests to highlight the cognitive processes to enhance the students'; confidence in themselves. In order to achieve this aim, he offers several illuminating examples of Think Aloud Protocols or TAPs that represent "authentic" translation processes. Likewise, he shows several models of various disciplines to explain the behaviours observed in translators. The study provides a fairly precise outlook of translation processes although when to apply these strategies is sometimes less clear. It is also a serious attempt to deal with error analysis, creativity and self-confidence for future translators, areas which are overlooked in other publications but are important to stimulate translation students. [Source: Silvia Molina Plaza]
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CITID:   29cit. Ok.
 
 
2001-2019 Universidad de Alicante DOI: 10.14198/bitra
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