From the Lab to the Classroom and Back Again: Perspectives on Translation and Interpreting Training (New Trends in Translation Studies)

386 Pages·2016·5.947 MB·English

by  Celia Martín de León (editor), Víctor González-Ruiz (editor)

New Trends in T ranslation Studies New Trends in T ranslation Studies
Vol. 19
From the Lab
This collection of essays brings to the fore some of the most pressing concerns
in the training of translators and interpreters. It does so by acknowledging
the primary role of research in both the development and the results of that GM
to the Classroom
o
training. The eleven chapters of the book, authored by a range of established nar
zt
international scholars, touch on the interlocking nature of didactics and re- áín
search and address advances in cognitive processes, quality assessment and le d and Back Again
socio-professional issues with regard to their significance for translation and z-Re
L
interpreting training. With this volume, the editors aim to illustrate some of ue
the most recent insights into the interplay between scientific progress and izó
n
(
the educational stages of prospective translators and interpreters. e a
dn
sd
Celia Martín de León teaches translation at the University of Las Palmas de ) Perspectives on Translation

Gran Canaria. She has been a freelance translator since 1990 and obtained •
her PhD in Translation and Interpreting in 2003. Her main research interest and Interpreting Training
is the study of translation processes from the viewpoint of embodied, CF
r
lao
embedded and distributed cognition. Since 2002 she has belonged to the
sm
s
research group Expertise and Environment in Translation (PETRA), devoted r
ot
h
to empirical research into translation processes. oe
m
L
Víctor González-Ruiz is a lecturer in legal translation at the University of aa
nb Celia Martín de León and
Las Palmas de Gran Canaria, where he obtained his PhD in Translation in d t
2002. For the past twenty years, he has also worked as a part-time official Bo t Víctor González-Ruiz (eds)
translator and interpreter in Spain. He is particularly committed to achieving ah
ce
clarity in legal translations and has made it the focus of his teaching and k

A
research. He is a member of the Spain-based TeLL research group, which is
g
engaged in studying new technologies and their link to the fields of language a
i
n
and translation.
ISBN 978-3-0343-1985-0
Peter Lang
www.peterlang.com
New Trends in Translation Studies New Trends in Translation Studies
Vol. 19
From the Lab
This collection of essays brings to the fore some of the most pressing concerns
in the training of translators and interpreters. It does so by acknowledging
the primary role of research in both the development and the results of that GM
to the Classroom
o
training. The eleven chapters of the book, authored by a range of established nar
zt
international scholars, touch on the interlocking nature of didactics and re- áín
search and address advances in cognitive processes, quality assessment and le d and Back Again
socio-professional issues with regard to their significance for translation and z-Re
L
interpreting training. With this volume, the editors aim to illustrate some of ue
the most recent insights into the interplay between scientific progress and izó
n
(
the educational stages of prospective translators and interpreters. e a
dn
sd
Celia Martín de León teaches translation at the University of Las Palmas de ) Perspectives on Translation

Gran Canaria. She has been a freelance translator since 1990 and obtained •
her PhD in Translation and Interpreting in 2003. Her main research interest and Interpreting Training
is the study of translation processes from the viewpoint of embodied, CF
r
lao
embedded and distributed cognition. Since 2002 she has belonged to the
sm
s
research group Expertise and Environment in Translation (PETRA), devoted r
ot
h
to empirical research into translation processes. oe
m
L
Víctor González-Ruiz is a lecturer in legal translation at the University of aa
nb Celia Martín de León and
Las Palmas de Gran Canaria, where he obtained his PhD in Translation in d t
2002. For the past twenty years, he has also worked as a part-time official Bo t Víctor González-Ruiz (eds)
translator and interpreter in Spain. He is particularly committed to achieving ah
ce
clarity in legal translations and has made it the focus of his teaching and k

A
research. He is a member of the Spain-based TeLL research group, which is
g
engaged in studying new technologies and their link to the fields of language a
i
n
and translation.
Peter Lang
www.peterlang.com
From the Lab to the Classroom and Back Again
New Trends in Translation Studies
Volume 19
Series Editor:
Professor Jorge Díaz Cintas
Advisory Board:
Professor Susan Bassnett
Dr Lynne Bowker
Professor Frederic Chaume
Professor Aline Remael
PETER LANG
Oxford • Bern • Berlin • Bruxelles • Frankfurt am Main • New York • Wien
From the Lab
to the Classroom
and Back Again
Perspectives on Translation
and Interpreting Training
Celia Martín de León and
Víctor González-Ruiz (eds)
PETER LANG
Oxford • Bern • Berlin • Bruxelles • Frankfurt am Main • New York • Wien
Bibliographic information published by Die Deutsche Nationalbibliothek.
Die Deutsche Nationalbibliothek lists this publication in the Deutsche National-
bibliografie; detailed bibliographic data is available on the Internet at
http://dnb.d-nb.de.
A catalogue record for this book is available from the British Library.
Library of Congress Cataloging-in-Publication Data
Martín de León, Celia, author.
From the Lab to the Classroom and Back Again : Perspectives on Translation and
Interpreting Training / Celia Martín de León and Victor González-Ruiz.
pages cm. -- (New Trends in Translation Studies ; Volume 19)
Includes bibliographical references and index.
ISBN 978-3-03-431985-0 (alk. paper)
1. Translating and interpreting--Study and teaching--Research. 2. Translating and
interpreting--Research. I. González Ruiz, Víctor M. author. II. Title.
P306.5.M37 2015
418’.020721--dc23
2015034812
ISSN 1664-249X
ISBN 978-3-0343-1985-0 (print)
ISBN 978-3-0353-0806-8 (eBook)
© Peter Lang AG, International Academic Publishers, Bern 2016
Hochfeldstrasse 32, CH-3012 Bern, Switzerland
[email protected], www.peterlang.com, www.peterlang.net
All rights reserved.
All parts of this publication are protected by copyright.
Any utilisation outside the strict limits of the copyright law, without
the permission of the publisher, is forbidden and liable to prosecution.
This applies in particular to reproductions, translations, microfilming,
and storage and processing in electronic retrieval systems.
This publication has been peer reviewed.
Printed in Germany
Contents
List of Figures vii
List of Tables ix
Acknowledgements xi
Víctor González-Ruiz and Celia Martín de León
Introduction: Between Teaching and Research in Translation
and Interpreting 1
FRANZ PÖCHHACKER
1 The Teacher as Researcher: Notes on a Productive
Relationship 19
JAVIER FRANCO AIXELÁ
2 Bibliometrics of Research in the Didactics of Translation
and Interpreting 39
ALICIA BOLAÑOS-MEDINA
3 Translation Psychology within the Framework of
Translator Studies: New Research Perspectives and
Pedagogical Implications 59
INNA KOZLOVA, MARISA PRESAS AND SHAO HUI LIANG
4 East and West: The Influence of Culture on Key Concepts
of Students’ Translation Theories 101
ÁLVARO MARÍN GARCÍA
5 Scattered Clouds: Creativity in the Translation Process 131
vi
TOMÁS CONDE
6 Positive Feedback in Translation Assessment 155
PETRA KLIMANT
7 Translation Evaluation Upside Down: Phenomena Instead
of Errors 181
MARA MORELLI AND ELENA ERRICO
8 Situated Quality in Consecutive Interpreting: A Case
Study on Trainees 221
Ana Muñoz-Miquel
9 Bridging the Gap between Professional Practice and
University Training through Socio-Professional Research:
The Case of Medical Translation 257
Agustín Darias-Marrero
10 Cultural and Intercultural Aspects in Interpreter Training:
An ICT-Based Approach 295
BRYAN J. ROBINSON, MARÍA DOLORES OLVERA-LOBO AND JUNCAL
GUTIÉRREZ-ARTACHO
11 After Bologna: Learner- and Competence-Centred
Translator Training for “Digital Natives” 325
Notes on Contributors 361
Index 367
Figures
Figure 3.1: Outline of Translator Studies 69
Figure 4.1: Key words for the Chinese students 116
Figure 4.2: Key words for the western students 119
Figure 6.1: Percentage of total reactions in all groups 166
Figure 6.2: Percentage of positive reactions by group 167
Figure 6.3: Declaration of assessor strategy, by group 168
Figure 6.4: Spread of grades awarded and types of reaction,
by text 169
Figure 6.5: Premise of normality for the regression 170
Figure 6.6: Premise of homoscedasticity for the regression 171
Figure 6.7: Spread of grade awarded and types of reaction, by
assessor 172
Figure 6.8: Percentage of subjects who claim to distinguish
between errors according to importance 173
Figure 6.9: Correlation spread (positive and very negative
reactions) 174
Figure 6.10: Distinguishing between errors according to
importance, by group 175
Figure 7.1: Comparison of evaluation systems 209
Figure 8.1: Average scores (all respondents and respondents
who did not speak Spanish) 232
Figure 8.2: Verbal and non-verbal parameters (average scores) 233
Figure 8.3: Para-verbal parameters (average scores) 233
Figure 8.4: Global parameters (average scores) 234
Figure 8.5: Negative impressions (%) 235
viii Figures
Figure 8.6: Positive impressions (%) 235
Figure 9.1: Graduate-level education received 266
Figure 9.2: Years of experience in medical translation 268
Figure 9.3: Proportion of expert and non-expert respondents
distributed according to their academic profile 269
Figure 9.4: Percentage of work activity devoted to medical
translation 269
Figure 9.5: Language combinations that the translators had
worked with 270
Figure 9.6: Tasks related to medical translations that were
performed by the respondents 271
Figure 9.7: Subjects translated 272
Figure 9.8: Genres translated 274
Figure 9.9: Types of customers that the translators had
worked for 276
Figure 9.10: Aims of self-taught training 278
Figure 9.11: Mean scores of aspects that entail the greatest
difficulty 279
Figure 9.12: Mean scores of the frequency with which particu-
lar resources were used 282
Figure 9.13: Mean scores of the competences required by cus-
tomers and employers according to the opinions
given by the respondents 284
Figure 9.14: Percentage of the respondents who had worked
in collaboration with other professionals to have
their medical translations reviewed 286
Figure 9.15: Reasons for having their medical translations reviewed 287
Figure 11.1: The original PATT design (Olvera-Lobo et al. 2007) 341
Figure 11.2: The revised PATT design 342
Figure 11.3: The extended PATT design 343