Translation as a human skill. From predisposition to expertise

Bogusława Whyatt

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ISBN/ISSN:

978-83-232-2504-1

DOI:

Wydawnictwo:

Wydawnictwo Naukowe Uniwersytetu im. Adama Mickiewicza

Rok wydania:

2012

Liczba stron:

449

XML:ISBN/ISSN:

ONIX MARC21

Bibliografia:

Whyatt, Bogusława. Translation as a human skill. From predisposition to expertise. Red. . Poznań: Wydawnictwo Naukowe Uniwersytetu im. Adama Mickiewicza, 2012, 449 s. ISBN 978-83-232-2504-1

Bibliografia refWorks:

RT Book, Whole

SR Electronic(1)

A1 Whyatt, B.

T1 Translation as a human skill. From predisposition to expertise

PB Wydawnictwo Naukowe Uniwersytetu im. Adama Mickiewicza

PP Poznań

YR 2012

SN 978-83-232-2504-1

Bibliografia BibTex:

@Book{ 106910, author = "Whyatt, Bogusława", editor = "", title = "Translation as a human skill. From predisposition to expertise", publisher = "Wydawnictwo Naukowe Uniwersytetu im. Adama Mickiewicza", year = "2012", address = "Poznań", isbn = "978-83-232-2504-1" }

Bibliografia endNote:

TY - BOOK

AU - Whyatt, Bogusława

ED -

TI - Translation as a human skill. From predisposition to expertise

PB - Wydawnictwo Naukowe Uniwersytetu im. Adama Mickiewicza

CY - Poznań

PY - 2012

SN - 978-83-232-2504-1

ER -

Netografia (standard APA):

Whyatt, Bogusława. Translation as a human skill. From predisposition to expertise [baza danych online] Poznań: Wydawnictwo Naukowe Uniwersytetu im. Adama Mickiewicza, 2012 [dostęp: 05 07 2024]. Dostęp w Ibuk Libra: https://libra.ibuk.pl/reader/translation-as-a-human-skill-from-predisposition-to-expertise-boguslawa-whyatt-106910.

translatoryka, psycholingwistyka, dwujęzyczność, przekład

Książka podejmuje tematykę przekładu jako umiejętności człowieka w perspektywie rozwojowej od predyspozycji po kompetencje eksperta. Zakładając, że umysł ludzki z natury jest umysłem przekładającym sens, wszyscy znający dwa języki są w stanie tłum...

Więcej

ISBN/ISSN:

978-83-232-2504-1

DOI:

Wydawnictwo:

Wydawnictwo Naukowe Uniwersytetu im. Adama Mickiewicza

Rok wydania:

2012

Liczba stron:

449

XML:ISBN/ISSN:

ONIX MARC21

Acknowledgements10
Introduction12
Chapter 1: Establishing common grounds18
1.1. Human translating mind18
1.2. Translation as a widespread phenomenon21
1.3. Translation proper – essential distinctions23
1.4. Translation as a human skill – common misconceptions25
1.5. Translation as a predisposition, ability, skill, competence and expertise26
1.6. The translator31
1.6.1. Need for a developmental perspective32
1.6.2. The role of translators35
1.7. The scope of systematic research in translation expertise development38
1.7.1. Linguistics38
1.7.2. Translation Studies41
1.7.3. Psycholinguistics and cognitive psychology44
1.8. Conclusions48
Chapter 2: Bilingual foundations of translation ability50
2.1. Bilingual foundations and Translation Studies50
2.2. The nature of human language and the knowledge of two (or more) languages53
2.3. A bilingual person59
2.3.1. Natural bilinguals and translation ability61
2.3.2. Bilingual competence of L2 learners as potential translators64
2.4. The interaction of two languages in one mind – an L2 learner’s perspective68
2.4.1. Cross-linguistic interference69
2.4.2. Three perspectives on bilingual coexistence in a single mind70
2.5. The notion of language control75
2.6. Bilingual memory83
2.6.1. The hierarchical structure of the bilingual lexicon84
2.6.2. The revised hierarchical model (RHM)88
2.6.3. Deficiencies and limitations of the RHM89
2.6.4. Bilingual memory and translation94
2.7. Cognitive effects of bilingualism99
2.8. Conclusions103
Chapter 3: Translation as an untrained ability108
3.1. Dispute over bilingual knowledge and translation capacity108
3.2. Translation as a natural ability of bilinguals110
3.2.1. Studies in natural translation111
3.2.2. Natural translators are translators117
3.3. L2 learners as natural translators120
3.3.1. Translation as the fifth skill of L2 learners121
3.3.2. Studies in L2 translation127
3.4. Developmental shift in translation as a bilingual ability of L2 learners – TAP studies131
3.4.1. Intercultural competence134
3.4.2. Metalinguistic awareness140
3.4.3. Re-organization of the bilingual memory145
3.5. Conclusions149
Chapter 4: Developing translation competence154
4.1. Translation competence154
4.1.1. The additive perspective on TC155
4.1.2. The componential perspective on TC158
4.1.3. The holistic perspective on TC164
4.2. Acquiring translation competence168
4.2.1. Some suggestions on how TC can be acquired168
4.2.2. The correlation between TC and translation experience173
4.3. TC acquisition and the “pedagogical gap”178
4.3.1. Focus on the translation process178
4.3.2. Learner-centred approaches to translation training182
4.4. Different routes to translation competence186
4.5. The professional self and translation as a profession189
4.6. Conclusions196
Chapter 5: Becoming a professional translator: A proposal of a Knowledge Integration Network in the development of translation as a professional skill200
5.1. Creativity in translation201
5.2. Theoretical foundations of KIN205
5.2.1. The human mind as a synchronized system209
5.2.2. Limited capacity of the human mind211
5.2.3. Meta-cognitive supervision and goal orientedness214
5.3. Developmental nature of the ability to integrate knowledge218
5.3.1. Approaching the SL text219
5.3.2. Approaching meaning223
5.3.3. Approaching external resources to aid translation224
5.3.4. Approaching the translation process: self-monitoring and meta-cognitive supervision229
5.3.5. Approaching revision233
5.4. The translator as an expert learner238
5.4.1. The translator as a Systems Intelligent person239
5.4.2. The translator as a self-confident expert244
5.5. Undervalued affective factors in TC acquisition249
5.6. Conclusions252
Chapter 6: Empirical investigation into knowledge integration in translators – a questionnaire study258
6.1. The purpose of the questionnaire study258
6.2. Discussion of the results262
6.2.1. Translation as a profession – assumptions and facts263
6.2.2. Ideas about translation as an activity272
6.2.3. Bilingual foundations of translation as a human skill277
6.2.4. A translating professional at work292
6.2.5. The translator as an individual309
6.3. Conclusions322
Chapter 7: Empirical investigation into knowledge integration in the translation process – a Translog study328
7.1. Research method328
7.2. Study 1 – objectives, participants, procedure335
7.3. Study 1 – data analysis338
7.3.1. Duration339
7.3.2. Duration and dictionary use343
7.3.3. Duration and typing speed348
7.3.4. Distribution of the remaining time in the translation process354
7.4. Study 2 – objectives, participants, procedure370
7.5. Study 2 – data analysis371
7.5.1. KIN as a single variable372
7.5.2. Duration and other text production features373
7.6. Conclusions380
Conclusions and Implications384
References392
Appendix I426
Appendix II430
Appendix III440
Przekład jako umiejętność człowieka. Od predyspozycji do poziomu eksperta (Streszczenie)446

Establishingcommongrounds

appropriatewaysoflanguageuse”.Strongasthisconvictionis,how-

ever,itdoesnotprecludethepossibilityofdrawingconclusionsfrom

theoreticalreasoning,orscientificfindings,toactualbehaviour,beits

orientationretrospective(suchastranslationcriticism)orprospective

(suchastranslatortrainingortranslationplanning.Thispossibilitydoes

exist,ofcourse.However,drawingconclusionsisuptothepractitio-

ners,notthescholars(Toury1995:17).

Thisdeterminedviewofthetheoryvs.practicedividemightseemdatedat

thepresenttimewheremostTSscholarsviewthestudyoftranslationasa

perfectgroundtoobservehowtheoryandpracticefeedoneachotherand

stimulatenewideas(Kussmaul1995,ChestermanandWagner2004).Yet,

Toury(1995)wasaheadofhisowntimewhenhepointedoutthatnoneof

theAppliedExtensionsofTScan“drawonTranslationStudiesalone”and

pointedoutthattheareaoftranslatortraining,forexampleapartfromdraw-

ingonpureTSwouldbemodifiedbyatheoryofteachingandlearning.

Thispioneeringobservationhasforyearsattheworstremainedunno-

ticedandatthebestwastakenupintheworkslikePhDdissertationsthat

haveneverbeenpublished.AsobservedbyCronin(2005),

Translationtheoreticianshadinpreviousdecadestendedtoneglect

translationpedagogyforconsiderationsoftranslation,text,history,ab-

stractedfromtheteachingprocess.Presentationsonpedagogyattrans-

lationconferencesweredevotedeithertoascornfulrepudiationofthe-

oryinthenameofexperienceortothoughtdeadeningoutlinesof

coursesyllabiwhichtoldlittleifanythingabouthowcourseswerede-

liveredorwhattheirdeepertheoreticalunderpinningswere(Cronin

2005:250).

Toury’s(1995:19)remarkonthe“inherentheterogeneity”oftheapplied

TSgrantedbythefactthateachofthebranchesisan“extension‘intothe

world’ofthediscipline”impliestheneedforaninterdisciplinaryapproach

totranslatortraining.Hisfurthercomment,howeverinwhichheclaims

thatappliedTS“cannotbeanythingbutprescriptive”isnowquestionable

---

6Atthetime,howevermanyofthe‘new’theoriestookoveroldideas(Ljudskanov

1969;Seleskovitch1976,1978)whichofferedpurelytheoreticalconstructswithstages

takenforgrantedbasedonenvisaging“whatatranslatormightdo”(Fawcett1997:139)

orwhathe/sheshoulddowhenworkingonatranslation(i.e.Toury’sconceptofa‘na-

tivetranslator’).

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