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The role of TAPS and other research methods in Translator Training

The role of TAPS and other research methods in Translator Training. S.Hubscher-Davidson. Different students’ performances. Source Text : Il était surpris de voir... La Seine couler d’est en ouest, ce qui la met à deux pas de l’Océan, et fait de Paris l’un des plus grands de nos ports de mer.

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The role of TAPS and other research methods in Translator Training

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  1. The role of TAPS and other research methods in Translator Training S.Hubscher-Davidson

  2. Different students’ performances Source Text: Il était surpris de voir... La Seine couler d’est en ouest, ce qui la met à deux pas de l’Océan, et fait de Paris l’un des plus grands de nos ports de mer.

  3. Different students’ performances • Student 1 translation: "He was surprised to see... the Seine flowing from east to west. This brings Paris closer to the Ocean, and makes it one of France’s largest sea ports". • Teacher assessment: ‘Quite confused in places... Some bright ideas and a couple of nice expressions, but hesitant’.

  4. Different students’ performances • Student 2 translation: "He was shocked to see... how the Seine flowed from east to west, bringing it to the door of the Ocean, and making Paris one of our biggest sea ports". • Teacher assessment: ‘Generally accurate with good idiomatic touches ... occasionally awkward, but thoughtful and quite sensitive’.

  5. Different students’ performances • Student 3 translation: "He was certainly surprised to discover... that the Seine flowed from east to west, putting it a hop, skip and a jump from the Ocean, and making Paris one of the country’s biggest sea ports". • Teacher assessment: ‘Lively and inventive ... very assured’.

  6. Example of a ‘good’ performance 1 • Source Text: "Il n’y a qu’à voir la Tour Eiffel promener ses gros yeux sur la ville pour sentir qu’il se passent des choses" • Student 19’s translation: "The very sight of the Eiffel Tower gazing wide-eyed over the city tells you there are forces at work"

  7. Example of a ‘good’ performance 2 • Source Text: "Autant de fantômes, autant de mystères"  • Student 19’s translation: "Ghosts and mysteries hang thick in the air"

  8. Teacher Assessments • First teacher assessment: ‘a very nice translation, accurate and faithful in style and imagery’. 77.5% • Second teacher assessment: ‘good rendering of the original text overall’. 66% • Third teacher assessment: ‘some slight distortions but shows creativity’. 65% • Fourth teacher assessment: ‘creative and original’. 72%

  9. Extract from my observations during TAPS Translator 19 was full of mirth during the TAPS and seemed to consider translating as more of a game, a challenge, a way to express herself, rather than a job. She often showed a preference for her ‘creations’ and disregard for rules (‘OK you can’t say that but never mind’) as well as a willingness to break the mould: ‘if you could crunch it together it would sound ok’. She was confident, astute and showed an excellent understanding of the ST nuances. A combination of this knowledge and her imagination/creativityresulted, in my opinion, in a unique and exciting translation.

  10. Ideas to develop for Training • Oral activities • Interviews, diaries, questionnaires • Group work • Exercises focusing on different phases • Technology • Combination of various methods

  11. References • Carlsson, I. (2002) "Anxiety and Flexibility of Defense Related to High or Low Creativity" . Creativity Research Journal 14 (3 &4). Mahwah: Lawrence ErlbaumAssociates Inc, 341-49(9) • Fox, O. (2000) ‘The use of translation diaries in a process-oriented translation teaching methodology’, in Schäffner, C., Adab, B. (eds) Developing Translation Competence, Amsterdam: John Benjamins Publishing Company, 115-130. • Gambier, Y. (2004) ‘Translation studies: a succession of paradoxes’, in Schäffner, C. (ed) Translation Research and Interpreting Research – Traditions, Gaps and Synergies, Clevedon: Multilingual Matters Ltd, 62-70. • Gile, D. (2005) ‘Training students for quality : ideas and methods’, IV Conference on Training and Career Development in Translation and Interpreting, Universidad Europa de Madrid. • González Davies, M. (2004) Multiple Voices in the Translation Classroom, Amsterdam: John Benjamins Publishing Company. • Hervey, S., Higgins, I. (2002) Thinking French Translation – A Course in Translation Method: French to English, London: Routledge • Hubscher, S. (2004) “Translator behaviour: Personality features as an integral part of the translation process” . In Choice and Difference in Translation, Athens: University of Athens, 43-60(18) • Kussmaul, P. (1995) Training the Translator, Amsterdam: John Benjamins B.V. • Li, D. (2004) "Trustworthiness of think-aloud protocols in the study of translation processes" . International Journal of Applied Linguistics 14 (3). Oxford: Blackwell Publishing, 301-313(13) • Pym, A. (1998) Method in Translation History, Manchester: St. Jerome Publishing • Reiss, K. (2000) Translation Criticism, Manchester: St. Jerome Publishing • Wuilmart, F. (2004) ‘Le péché de nivellement dans la traduction littéraire’. Paper given at the Translation Conference Specialized Translation: Commonalities and Differences. University of Technology and Management in Leiria, 17.11.04 • Zeng, S. M. Jung Ying L. (2002) ‘Task-based translator training, quality assessment, and the WWW’, in Eva Hung (ed) Teaching Translation and Interpreting 4, Amsterdam: John Benjamins, 59-64.

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