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Cognitive research on translation processes
Anthony Pym
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A map of Translation Studies
Products People Processes © Intercultural Studies Group
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What we teach comes from…
Mindless reproduction Suppositions about the market Evaluations of output (grading schemes) Surveys of market needs? Process research comparing novices and professionals? © Intercultural Studies Group
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© Intercultural Studies Group
Process studies use Think-Aloud Protocols (TAPs) Translog Screen recording Eye-tracking Post-performance interviews © Intercultural Studies Group
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A simple translation problem
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A simple translation problem
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© Intercultural Studies Group
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© Intercultural Studies Group
Translog © Intercultural Studies Group
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© Intercultural Studies Group
Eyetracking © Intercultural Studies Group
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© Intercultural Studies Group
Eyetracking © Intercultural Studies Group
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© Intercultural Studies Group
Eyetracking © Intercultural Studies Group
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More experienced translators…
1) use more paraphrase and less literalism as coping strategies (Kussmaul 1995, Lörscher 1991, Jensen 1999) © Intercultural Studies Group
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More experienced translators…
2) process larger translation units (Toury 1986, Lörscher 1991, Tirkkonen-Condit 1992) © Intercultural Studies Group
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More experienced translators…
3) spend longer reviewing their work at the post-drafting phase but make fewer changes when reviewing (Jensen and Jakobsen 2000, Jakobsen 2002, Englund Dimitrova 2005) © Intercultural Studies Group
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More experienced translators…
4) read texts faster and spend proportionally more time looking at the target text than at the source text (Jakobsen and Jensen 2008) © Intercultural Studies Group
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More experienced translators…
5) use top-down processing and refer more to the translation purpose (Fraser 1996; Jonasson 1998; Künzli 2001, 2004, Séguinot 1989, Tirkkonen-Condit 1992) © Intercultural Studies Group
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More experienced translators…
6) rely on encyclopaedic knowledge as opposed to ST construal (Tirkkonen-Condit 1989) © Intercultural Studies Group
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More experienced translators…
7) express more principles and personal theories (Tirkkonen-Condit 1989, 1997, Jääskeläinen 1999) © Intercultural Studies Group
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More experienced translators…
8) incorporate the client into the risk-management processes (Künzli 2004) © Intercultural Studies Group
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More experienced translators…
9) automatize some complex tasks but also shift between automatized routine tasks and conscious problem-solving (Krings 1988, Jääskeläinen and Tirkkonen-Condit 1991, Englund Dimitrova 2005) © Intercultural Studies Group
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More experienced translators…
10) display more realism, confidence and critical attitudes in their decision-making (Künzli 2004) © Intercultural Studies Group
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© Intercultural Studies Group
Jensen 2001 Planning and problem-solving activities were reduced with increased time pressure, “signaling a more rapid and linear translation process”. Expert translators “engage in less problem-solving, goal-setting and re-analyzing behavior vis-à-vis young professional translators” So to translate fast is to translate in a more expert way? © Intercultural Studies Group
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Bereiter and Scardamalia (1987)
Why is writing difficult? Why do people learn while they write? Knowledge telling vs. knowledge transforming: Goal-directed strategies Reformulation Distinction between content and rhetoric, each informing the other “For routine tasks, experts use the knowledge-telling strategy.” © Intercultural Studies Group
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© Intercultural Studies Group
Jensen 2001 again: Expert translators use the Knowledge Telling model as a more permanent strategy since they “engage in less problem-solving, goal-setting and re-analyzing behavior vis-à-vis young professional translators”. (Jensen 2001: 177) © Intercultural Studies Group
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© Intercultural Studies Group
The focus of teaching? © Intercultural Studies Group
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Aspects not normally covered
Speed The capacity to distribute effort in terms of risk The restrained use of external resources (both written and human) The key role of revision/reviewing (new technologies). © Intercultural Studies Group
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A simple translation problem
Ting Ting Maggie Hui, RISK MANAGEMENT BY TRAINEE TRANSLATORS: A STUDY OF TRANSLATION PROCEDURES AND JUSTIFICATIONS IN PEER-GROUP INTERACTION (2012)
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“Enjoy your adventure”
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“Enjoy your adventure”
C4: Hmm… hmmm… “(ST) Enjoy your adventure” 呢? C7: “(ST) Enjoy your adventure”, “愛你的冒險”, haha… C4: “冒險” 不好…… 不要 “冒險”, 但是說…… C7: 這是說, 你來第一次你會享受…… 對, 第一次來你會享受…… 只要來一次你會想享受這裡面…… C4: 對呀對呀! 因為他有點敢著說…... 來到一個…... 一個地方, 然後你…… 你享受可以找到很多東西…… 所以這個要翻成…… “好好享受你的新發現吧!” C7: Hmm, 挺好的! C4: Hmm… hmmm… “(ST) Enjoy your adventure”? C7: “(ST) Enjoy your adventure”, “Love your adventure”, haha… C4: “Adventure” is not good… Not to say “adventure”, how about… C7: So it means: When you come the first time you enjoy… right, when you come the first time you enjoy… just come once and you enjoy being here… C4: Right, right! Because it seems to say… come to a… a place, then you… you enjoy making many discoveries… so it can be translated as… “Enjoy the discoveries you make!” C7: Hmm, sounds good!
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Literal back-translation
“Shop fearlessly” No. Solution Literal back-translation Procedure Risk management 1 购物愉快! (during the process) Happy shopping! Adaptation R- 2 享受这个旅程! Enjoy your tour! Substitution 3 祝您购物愉快哦! Wish you happiness when you do the shopping! Explicitation 4 享受你在该店的“旅程” 。 (in final TT) Enjoy your “tour” in the shop.
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“Enjoy your adventure”
No. Solution Literal back-translation Procedure Risk management 1 爱你的冒险 Love your adventure Literalism R -> ST 2 好好享受你的新发现 Enjoy the discoveries you make Shift of focus R-
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“GET HUNGRY, Shop fearlessly”
No. Solution Literal back-translation Procedure Risk management 1 感到饿,就大胆的…… Get hungry, audaciously… Exaggeration R+ 2 感到饿,就行动吧! Get hungry, act now! Omission R-
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“fearless”
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Translator’s risk profile
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