Chapter 1. Translation and Translation Competence

Albir, Amparo Hurtado

doi:10.1075/btl.127.01hur

Cited by 22 publications

(15 citation statements)

References 92 publications

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“…Moreover, the concepts and ideas within his model follow a clear and purposeful progression, making it a helpful tool particularly for novice instructordesigners. Therefore, using this framework as a structuring device for the design and development of our materials is in line with the philosophy of learning underlying our study, which is also the foundation of such translation pedagogical models as competency-based training (PACTE, 2003;Hurtado Albir, 2007;2017) and its precedent, the objective-based learning (Delisle, 1980).…”

Section: Selection Of Appropriate Activitiesmentioning

confidence: 87%

Creating significant learning experiences in literary translation: a course redesign plan

Parvaresh¹,

Pirnajmuddin²,

Hesabi³

2018

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Literature on translation education over the past two decades covers studies that report on the successful application of teaching and learning practices informed by socialconstructivism. These studies, however, do not give a clear report on the way the tenets of social-constructivism have been applied in the design of the teaching and learning activities used. This study attempts to demonstrate the applicability and effectiveness of Fink's (2013) integrated course design, which has been built upon his taxonomy of significant learning experiences (2013), in filling the gap. Within this framework, therefore, we have presented the structure of the units and materials designed for an undergraduate literary translation course, in an Iranian educational context, and outlined through sample materials the steps we took in developing activities aimed at achieving Fink's significant learning.

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Section: Selection Of Appropriate Activitiesmentioning

confidence: 87%

Creating significant learning experiences in literary translation: a course redesign plan

Parvaresh¹,

Pirnajmuddin²,

Hesabi³

2018

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“…The theoretical framework of this research is based on a communicative approach to learning, while its methodology relies on the research into translation competence carried out by the PACTE group (PACTE 2003;Hurtado Albir 2017) and borrows from the study of collaborative learning assessment devised by Arvaja (2007) and Hämäläinen (2012). In order to discuss the research outcomes, three main theoretical issues require elucidation, namely formative performance assessment for learning, team learning and its particular collaborative type, and the goal of the learning activity, the development of translation sub-competences.…”

Section: Theoretical Foundationsmentioning

confidence: 99%

“…The author of this paper diagnoses and attempts to assess the progression of each learner's individual and group expertise in the many dimensions of the translation competence in the process of English-Polish translation. Thus, the hierarchical model of translation sub-competences developed by the PACTE group (PACTE 2003;Hurtado Albir 2017) was selected as the most appropriate for the ongoing research due to its subsuming and differentiating of the multiple levels of the translation process. Furthermore, the PACTE researchers suggest a correspondence between their model of translation sub-competences and expert knowledge.…”

Section: Translation Sub-competence Model: Definitionmentioning

confidence: 99%

Formative Performance Assessment in the Process of Developing Translation Sub-competences

Godlewska

2023

Miscelánea

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This research paper pertains to the method of student performance evaluation applied to the process of online collaborative learning. The model of evaluation is intended for the developing translation sub-competences and involves the analysis of the team members’ discourse in the process of negotiating meanings, in compliance with Gery Stahl’s claim that discourse constitutes interpretation (2004: 22). The devised individual assessment form encompasses the study of performance of collaborating team members in two dialogic spaces, the content space and the relational space of collaboration (Janssen and Bodemer 2013). The assessment procedure comprises the analysis of the students’ individual achievements as well as their contribution to the team expert knowledge building. The main goal of this research paper is to highlight the regulatory function of the formative performance assessment method for team learning and to indicate the interdependences between the collaborative learning, formative performance assessment as well as the communicative approach to learning, the latter constituting the theoretical framework for this research.

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“…semantic independence in relation to subsequent, "revealing statements). In almost all cases, this is the case for paragraphs consisting of a significant number of utterances [5]. In such paragraphs, revealing utterances are usually synsemantic, and concluding utterances are usually characterized by retrospective autosemanticism, which is expressed in their relative independence from previous (revealing) statements.…”

Section: Logical Connectionmentioning

confidence: 99%

Paragraph construction in scientific and technical research for Bachelor of Sciences students

Dubikova,

Avedova,

Shapovalova

et al. 2023

E3S Web of Conf.

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The research objective is the study of paragraph construction structural peculiarities in scientific and technical text in teaching students of various fields. The article analyses and reveals distinctive features of paragraph construction in scientific research. The study proves that analyses of paragraph structural features conduce to fuller distinction of stylistic originality of scientific text, its architectonics and composition. The article clarifies that in contrast to literary text, paragraph in scientific and technical text is distinguished by far greater concise and accurate structure formatting. The research proves that in the paragraph of scientific and technical text every following utterance, having close semantic relations with a preceding utterance, functions as its continuation. Having analyzed paragraph construction structural peculiarities the authors single out its main distinctive features: standardized size, unilinearity, clarity of hierarchic relations between utterances, logically strict consecutive order of its sequence, tight connection between preceding and following utterances. The study proves that in scientific and technical texts paragraphs are monolithic speech units from which bigger segments of the text are «built» (sections, chapters, etc). By building such units, clear, evident logical division of the text is achieved (speech product), necessary for more precise and objective scientific statements and facts, eloquent evidence of the propositions put forward, theories, hypotheses, etc.

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Chapter 1. Translation and Translation Competence

Cited by 22 publications

References 92 publications

Creating significant learning experiences in literary translation: a course redesign plan

Creating significant learning experiences in literary translation: a course redesign plan

Formative Performance Assessment in the Process of Developing Translation Sub-competences

Paragraph construction in scientific and technical research for Bachelor of Sciences students

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