Cognitive aspects of the translation process

Wilss, Wolfram

doi:10.1016/0271-5309(90)90021-3

Cited by 17 publications

(7 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There has been considerable interest in translation processes going back several decades (see, for example, Brislin, 1976;Gerver & Sinaiko, 1978;Gutt, 1998;Hickey, 1998;Nida, 1978;Toury, 1995;Tymoczko & Gentzler, 2002;Wilss, 1990) but little empirical work on what translators and interpreters actually do. Much discourse and conversation analysis has largely concentrated on the mediation of conversation and has centered on practices of informal (Baynham, 1993), semiprofessional, community-based, and formal interpreters such as those used in police interrogations (Wadensjö, 1995), courtrooms (Berk-Seligson, 1990Fenton, 1995), and hospitals (Davidson, 2000(Davidson, , 2001Wadensjö, 1998).…”

Section: Translating Interpreting Para-phrasing and Paraphrasingmentioning

confidence: 99%

Cultural Modeling: Leveraging Bilingual Skills for School Paraphrasing Tasks

Orellana

Reynolds

2008

Reading Research Quarterly

113

View full text Add to dashboard Cite

In this article, the authors use and further elaborate a cultural modeling framework to juxtapose two distinct yet analogous literacy practices: The out‐of‐school practice of translating and interpreting across languages, or “para‐phrasing” The cross‐disciplinary and school‐based practice of paraphrasing or summarizing written texts Data are from field notes based on two years of ethnographic observations conducted in the homes and classrooms of 18 fifth‐, sixth‐, and seventh‐grade students; the students' journals about their translation experiences; focus group discussions with the students; audiotapes of para‐phrasing interactions that involved written text; interviews with the students' teachers; and audiotaped process‐focused literacy assessments that provided insights on how children read and interpreted two different kinds of texts, putting both in their own words. Through grounded theorizing, the authors first analyze the skills involved in the everyday para‐phrasing or translation activities performed by immigrant youth. They then identify analogues between these skills and those required for practices of translation, interpretation, and paraphrasing as they are enacted across disciplines and in an array of discourse practices. Finally, they examine classroom practices to identify points of leverage between home and school practices. The authors contribute to the elaboration of the cultural modeling framework by exploring a set of language and literacy practices that frequently occurs in immigrant communities and yet has been little explored to date, and by considering how schools can better engage the skills of bilingual youths. في هذه المقالة يستخدم و يطور المؤلفون إطارا ثقافيا تمثيليا حيث تتجاور ممارستان مختلفتان لمعرفة القراءة و الكتابة و لكنهما في نفس الوقت متماثلتان: ممارسة الترجمة من لغة إلى لغة أو ما يسمى بإعادة الصياغة إعادة صياغة النصوص المكتوبة كممارسة مدرسية في كل التخصصات المواد هي عبارة عن ملاحظات ميدانية جُمِّعت خلال سنتين من المعاينات الاثنوغرافية في منازل و بيوت 18 طالب في الصف الخامس والسادس والسابع و يوميات الطلاب خلال تجاربهم في الترجمة و مناقشات مركزة مع الطلاب و كذلك أشرطة تسجيلية لمحاورات تفاعلية في إعادة صياغة لنصوص مكتوبة بالإضافة إلى محادثات مع أساتذة الطلاب و أشرطة مسجلة تقيم عملية القراءة و الكتابة أمدتنا برؤيا حول كيفية تعامل الطلاب مع نصوص مختلفة و كيف يترجمونها بكلماتهم و عباراتهم الخاصة. و من خلال عملية تنظيرية محكمة يحلل المؤلفون المهارات المستخدمة في عمليتي إعادة الصياغة و الترجمة التي يقوم بها مجموعة من الشباب المهاجرين. ثم يتعرفون على أوجه التشابه و المماثلة بين هذه المهارات و المهارات اللازمة في الترجمة و الترجمة الفورية و إعادة الصياغة كما هي مطبقة في مختلف الاختصاصات و في خطابات متعددة. و في الأخير يتنبهون إلى الممارسات داخل الصف ليتعرفوا على نقاط التفاعل بين ممارسات البيت و المدرسة . و يساهم المؤلفون في تطوير الإطار الثقافي التمثيلي من خلال فحص مجموعة من الممارسات المتعلقة بالقراءة و الكتابة التي تظهر عند مجموعات المهاجرين و التي لم يتم استغلاها بعد من خلال معرفة كيف يمكن للمدارس أن تستغل مهارات الطلاب الثنائيي اللغة. 本文作者利用及加以阐述一个文化模塑框架，从而并列出两个不同却可类比的阅...

show abstract

Section: Translating Interpreting Para-phrasing and Paraphrasingmentioning

confidence: 99%

Cultural Modeling: Leveraging Bilingual Skills for School Paraphrasing Tasks

Orellana

Reynolds

2008

Reading Research Quarterly

113

View full text Add to dashboard Cite

show abstract

“…Moreover, also the number and quality of problems faced in translation may be expected to vary not only across languages (Nord, 1991, pp. 158-161) but also across text types (Reiss, 1976;Scarpa, 2002;Wilss, 1982Wilss, , 1990. In the future, research is consequently required both on a greater number of languages and the problems encountered when translating into these languages (see also Binkley & Pignal, 1998;) and on greater numbers and different types of texts.…”

Section: Implications For Further Researchmentioning

confidence: 96%

Equivalence of Translations in International Reading Literacy Studies

Arffman

2010

Scandinavian Journal of Educational Research

View full text Add to dashboard Cite

Recent years have witnessed a significant increase in the interest in international assessments of student performance. In such assessments it is mandatory that all the different-language texts be equivalent to each other, that is, equally difficult to understand. The article summarizes a study made on the topic, examining the problems of equivalence encountered when translating texts in international reading literacy assessments. In the study, three English and Finnish texts used in the PISA 2000 reading test were compared text-analytically. The analysis revealed six different types of problem, which, moreover, differed considerably between the three texts. As a result of the problems, none of the three text pairs were fully equivalent in difficulty. The study suggests that it will probably never be possible to attain full equivalence of difficulty in international reading literacy studies; however, by developing the translation work, a relatively high level of equivalence (and validity) seems attainable.

show abstract

“…No less justification seems to have been offered by Nida in his presentation of "formal-equivalence" (or "formal-correspondence") as one of the two alternative solutions to translation (1964& 1982cf. also Kassühlke 1976:280;Kelly 1979).…”

Section: "Formal-equivalence": a Misleading Conceptmentioning

confidence: 96%

Literalism

Shen

1989

Babel

View full text Add to dashboard Cite

What is the true nature of literalism? The present article argues that literalism is in fact word translation plus syntax transplantation, imposing SL's peculiar syntax on TL words, treating TL as a syntactically unpatterned system. This true essence of literalism has, for the past two thousand years, escaped people's attention and literalism has been taken by many as faithful translation or, in more recent times, as "formal-equivalence." Since literalism produces, as argued here, a 'hybrid' of TL words and untranslated SL features, it cannot be treated as TL's formal-equivalence and it is no alternative approach to fidelity. To gain a fuller picture, the present article also discusses the cause of literalism and the reason or pragmatic need for its survival.

show abstract

Cognitive aspects of the translation process

Cited by 17 publications

References 1 publication

Cultural Modeling: Leveraging Bilingual Skills for School Paraphrasing Tasks

Cultural Modeling: Leveraging Bilingual Skills for School Paraphrasing Tasks

Equivalence of Translations in International Reading Literacy Studies

Literalism

Contact Info

Product

Resources

About