How Can and Should Translation Teachers Be Trained?

Petrova, Olga; Sdobnikov, Vadim

doi:10.22190/jtesap2102267p

Cited by 2 publications

(2 citation statements)

References 2 publications

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“…Latihan penerjemahan harus memiliki tujuan yang realistis. Untuk menetapkan tujuan yang realistis, serangkaian analisis dilakukan, di mana peserta pelatihan harus menjawab beberapa pertanyaan untuk membantu mereka melakukan latihan penerjemahan yang dirancang untuk mengembangkan kompetensi penerjemahan (Petrova & Sdobnikov, 2021). Latihan penerjemahan ini dikenal sebagai penerjemahan teks khusus.…”

Section: Pendahuluanunclassified

Metode Pengajaran Penerjemahan yang Efektif di Tingkat Universitas: Pembelajaran dan Evaluasi

Siregar,

Sinambela,

Hariani

2023

JEHSS

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This article is based on the observation result of translation pedagogy at the university level. The important aspects of effective translation teaching design are highlighted with case studies of Faculty of Economics students as training participants. The purpose of this article is to present a teaching design that has been partially applied in the classroom while the training was ongoing. The key aspects to be considered in designing teaching begin with determining the goals to be accomplished, analyzing the interests, level of readiness, and expectations of training participants, analyzing the most suitable learning methods and materials, as well as preparing a learning evaluation framework. In preparing the syllabus, the selection and presentation of teaching materials is the key to achieving the expected competency. Using the special texts as translation training material builds the mental attitude of trainees and builds experience working on real translation projects. It also motivates training participants to conduct library research, develop terminology, and make corrections in group and independent work. Moreover, the correction was supervised by the instructor, both for individuals and groups. It formed the mental attitude of participants to be able to work independently, work in teams, be open to constructive criticism from training participants, admit mistakes, and make corrections.

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Section: Pendahuluanunclassified

Metode Pengajaran Penerjemahan yang Efektif di Tingkat Universitas: Pembelajaran dan Evaluasi

Siregar,

Sinambela,

Hariani

2023

JEHSS

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“…Sdobnikov believe that training in translation should develop professional translation thinking, and only a highly qualified teacher of translation can implement this kind of learning process. It is the teacher who is able to note not only the mistakes of the language level, but also to concentrate the student's attention on the extralinguistic problems of translation, thus preparing a professional translator [26].…”

Section: Introductionmentioning

confidence: 99%

Development of professional competences of students – future translators in the Skopos Theory framework

Akasheva¹,

Rakhimova²,

Smolnikov³

2022

P Sci Edu

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Introduction. The development of the translation services market in modern conditions, presents new challenges in improving the quality of education in the training courses of "Translation and Translation Studies" and "Linguistics" in accordance with the Federal Educational Standard of Higher Education (FSE) and the Professional Standard. This fully correlates with the international requirements for translation, formulated by the UN Department of General Assembly Affairs. The development of professional translation competences becomes urgent, which requires new approaches to the professional training of future translators. It is impossible to effectively teach translation based only on linguistic translation algorithms, since the translation competence is not formed automatically in the course of language competence development. Materials and methods. The research methodology is based on competence and professionally oriented approaches to translation teaching. The main research methods are the analysis of Russian and foreign scientists’ research on the problem of translation teaching, theoretical analysis of works on translation theory and Skopos Theory, observation, text analysis and generalization of teaching experience. Research results. In the course of the research, based on our own translation experience and on Ch. Nord's didactic principles, the selected texts for translation, including pragmatic, conventional, linguistic, regulatory problems, were analyzed and a scheme for pre-translation text analysis and approaches to assessing the quality of translations were also developed. Conclusion. The linguistic approach to the implementation of translation does not allow us to successfully fulfill the requirements for the quality of translation, since translation requires taking into account the aspects arising from the purpose of the translation and the specific translation situation. The inclusion in the process of teaching translation of texts with carefully selected translation problems, and purposeful work on these problems enable future translators to solve translation tasks more effectively. The scheme of pre-translation text analysis and the approaches to assessing the quality of translation developed and presented in this article can be used to evaluate any other kind of translation.

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How Can and Should Translation Teachers Be Trained?

Cited by 2 publications

References 2 publications

Metode Pengajaran Penerjemahan yang Efektif di Tingkat Universitas: Pembelajaran dan Evaluasi

Metode Pengajaran Penerjemahan yang Efektif di Tingkat Universitas: Pembelajaran dan Evaluasi

Development of professional competences of students – future translators in the Skopos Theory framework

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