Towards a Multi-facet Concept of Translation Behavior

Abstract

The aim of this paper is to pin down the mental factors which essentially account for efficient translation performance: first, context; second, culture; third, originality and automatization; fourth, speed; and fifth, processual components such as inferencing, schematizing, mapping, comparing, evaluating, problem-solving, decision-making, intuiting and rule & strategy formation. The whole presentation amounts to a specification of information-processing factors that are instrumental in: 1. learning how to behave intelligently and creatively when one is confronted with a novel or a familiar intertextual transfer situation; 2. planning what operations have to be executed in a specific environmental situation; 3. executing them on the basis of a repertoire of knowledge and skills which shows that behavior-in-context is practically always the result of an organized functioning of both cognitive and noncognitive (associative) processes.Résumé: L'objet de cet article est de décrire les facteurs mentaux qui rendent compte de performances traductrices efficaces: le contexte, la culture, l'originalité et l'automatisation, la vitesse, ainsi que des composants procéduraux comme l'interférence, la schématisation, la planification, la comparaison, l'évaluation, la solution de problèmes, la décision, l'intuition, et la constitution de règles et de stratégies. Une telle représentation conduit à la spécification des différents facteurs que le traitement de l'information met au service de (1) l'apprentissage d'attitudes intelligentes et inventives devant des situations, familières ou nouvelles, de transfert intertextuel; (2) la prévision des opérations à exécuter dans une situation environnementale donnée; (3) l'exécution même de ces opérations sur la base d'un répertoire composé de savoirs et de techniques; ce répertoire révèle en même temps que le comportement contextualisé est presque toujours le fruit de l'agencement de processus cognitifs et recognitifs (ou associatifs).

Translation Online Learning during Coronavirus Lockdown: An Evaluation of Student-Centered Learning at Selected Jordanian Universities

“…Translation competence was defined as the "underlying system of knowledge required to translate" (PACTE, 2003). Translation competence theories were first suggested by scholars forty years ago (Wilss, 1982(Wilss, , 1989. With the development of empirical product and process-oriented translation pedagogical studies, more translation competence models have been developed in order to meet the market requirements and keep pace with the non-stop technological development.…”

Análise de Subtitle legends como ferramenta de formación para a tradución audiovisual e multimedia

“…Precisamente, de competencia tradutora lévase falando dende os anos oitenta e noventa do século pasado (cf. Krings, 1986;Wilss, 1989;Lörscher, 1991Lörscher, , 1992Toury, 1991;Kiraly, 1995;Fraser, 1996), pero cada vez comeza a ser máis relevante, a medida que a práctica tradutora vai gañando visibilidade e as empresas comezan a esixir profesionais cada vez mellor formados. Dentro dos diversos modelos de fundamentación teórica para tentar definir a competencia tradutora, os creadores do xogo baseáronse na que ofreceu o grupo PACTE (2003), que a considera o sistema subxacente de coñecementos declarativos e fundamentalmente operativos que fan falla para afrontar o proceso de tradución.…”

Untitled

“…One of the requirements of training professional translators is to look more deeply into the translation professionalism. One of the most critical factors contributing to professionalism in translation is the development of translation competence, which has been called differently by different scholars, as Transfer Competence (Nord 1992), Translational Competence (Toury 1995), Translation Performance (Wilss 1989), and even Translation Skill (Lowe 1987). Borsch (1986), Gerloff (1987), Seguinot (1991 and Lorscher (1991) examined translation competence acquisition.…”