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    Wyświetlanie 1-8 z 8
    Tytuł:
    Inside and Outside the Translation Classroom
    Autorzy:
    Pietrzak, Paulina
    Powiązania:
    https://bibliotekanauki.pl/articles/1368386.pdf
    Data publikacji:
    2020-06-30
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    translator training
    technology and teaching
    translator education
    Opis:
    The article provides a glance at the continuing transformation in the profession of translators and its implications on translator training. The profile of the translatorhas never been unified but nowadays, following the pandemic situation in the year 2020, the profession undergoes a significant shift as a result of the economic situation and the effects of the pandemic restrictions on the condition of the labour market. The widespread use of technology and new requirements involving distance learning call for rethinking the aims of translator training. The primary purpose of the article is to signal the need for adapting translator training to foster better metacognitive skills that help translation students adapt to the evolving market. The article makes an attempt to look at the potential of distance translator training for introducing more professionalization into translator education. Moving outside the regular translation classroom to virtual training environments can in fact entail the learner transformation not only as regards technology immersion but also their autonomy.
    Źródło:
    Research in Language; 2020, 18, 2; 109-117
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Collaborative Translation in the Digital Age
    Autorzy:
    Tsai, Yvonne
    Powiązania:
    https://bibliotekanauki.pl/articles/1368394.pdf
    Data publikacji:
    2020-06-30
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    collaborative translation
    translation technology
    translator training
    Opis:
    This study investigates the learning experiences of student translators participating in collaborative translation with and without the use of translation technology through collaborative translation teaching and practical exercises. The effectiveness and efficiency of two types of collaboration (face-to-face and virtual) are surveyed in terms of students’ cooperation and communication, the effort they invest into translation exercises, the importance they attach to these exercises, and the effectiveness of translation technology in collaborative translation. We use questionnaires to obtain a comprehensive overview of the translation process of and feedback on collaborative translation from student translators. Face-to-face and virtual collaborative translations are performed in English–Chinese translation courses to compare the learning effectiveness of virtual and face-to-face collaboration, enhance our understanding of how collaborative translation facilitates reciprocity, and offer recommendations to enhance translation teaching. This study develops collaborative translation teaching methods and designs collaborative translation curricula. Exploring the core criteria of collaboration, effectiveness, and efficiency through the reports of student translators collaborating face-to-face and online will contribute to the establishment of a collaborative translation framework.
    Źródło:
    Research in Language; 2020, 18, 2; 119-135
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Student Agency in Translator Training: Setting a Framework for Good Practices
    Autorzy:
    González Davies, Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/2028597.pdf
    Data publikacji:
    2021-06-30
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    collaborative learning
    self-concept
    situated learning
    student agency
    translator training
    Opis:
    Both teacher and student agency have been discussed and researched for quite some time in different learning contexts. Here, I will present a general framework for pedagogical practices that enhance translator education by promoting student agency defined as the process through which learners become capable of strategic actions which form the basis for autonomy and confidence in their own proficiency and effectiveness. I will suggest how student agency and collaborative and situated learning can interact to provide students with professional and relational skills that set the basis for the development of autonomous strategic learning. This combined approach involves the acceptance and use of planned and spontaneous learning opportunities embedded in contextualised activities, tasks, and projects. Some practical examples will illustrate the main points.
    Źródło:
    Research in Language; 2021, 19, 2; 117-133
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Designing Collaborative Learning Environment in Translator Training: An Empirical Research
    Autorzy:
    Bayraktar-Özer, Özge
    Hastürkoğlu, Gökçen
    Powiązania:
    https://bibliotekanauki.pl/articles/1368396.pdf
    Data publikacji:
    2020-06-30
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    collaborative learning
    translator training
    translation skills
    teamwork
    undergraduate translation pedagogy
    Opis:
    The present study aims to investigate the efficacy of the collaborative learning method on the translation skills of students at the undergraduate level through a new model developed by the researchers. To this end, a pre-/post-test control group research design was followed to obtain empirical results in the translation of medical texts. The study group consisted of 60 undergraduate translation students in Turkey. Thirty students in the control group were instructed by using conventional training methods and each student worked individually. The completed translation was then evaluated by the instructor, as commonly applied in undergraduate translation programmes. The other 30 subjects in the experimental group were instructed through the collaborative learning method. The students participated in teamwork and undertook various roles such as terminologists, translators, proof-readers, and peer editors to check the final work. At the end of the three-week training, the difference between the translation performance scores of the two groups was found statistically significant in favour of the experimental group. The findings demonstrate the significant contribution of the collaborative learning method to the undergraduate students as this method provides them with an environment to improve the necessary translation skills for their future careers in terms of adopting different roles other than translators.
    Źródło:
    Research in Language; 2020, 18, 2; 137-150
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    How Incorporating Deliberate Practice in Work Placement May Contribute to Developing Expertise in Translators
    Autorzy:
    Sadza, Agata
    Powiązania:
    https://bibliotekanauki.pl/articles/2028601.pdf
    Data publikacji:
    2021-06-30
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    translation work placement
    translation internship
    deliberate practice
    translator training
    translation expertise
    Opis:
    The article explores some of the ways in which work placement that accompanies or follows academic instruction may contribute to stimulating trainee translators’ professional development. Inspired by general and profession-specific concepts and components of expertise proposed by researchers in the field of cognitive sciences and translation studies as well as her own experience as a translator, translation trainer, and work placement mentor, the author presents some of her observations and preliminary highlights of her ongoing research to emphasise how individualised support for trainees’ conscious effort in the course of work placement in a translation company may help novice translators hone their skills and at the same time assume responsibility for their own development, thus empowering them and setting them on track to become experts. In her considerations, the author refers to the minimal concept of translation expertise propounded by Muñoz Martín (2014) and to the notion of deliberate practice as posited by Ericsson et al. (1993) to propose how deliberate practice may be implemented as one of the significant elements of translation work placement in a student-centred course of learning, where various aspects of the actual workplace setting contribute to increased readiness for conscious effort in trainees. This paper may prove of use to translator trainers as well as work placement mentors/coordinators, both on the part of the academic institution, and within the organisation accepting trainees, when they shape or revise their curricula or work placement agendas.
    Źródło:
    Research in Language; 2021, 19, 2; 211-227
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Cohesion in Polish-English Translation and Its Implications for Translator Training
    Autorzy:
    Lewandowski, Marcin
    Powiązania:
    https://bibliotekanauki.pl/articles/1368401.pdf
    Data publikacji:
    2020-06-30
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    translator training
    contrastive grammar
    Polish-English translation
    cohesion in translation
    word order
    Opis:
    This paper focuses on the ways of maintaining cohesive links in the translation process in the Polish-English language pair. Of primary interest is how the thematic/rhematic structure of Polish sentences can be successfully rendered in English to produce cohesive, natural-sounding and communicative target texts with a proper information flow. These aspects have implications for translation teaching. It has been observed that, in view of the differences between Polish and English word order, university students at the start of their translator training experience two general problems as they attempt to translate longer stretches of text into English: (1) they produce cohesive passages, which contain errors in word order (due to syntactic interference from Polish) or (2) they produce grammatically correct sentences, which, however, form incohesive passages (i.e. ones in which the thematic/rhematic progression is not retained) with an inappropriate information structure. For this reason, students need to become acquainted with some practical solutions that help build cohesion in Polish-English translation. These include (1) shifts from active to passive, (2) other shifts in syntactic functions, (3) fronting, and (4) inventing sentence subjects out of broader context.
    Źródło:
    Research in Language; 2020, 18, 2; 219-233
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Intercultural Competence in Translator Training
    Kompetencja międzykulturowa w procesie szkolenia tłumaczy
    Autorzy:
    Klimczak-Pawlak, Agata
    Powiązania:
    https://bibliotekanauki.pl/articles/1335398.pdf
    Data publikacji:
    2018-11-16
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    kompetencja interkulturowa
    kompetencja tłumaczeniowa
    dydaktyka przekładu
    opinie studentów
    intercultural competence
    translation competence
    translator training
    language majors’ beliefs
    Opis:
    With the superdiversity (Blommaert 2010, 2013) of today’s societies translator training faces new challenges. This article sets out to explore the issue of intercultural competence in translator training from the perspective of the views and beliefs of English language majors in Poland. Rather than discussing the translation programmes offered to students, the study presented here concentrates on preconceptions as to who a translator is, what skills, knowledge and competences are crucial for a translator and what difficulties s/he may face. Students’ beliefs prove that they are ready for courses which will encourage them to reflect on their views and will help them deepen their understanding of culture to include intercultural aspects as well as aspects of their own culture. As Polish students wanting to be translators may simply not be aware of the intercultural challenges entailed by the profession, it is argued here that overt, explicit focus on intercultural communication and raising students’ intercultural competence is needed.
    Określenie kompetencji tłumacza dla potrzeb kształcenia stanowi ogromne wyzwanie wobec zmieniającej się rzeczywistości, w której przyjdzie pracować absolwentom studiów językowych. Jednym z kluczowych elementów, których brak może podważyć użyteczność oferowanych kursów jest kompetencja interkulturowa. Omówiwszy modele kompetencji tłumaczeniowej oraz rolę kompetencji interkulturowej jako elementu kompetencji tłumacza, artykuł przedstawia wyniki badania przeprowadzonego wśród 60 studentów I i II roku, z których większość deklaruje gotowość podjęcia kursów i pracy tłumacza w przyszłości. Badaniu poddano przekonania dotyczące tego, kim jest tłumacz, jakie umiejętności, wiedzę i kompetencje powinien posiadać i jakie trudności może napotkać w swojej pracy. Wyniki pokazują, że studenci potrzebują kursów, które zachęcą ich do refleksji na temat ich poglądów i pomogą im pogłębić zrozumienie kultury o aspekt interkulturowości oraz ich własną kulturę. Ponieważ polscy studenci pragnący zostać tłumaczami mogą nie być świadomi międzykulturowych wyzwań związanych z tym zawodem, istnieje potrzeba rozwinięcia ich kompetencji interkulturowej poprzez wyraźne zaznaczenie wagi tej kompetencji w ich kształceniu.
    Źródło:
    Translatorica & Translata; 2018, 1; 103-114
    2657-5817
    Pojawia się w:
    Translatorica & Translata
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Интертексты в дидактике перевода (пример юмористического произведения)
    Intertexts in translation teaching: an example of a humorous text
    Autorzy:
    Kaźmierczak, Marta
    Powiązania:
    https://bibliotekanauki.pl/articles/651016.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    перевод
    интертекстуальность
    обучение переводу
    культура
    фоновые знания
    переводческая стратегия
    translation
    intertextuality
    translator training
    culture
    background knowledge
    translation strategy
    Opis:
    The paper discusses employing a highly intertextualized text in translator training. Using an example of a humorous story in Russian, the author describes the advantages of the classroom use of such a text. They encompass: facilitating an understanding of the scope of the phenomenon and thus learning to successfully render diverse intertextual signals in varied circumstances, as well as the possibility to formulate and apply a holistic strategy with respect to intertexts. The benefit of enhancing the students’ background knowledge is also emphasized in the context of current curricula.
    Статья посвящена использованию в обучении переводу произведения, насыщенного интертекстуальными сигналами. На примере одной юморески автор показывает преимущества такого выбора текста для занятий. Они включают осознание студентами много-гранности явления и, следственно, вырабатывание умения успешно воспроизводить разные интертексты в различных условиях, а также возможность разработать и применить целостную стратегию по отношению к интертекстам. Подчеркивается развивание культурной компетенции будущих переводчиков, ценное с точки зрения процесса обучения в целом.
    Źródło:
    Acta Universitatis Lodziensis. Folia Litteraria Rossica; 2017, 10
    1427-9681
    2353-4834
    Pojawia się w:
    Acta Universitatis Lodziensis. Folia Litteraria Rossica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-8 z 8

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