The Role of Theory in Translator Training

Contents
	1 Introduction
		1.1 Training Translators: The Academic and the Vocational
		1.2 Aims of the Study and Methodological Approach
		1.3 Translation: A Functional Approach
		1.4 Outline of Chapters
	2 Theoretical Foundations of Translation Competence
		2.1 Translation Competence Defined
		2.2 The Nature of Translation Competence
			2.2.1 Translation Competence as Mainly Procedural Knowledge
			2.2.2 Translation Competence as Mainly Declarative Knowledge
		2.3 The Content of Translation Competence
			2.3.1 Translation Competence as a Summation of Linguistic Components
			2.3.2 Translation Competence as “Just One Thing”
			2.3.3 Multicomponential Models
				2.3.3.1 PACTE’s Model of Translation Competence
				2.3.3.2 Göpferich’s Model of Translation Competence
				2.3.3.3 The Role of Translation Theory in Multicomponential Translation Competence Models
		2.4 The Acquisition of Translation Competence
			2.4.1 “Framework of Reference for Translation Competence” of Cnyrim et al.
			2.4.2 PACTE’s Model of Acquisition of Translation Competence
			2.4.3 Kiraly’s Model of the Emergence of Translator Competence
		2.5 Summary
		2.6 Adopting a Theoretical Framework
	3 Reviewing Translation Process Research on Translation Competence
		3.1 The Translator’s Self-Concept
		3.2 Translation Problems
		3.3 Time Requirement as an Indicator of Translation Competence
		3.4 Quality of the Translation Product
		3.5 Summary
	4 The Impact of Translation Theory
		4.1 The Role of Translation Theory
		4.2 Theoretical Reflections on the Impact of Theory
			4.2.1 Social Impact and Status
			4.2.2 Impact on Translation Didactics
			4.2.3 Impact on the Individual’s Translation Competence
		4.3 Students’ and Practitioners’ Opinion on Theory
		4.4 Teaching Translation Theory
			4.4.1 Implementing Theory in the Translation Curriculum
			4.4.2 Empirical Evidence on the Impact of Teaching Theory
		4.5 Research Questions and Working Hypotheses
		4.6 Summary
	5 Study Design
		5.1 Selection of Subjects
			5.1.1 Subject Sampling for Primary Data
			5.1.2 Subject Sampling for Secondary Data
			5.1.3 Curricula of Translator Education Programs
				5.1.3.1 Fachakademie für Fremdsprachenberufe
				5.1.3.2 Bachelor in Übersetzen / SDI Sprachen- und Dolmetscherinstitut
				5.1.3.3 Bachelor in Transkulturelle Kommunikation / Graz
				5.1.3.4 Comparison of Subjects’ Study Backgrounds
		5.2 Experimental Design
			5.2.1 Translation Task
			5.2.2 Experimental Procedure
			5.2.3 Research Ethics
		5.3 Methods of Data Collection
			5.3.1 Introspection
			5.3.2 Key-Logging and Screen-Recording
			5.3.3 Questionnaires
		5.4 Variables
		5.5 Summary and Critical Evaluation of Study Design
	6 Translator’s Self-Concept
		6.1 Indicators Related to the Self-Concept
		6.2 Findings
			6.2.1 Prestige
			6.2.2 The Translator’s Role
			6.2.3 Concept of Translation
				6.2.3.1 Adapting the Target Text to the Audience
				6.2.3.2 Functional Item 1: Reformulation and Restructuring of Texts
				6.2.3.3 Functional Item 2: Replace Examples from the Source Text
				6.2.3.4 Functional Item 3: Translate a Scientific Text for a Broader Audience
				6.2.3.5 Linguistic / Static Item 1: Stick to Incomprehensible Content
				6.2.3.6 Linguistic / Static Item 2: Retain Mistakes in a Manual
				6.2.3.7 Overview of Results
		6.3 Discussion of Findings
		6.4 Summary
	7 Quality of the Translation Product
		7.1 Evaluating Translations
		7.2 Error Marking Criteria
		7.3 Indicators Related to Errors
		7.4 Findings
			7.4.1 Total Number of Errors
				7.4.1.1 T4 and P4
				7.4.1.2 P6 and PT7
				7.4.1.3 Comparison of All Groups
			7.4.2 Types of Errors
				7.4.2.1 Overview of All Error Types
				7.4.2.2 Pragmatic Errors
				7.4.2.3 Text-level Errors
				7.4.2.4 Word-level Errors
				7.4.2.5 Grammatical Errors
				7.4.2.6 Formal Errors
				7.4.2.7 Comparison of All Groups
			7.4.3 Correlation of Errors and Time Needed
		7.5 Discussion of Findings
		7.6 Summary
	8 Translation Problems
		8.1 Transcription
		8.2 Analyzing Individual Translation Problems (ITPs)
			8.2.1 Individual Translation Problems: Defining Criteria
				Primary indicators
				Secondary indicators
			8.2.2 Categorizing Individual Translation Problems
			8.2.3 Indicators Related to ITPs
			8.2.4 Findings
				8.2.4.1 Total Number of Individual Translation Problems
					8.2.4.1.1 P4 and T4
					8.2.4.1.2 P6 and PT7
					8.2.4.1.3 Comparison of All Groups
				8.2.4.2 Correlating ITPs and Task Duration
				8.2.4.3 Types of ITPs
					8.2.4.3.1 T4 and P4
					8.2.4.3.2 P6 and PT7
					8.2.4.3.3 Comparison of All Groups
				8.2.4.4 Co-occurrence of ITPs and Errors
					8.2.4.4.1 Relating ITPs and Errors
					8.2.4.4.2 Relating Comprehension Problems and Errors
					8.2.4.4.3 Relating Transfer Problems and Errors
					8.2.4.4.4 Relating Production Problems and Errors
					8.2.4.4.5 Comparison of All Groups
				8.2.4.5 Subjective Perception of Text Difficulty
			8.2.5 Discussion of Findings
			8.2.6 Methodological Reflections on Data Collection for ITP-Analysis
		8.3 Analyzing Task-inherent Translation Problems (TTPs)
			8.3.1 Selecting TTPs in the Source Text “Yellow peril, red alert”
				Pragmatic TTPs
				Linguistic TTPs
				Text-specific TTPs
			8.3.2 Indicators Related to TTPs
			8.3.3 Findings
				8.3.3.1 Pragmatic Translation Problems
					8.3.3.1.1 “1981”
					8.3.3.1.2 “our telephone boxes”
					8.3.3.1.3 “the public, Members of Parliament and the Press”
					8.3.3.1.4 Summary and Discussion of Pragmatic TTPs
				8.3.3.2 Linguistic Translation Problems
					8.3.3.2.1 “chemicals”
					8.3.3.2.2 “psychological environment”
					8.3.3.2.3 Summary and Discussion of Linguistic TTPs
				8.3.3.3 Text-specific Translation Problems
					8.3.3.3.1 “committee meeting”
					8.3.3.3.2 “go white or see red”
					8.3.3.3.3 Summary and Discussion of Text-specific TTPs
				8.3.3.4 Overview of all TTPs
			8.3.4 Discussion of Findings
		8.4 Summary
	9 Subjective Opinion on Theory
		9.1 Questions and Methodology
		9.2 Findings
			9.2.1 Subjects without Theoretical Background
			9.2.2 Subjects with Theoretical Background
		9.3 Discussion of Findings
		9.4 Summary
	10 Conclusion
		10.1 The Development of Translation Competence: Bringing Together the Results
			10.1.1 The Development of Translation Routine Activation Competence
			10.1.2 The Development of Strategic Competence
			10.1.3 The Development and Influence of the Self-Concept
		10.2 The Impact of Teaching Theory: Answering the Research Questions
		10.3 Implications for Translator Training
			10.3.1 Curriculum Design
			10.3.2 Train the Trainer
		10.4 Limitations of the Study and Suggestions for Further Research
		10.5 Outlook
	11 References
	12 Annexes
		12.1 Curricula
			12.1.1 Curriculum Fachakademie
			12.1.2 Curriculum BA Übersetzen
			12.1.3 Curriculum BA Transkulturelle Kommunikation
		12.2 Translation Task
			12.2.1 Source Text and Translation Brief
			12.2.2 Sample Translation
				Gelb: Gefahr, Rot: Alarm – Wie Farben auf unsere Psyche wirken
		12.3 Questionnaires
			12.3.1 Questionnaire on Translator’s Self-Concept
			12.3.2 Retrospective Questionnaire 1 (Groups P4 and P6)
			12.3.3 Retrospective Questionnaire 2 (Group PT7)
	Index