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Summary Translator As Researcher
Summary Translator As Researcher
The paper considers the main task of translator training programs. It’s
learning translation in all its aspects and helping student translators to become
competent specialists. However, the dynamic nature of the translation industry,
doesn’t make it easy to achieve this goal.
The first part of the paper is devoted to translation competence and the ways
of developing it. Researchers haven’t reached a consensus on the definition of
translation competence. Nevertheless, they have defined its structure that consists
of the following sub-competences such as:
linguistic;
cultural;
textual;
subject;
research;
transfer.
Firstly, the author highlights and focuses readers' attention on the research
sub-competence. According to the researcher, the research sub-competence is the
most important in the translator's activity, however, of course, it is the most
effective in combination with other sub-competencies. It bases on the ability to
apply the necessary research knowledge and skills for translation purposes and to
act as a competent researcher who knows what to research, where to research and
how to research using textual cues, and general erudition. Accordingly, one of the
crucial requirements for translators is the ability to adapt themselves to social,
cultural, economic and technological changes that require wide awareness. As an
example, the author cites his own research, which proves that the translator
occupation is influenced by various factors. Therefore, the scope of this work is
characterized by instability and variability.
The author provides readers with a study conducted with the second - year
students at the Department of Translation and Interpreting at İstanbul Arel
University. The study lasted four weeks. During this time, the group students
learned and discussed the features of translation. Students participating in the study
were provided with an online help manual and two texts in English for translation
into Turkish (mother tongue). Furthermore, the students did not know the fact the
translation was available online.
According to the article, Katharine Reiss classifies text into four main types:
informative type;
expressive type;
operative type;
mixed type.
After the research, the participants provided their comments, which prove
the importance of the translator's research activities. Briefly, some students used
parallel text, analyzed the semantic meaning of words, and made decisions about
translation based on their analyzes, so, they did the task well. Those, who
performed the translation unsatisfactorily, admitted that they did not examine the
meaning of the word. Participants' comments also shows the need to explore the
subject matter, in some cases the history and origins of the subject matter, the
cultural and social aspects of the ST1 and, of course, the vocabulary and
terminology related with it.
мовна;
культурна;
текстова;
предметна;
дослідницька;
перекладацька.
інформаційний тип;
експресивний тип;
оперативний тип;
змішаний тип.