.

0 (hodnocen0 x )

(2.8) Půjčeno:11x 

BK

1st publ.

London : Longman, 1998

x,208 s.

ISBN 0-582-30188-2 (brož.)

Obsahuje rejstřík.

Bibliografie: s. 194-198.

Překladatelství - studie

000110663

Contents // Author’s Preface xi // Author’s Acknowledgements xii // Publisher’s Acknowledgements xiii // 1 What is translation competence? 1 // The scope of this work 1 // The importance of a translator-centred view on translation 3 // Recent studies on translation competence 4 // Possible ways of conceptualizing translation competence 6 // Psychological modelling 6 // Translation quality assessment 7 // Translation pedagogy 9 // Translation competence and translation into a second // language 11 // Translation competence in an interlanguage framework 12 // Some propositions about translation competence 18 // Some remarks on data in translation competence research 19 // Concluding remarks 20 // 2 Challenging the insistence on translation into the // first language 22 // Aims 22 // Translation and immigration 22 // The supply/demand paradox in the Australian translation // scene 24 // What is a second language?: Some problems of definition 25 // Educational needs of translators into a second language 26 // Translation labour market forces in Finland 27 // The importance of modelling translation competence in // translators into the second language 28 // Concluding remarks 28 // viii Contents // 3 A case study of candidates for translator education 30 // Aims 30 // The setting of the study 30 // The language tests 31 // The test components 32 // Size of the candidature 32 // English competence 33 // Competence in the other languages 34 // Professed trilingualism 35 // Correlations

between the test components 36 // The language tests in summary 38 // The questionnaire data 39 // The candidature as a whole 39 // The candidature summarized 41 // Arabic speakers 42 // German speakers 45 // Italian speakers 46 // Spanish speakers 49 // Vietnamese speakers 51 // Concluding remarks 54 // 4 Translation into a second language and second // language competence 56 // Aims 56 // The difference between translation into a first and a second // language 56 // Second language competence as an aspect of second language // translation competence 58 // Translation and written language 59 // A case study approach to describing textual competence in // translators into a second language 60 // Summary results 61 // The choice of analyses 63 // Implications of the case study 67 // Examples of the three competence levels 68 // Concluding remarks 70 // 5 Translation competence and grammar 72 // Aims 72 // The grammatical task of the second language translator 72 // Biber’s multi-feature/multi-dimensional approach to genre // variation 73 // Contents ix // An outline of the use of the model 76 // Relevant aspects of Biber’s model 76 // The target texts and their processing 80 // Comparisons with Biber’s norms 84 // Nominalizations 84 // Type/token 88 // Word length 92 // Agentless passive 93 // Prepositional phrases 96 // Concluding remarks 101 // 6 Translation competence and lexis 103 // Aims 103 // The disposition study 105 // Persistent versus capitulating 107 // Risk-taking

versus prudent 107 // Assessing disposition 107 // The lexical transfers study 109 // Choice networks 110 // Lexical transfer strategies and textual competence 122 // Concluding remarks 125 // 7 Monitoring translation performance 126 // Aims 126 // Issues in monitoring translation output 126 // Quality of output: the assessment study 129 // Under- and overestimation of translation competence 134 // Differences in estimation among language groups 135 // Summary of the assessment study 137 // Monitoring ability: the editing study 138 // Dimensions of editing 138 // Profiling the editing of individual translators 141 // The interpretation of editing data 142 // Individual translator profiles 148 // Concluding remarks 150 // 8 Towards a model of translation competence 152 // Aims 152 // Components of the model and their implications 152 // Relative independence of the components 154 // The developmental dimension 156 // x Contents // Describing the differences between the performance of // different translators 157 // Relationship of the model to other trends in translation // research 158 // Wider applicability of the model 160 // Different language pairs 160 // Different subjects 161 // Different genres 161 // Translation into the first language 161 // Translation competence, pedagogy and assessment 162 // Students and translation competence 163 // Teachers and translation competence 166 // Accrediting authorities and translation competence 168 // Concluding remarks 175 // APPENDIX

1: Examples of target texts with varying combinations of textual competence, risk-taking and persistence 177 // APPENDIX 2: Real-time edited texts 191 // References 194 // Index 199