05/02/2023

Translation as a Cognitive ActivityFUNNY TEAM1. BÙI THỊ HOÀNG ÁNH2. NGUYỄN THẾ TOÀN MINH3. PHẠM PHÚC KHÁNH MINH4. NGUYỄN THỊ NGUYỆN5. NGUYỄN NGỌC PHƯƠNG THÀNH

6. VÕ THỊ THANH THƯ7. NGÔ CẨN NGỌC UYÊN8. ĐỔ THỊ BẠCH VÂN9. NGÔ THẢO VY

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1.The translation process1.1 Models of analysis of the translation process1.2 Main characteristics of the translation

process2. Translation competence

2.1 Definitions of translation competence2.2 Models of translation competence

3.Empirical-experimental research on translation processes and translation competence

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Understanding Deverbalization

Re-expression 3

1. The translation process1.1 Models of analysis of the translation process1.1.1 The interpretive theory of translation

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Interpretive Theory of Translation

• Encompasses 3 phases: understanding, deverbalization and re-expression.

• Is carried out between texts.

Transcodification

• Decontextualizes equivalences which preserve in the text the meaning they had at linguistic level.

• Is carried out between linguistic elements.

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Source language text

1.1.2 BELL’S LINGUISTIC AND SPYCHOLINGUISTIC MODEL

Target language text

ANALYSIS

Syntactic (structure)

Semantic (context)

Pragmatic (style)

SYNTHESIS

Syntactic (structure)

Semantic (content)

Pragmatic (style)

non-language semantic representation semantic representation

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1.1.3 Kiraly’s

sociological and

psycholinguistic

model

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• Translation as a decision-making

type of behavior

• Decision-making processes =

problem-solving activities

• Six phases in the decision-making

process:

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1.1.4 WILSS AND TRANSLATION AS A DECISION-MAKING

TYPE OF BEHAVIOUR Identification

Clarification/ description

Search and retrieval of relevant information

Problem-solving strategies

Choice of solution

Evaluation of solution

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1.1.5 Gutt and a relevance-theoretic approach to translation

• Relevance is defined in terms of effort and effects involved in ostensive-inferential communication to generate cognitive effects.

Communicator Audience

• Communicator and audience do not share a mutual cognitive environments (secondary communication)

-> meta-representation of what has been communicated

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Non-automatic character in 3 types of effort:

1. Efforts related to listening and analysing(time constraints, attention, information treatment capacity,

short-term memory capacity)

2. Efforts related to discourse production in reformulation(keep pace with the speaker, start reformulating the input,

counteract linguistic interference)

3. Short-term memory efforts

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1.1.6 Gile’s effort model

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1. The existence of basic stages related to understanding and re-expression.2. The need to use integrate internal and external resources.3. The role of memory and information storage.4. The dynamic and interactive nature of the process.5. The non-linear nature of the process.6. The existence of automatic and non-automatic, controlled and uncontrolled

processes.7. The role of retrieval, problem solving, decision-making and the use of

translation-specific strategies.8. The existence of specific characteristics, depending on the type of translation.

1.2. Main characteristics of the translation process

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The “knowledge and skills the translator must possess in order to carry it [the translation process] out”.

Bell (1991:43) The “underlying system of declarative and predominantly procedural

knowledge required to translate”. PACTE (2003:58) The “ability of an individual to use multiple translation-relevant cognitive

resources to perform a translation task”. Shreve (2006)

2. Translation competence2.1. Definitions of Translation competence

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1 • Bilingual subcompetence

2 • Extra-linguistic subcompetence 3 • Translation knowledge subcompetence

4 • Instrumental subcompetence

5 • Strategic subcompetence

6 • Psycho-physiological components

2.2. Components of Translation Competence

PACTE (2003, 2005, 2007)

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2.2. components of Translation Competence

Shreve (2006)

Linguistic knowledge

Cultural knowledge

Textual knowledge

Translation knowledge

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3. EMPIRICAL-EXPERIMENTAL RESEARCH ON TRANSLATION PROCESSES AND TRANSLATION COMPETENCE

3.1. First stepsResearch into written translation Research into interpreting

Topics The studies showed what the subjects believed to have happened, were not representative of the professionals and lacked generalizations due to small samples.

TopicsThe very first studies analysed specific problems, showed methodological shortcomings and lacked specific knowledge about the reality of interpreting practice (Gile, 1995)

InstrumentsThink-aloud protocols (TAPs)Questionnaires, videos, interviews

Instruments:Think-aloud protocols (TAPs)

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Research into written translation Research into interpreting

TopicsThe use of TAPs, contrastive performance between novice and expert translators, between expert translators, bilinguals and other language professionals.

TopicsNeurophysiological aspects, the role of memory and attention, intonation and fluency.

InstrumentsTranslog2006Proxy used by PACTEEye tracking

Instruments:Electroencephalography (EEG)Neuroimaging (fMRI)

3.2. Development and Consolidation

Focus on multi-methodological perspectives.

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Empirical-experimental research does not have a long-standing tradition in the field and this has a negative impact on the development and validation of research designs.

Put more effort into refining experimental designs and fostering the replication of studies to guarantee the reliability of data

3.3. Challenges ahead

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Thank you for your listening!