Abstracts
Abstract
Aiming at reassessing the declarative/procedural knowledge dichotomy in the training of translators, this article builds on connectionist principles (Elman et al. 1996) and Relevance Theory (Sperber & Wilson 1986/1995) to present the rationale for a project which, from a pro-active standpoint, suggests that translator’s training could incorporate some of the methodologies used for data elicitation in translation process studies and apply them in classroom settings as an avenue to increase the level of awareness among novice translators. Meta-reflection, according to the article, is the key to promote awareness-raising and, as a consequence, an increment in the quality of translator.s training.
Keywords/Mots-Clés:
- translator’s training,
- procedural knowledge,
- declarative knowledge,
- deliberate practice,
- meta-reflection
Résumé
Ayant pour but une réévaluation de la dichotomie entre connaissance déclarative et procédurale dans l’enseignement et l’apprentissage de la traduction, cet article utilise les principes connectionistes (Elman et al. 1996) de la théorie de la pertinence (Sperber & Wilson 1986/1995) pour présenter le design d’un projet qui, d’une perspective proactive, se propose d’utiliser les méthodologies des recherches sur le processus de la traduction et les mettre en service dans la classe de traduction pour accroître le niveau de conscience parmi les jeunes traducteurs. Selon cet article, la méta-réflexion est la clef pour fournir à ces jeunes traducteurs un accroissement de leurs activités conscientes et pour améliorer la formation de traducteurs.
Appendices
References
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10.7202/011004ar