Résumés
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.
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
References
- ANDERSON, J.R. (1983): The architecture of cognition, Cambridge, Harvard University Press.
- ALVES, F. (2005): “Esforço cognitivo e efeito contextual em tradução: relevância no desempenho de tradutores novatos e expertos”, Linguagem em (Dis)curso 5, <http://www3.unisul.br/paginas/ensino/pos/linguagem/revista/revista.htm>.
- ALVES, F. (2003): “Tradução, cognição e contextualização: triangulando a interface processo-produto no desempenho de tradutores novatos”, D.E.L.T.A 19, p.71-108.
- ALVES, F. and J. L. GONÇALVES (2003): “A relevance theory approach to the investigation of inferential processes in translation”, in ALVES, F. (ed.): Triangulating translation: perspectives in process oriented research, Amsterdam, John Benjamins, p.11-34.
- ALVES, F and J. L. V. R. GONÇALVES (forthcoming): “Modelling translator’s competence: relevance and expertise under scrutiny”, submitted to publication in GAMBIER, Y., M. SCHLESINGER and R. STOLZE (eds.): Translation Studies: doubts and directions, IV EST Congress.
- DRAGSTED, B. (2004): Segmentation in translation and in translation memory systems. An empirical investigation of cognitive segmentation and effects of integrating a TM system into the translation process, Copenhagen, CBS — Copenhagen Business School, (unpublished PhD thesis).
- ELMAN, J. and al. (1996): Rethinking innateness: a connectionist perspective on development, Cambridge, MIT Press.
- ERICSSON, K. A. (2002): “Expertise in interpreting: an expert-performance perspective”, Interpreting 5-2, p.187-220.
- GONÇALVES, J. L. (2003): O desenvolvimento da competência do tradutor: investigando o processo através de um estudo exploratório-experimental [The development of translator competence: investigating the process through and exploratory-experimental study], Belo Horizonte, FALE/UFMG, (unpublished PhD thesis).
- GUTT, E.-A. (2000): Translation and relevance: cognition and context, Manchester, St. Jerome.
- HURTADO ALBIR, A. (2005): “A aquisição da competência tradutória. Aspectos teóricos e metodológicos”, in PAGANO, A., C. MAGALHÃES and F. ALVES (eds.): Competência em tradução. cognição e discurso, Belo Horizonte, Editora UFMG, p.10-42.
- JAKOBSEN, A. L. (2002): “Orientation, segmentation, and revision in translation”, in HANSEN, G. (ed.): Empirical translation studies: process and product, Copenhagen Studies in Language Series 27, Copenhagen, Samfundslitteratur, p.191-204.
- KIRALY, D. (2000): A social constructivist approach to translator education. Empowerment from theory to practice, Manchester, St. Jerome.
- LORENZO, M. P. (2002): “Seguimiento del proceso de traducción en la enseñanza”, Revista Brasileira de Linguistica Aplicada 2-2, p. 47-64.
- PACTE (2005): “Investigating translation competence: conceptual and methodological issues”, Meta 50-2, p.609- 619.
- PACTE (2003): “Building a Translation Competence Model”, in ALVES, F. (ed.): Triangulating Translation: perspectives in process oriented research, Amsterdam, John Benjamins, p. 43-66.
- ROBINSON, D. (2003): Becoming a translator: an accelerated course, London, Routledge.
- SCHÄFFNER, C. and B. ADAB (eds.) (2000): Developing translation competence, Amsterdam, John Benjamins.
- SPERBER, D. and D. WILSON (1986): Relevance: communication and cognition, Oxford, Blackwell.
- SUN, R. and P. SLUSARZ (2001): “The interaction of explicit and implicit learning: an integrated model”, <http://www.hcrc.ed.ac.uk/cogsci2001/pdf-files/0952.pdf>.
10.7202/011004ar