Résumés
Abstract
Despite the fact that translation teaching research has been gaining momentum over the last two decades, little has been written and therefore known about translation assessment in the teaching context. This article reports on a data-based empirical study of translation testing in China. The issues raised in it range from teachers’ attitudes towards testing to its objectives, design, contents, frequency, and its pedagogical roles. It is suggested that more research be done on translation testing, of which the first task is to develop a theoretical framework to provide guidance for translation testing practice and research. It is further recommended that translation testing be made more teaching-oriented and brought closer to the real world of professional translation.
Keywords/Mots-clés:
- translation testing,
- teachers’ attitudes towards testing,
- design of translation tests,
- pedagogical roles of translation tests,
- China
Résumé
Même si la recherche en enseignement de la traduction a eu le vent dans les voiles ces dernières années, peu de choses ont été diffusées sur l’évaluation de la traduction dans le contexte universitaire. Cet article présente une étude fondée sur des données d’évaluation de traductions en Chine. Les questions soulevées vont de l’attitude des enseignants face à l’évaluation jusqu’aux objectifs, modèles, contenus, fréquences et leurs fonctions pédagogiques. Il s’agit de développer les recherches en évaluation dont la première tâche est de développer un cadre théorique pour guider l’évaluation de la pratique et de la recherche. On recommande également que l’évaluation de la traduction soit davantage liée à l’enseignement et plus en conformité avec le monde réel de la traduction professionnelle.
Parties annexes
References
- Alderson, J. C. and C. Clapman (1996): “Assessing student performance in the ESL classroom,” TESOL Quarterly.
- Belanoff, P. and M. Dixon (1991): Portfolio grading: Process and product, Portsmouth, Boynton/Cook.
- Berg, B. L. (1989): Qualitative research methods: For the social sciences, Boston, Allyn and Bacon.
- Bogdan, R. and Biklen, S. K. (1992) Qualitative research for education: An introduction to theory and methods. London: Allyn & Bacon.
- Campbell, S. J. (1991): “Towards a model of translation competence,” Meta 36-2/3, p. 329-343.
- Cao, D. (1996): Towards a model of translation proficiency, Target 8-2, p. 325-340.
- Cheung, Y., Xu, Y., Chan, S. and C. Yim (1993): Professional Translation in Hong Kong: How and by Whom, Hong Kong, Centre for Translation Studies, Hong Kong Polytechnic.
- Costa, A. L. (1989): “Reassessing assessment,” Educational leadership 46-7, p. 2.
- Delisle, J. (1981): L’enseignement de l’interprétation et de la traduction, Ottawa, Editions de l’Université d’Ottawa.
- Denzin, N. K. (1970): The Research Act: A theoretical Introduction to Sociological Methods. Chicago, Aldine Pub. Co.
- Duke, C. and R. Sanchez (1994): “Giving Students Control Over Writing Assessment,” English Journal 83-4, p. 47-53.
- Fan, S. (1990): “A Statistical Method for Translation Quality Assessment,” Target 2-1, p. 43-67.
- Fan, S. (1997): “A Historical Survey of CE/EC Translation Teaching Materials Since 1949,” presented at the Conference on Translation Teaching, Chinese University of Hong Kong, Hong Kong.
- Gentile, A. (1991): “The Application of Theoretical Constructs from a Number of Disciplines for the Development of a Methodology of Teaching in Interpreting and Translating,” Meta 36-2/3, p. 344-351.
- Ghonsooly, B. (1993): “Development and Validation of a Translation Test,” Edinburgh Working Papers in Applied Linguistics 4, p. 54-62.
- Gile, D. (1995): Basic Concepts and Models for Interpreter and Translator Training, Amsterdam/Philadelphia, John Benjamins Publishing Company.
- Goetz, J. P. and M. D. LeCompte (1984): Ethnography and Qualitative Design in Educational Research, New York, Academic Press.
- Hart, D. (1994): Authentic Assessment: A Handbook for Educators, New York, Addison-Wesley.
- House, J. (1981): A Model for Translation Quality Assessment, Tubingen, Gunter Narr.
- Kingscott, G.. (1995): “The Impact of Technology and the Implications for Teaching,” in Dollerup, C. and V. Appel (eds), Teaching and Interpreting3, Amsterdam, Benjamin.
- Kiraly, D. C. (1995): Pathways to Translation: Pedagogy and Process, Kent, Ohio, Kent State University Press.
- Lincoln,Y. S. and E. G. Guba (1986): Naturalistic Inquiry, Beverly Hills, California, Sage Publications.
- Lincoln,Y. S. and E. G. Guba (1986): “But is it Rigorous? Trustworthiness and Authenticity in Naturalistic Evaluation,” New Directions for Program Evaluation 30, p. 73-84.
- Lorscher, W. (1991): Translation Performance, Translation Process and Translation Strategies. A Psycholinguistic Investigation, Tubingen, Narr.
- Mason, I. (1987): “A Text Linguistic Approach to Translation Assessment,” in Keith, H. and I. Mason (eds), Translation in the Modern Languages Degree, London, Centre for Information on Language Teaching and Research.
- McCurry, N. and A. McCurry (1992): “Writing Assessment for the Twenty-First Century,” Computer Teacher 19, p. 35-37.
- Neubert, A. (1995): “Competence in Translation: A Complex Skill. How to Study and how to Teach it,” in Snell-Hornby, M. Pöchhacker, F. and K. Kaindl (eds) Translation Studies: An Interdiscipline, Amsterdam, Benjamin.
- Powney, J. and M. Watts (1987): Interviewing in Educational Research, London, Routledge.
- Pratt, D. (1994): Curriculum Planning: A Handbook for Professionals, FL, Orlando, Harcourt Brace Javanovich, Inc.
- Shreve, G. M. (1997): “Cognition and the Evolution of Translation Competence,” in Danks, J. H., Shreve, G. M., Fountain, S. B. and M. K. McBeath (eds) Cognitive Processes in Translation and Interpreting, London, Sage Publications.
- Tirkkonen-Condit, S. (1992): “The Interaction of World Knowledge and Linguistic Knowledge in the Processes of Translation: A Think-aloud Protocol Study,” in Lewandowska-Tomaszczyk and Thelen (eds), Translation and meaning, Part 2, Rijkshogeshool Maastricht, Faculty of Translation and Interpreting.
- Townsend, J., Fu, D. and L. L. Lamme (1997): “Writing Assessment: Multiple Perspectives, Multiple Purposes,” Preventing School Failure 41-2, p. 71-76.
- Turnbill, J. (1989): “Evaluation in a Whole Language Classroom: The What, the Why, the How, the When,” in E. Daly (ed) Monitoring Children’s Language Development: Holistic Assessment in the Classroom, Portsmouth, NH, Heinemann.
- Venuti, L. (1995): The Translator’s Invisibility: A History of Translation, London and New York, Routledge.
- Viaggio, S. (1994): “Theory and Professional Development: Or Admonishing Translators to be Good,” in C. Dollerup and A. Lingarrd (eds), Teaching Translation and Interpreting 2, Amsterdam, John Benjamins Publishing Company.
- Wilss, W. (1992): “The future of translator training,” Meta 37-3, p. 391-396.
- Wilss, W. (1996): Knowledge and Skills in Translator Behavior, Amsterdam, John Benjamins Publishing Company.
- Xu, L. (1998): “On Undergraduate Translation Assessment,” Chinese Translators’ Journal 3, p. 29-32.