Résumés
Abstract
The aim of this empirical study (carried out as part of a wider research project – see “Credits” below) was to discover the effects of specifically designed pre-service translator training on the trainees’ ability to deal with cultural references, a text segment type which is widely considered as potentially problematic for the translator. Specifically, we set out to discover any significant differences, as a result of said training, in trainees’ ability to: (a) detect cultural references within a text, (b) provide multiple feasible options (variants) to translate them, (c) evaluate those potential options, and (d) apply reasoning in making a final choice from the options. The rationale and nature of the specific training involved has already been extensively reported in González Davies and Scott-Tennent (2005). In the present article, we focus our attention on reporting and discussing its observed effects. The design of the specific training drew heavily on a previous study on specific translator training in problem-solving, reported in Scott-Tennent et al. (2000) and González Davies et al. (2001).
Keywords/Mots-clés:
- translation training,
- cultural references,
- socio-constructivism,
- problem-solving,
- written protocols
Résumé
L’objectif de cette étude empirique (qui fait partie d’un projet de recherche plus large) est de découvrir les effets de la formation professionnelle du traducteur mise en place spécifiquement pour mesurer la capacité des étudiants à aborder les références culturelles, généralement considérées comme un type de segment textuel potentiellement problématique pour le traducteur. Plus particulièrement, nous nous sommes proposé de mettre en relief les différences significatives relevant de cette modalité formative, en ce qui concerne la capacité des étudiants à : (a) répérer des références culturelles dans le texte ; b) fournir de multiples options valables (variantes) afin de les traduire ; c) évaluer ces options potentielles ; d) appliquer le raisonnement lors du choix final à partir des différentes options proposées. Cette analyse raisonnée ainsi que la nature de cette formation spécifique ont été déjà largement abordées par González Davies et Scott-Tennent (2005). Dans cet article, nous centrons notre attention sur l’analyse et la discussion des effets observés. La conception de cette formation spécifique s’appuie sur une étude antérieure relative à la résolution de problèmes dans la formation spécifique de traducteurs dont la référence se trouve dans Scott-Tennent et al. (2000) et dans González-Davies et al. (2001).
Parties annexes
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