Future Translators' Views on Translation Theory: A Qualitative Approach

Autor/inn/en	Ordóñez López, Pilar; Agost, Rosa
Titel	Future Translators' Views on Translation Theory: A Qualitative Approach
Quelle	In: Interpreter and Translator Trainer, 16 (2022) 2, S.158-176 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-399X
DOI	10.1080/1750399X.2021.2001189
Schlagwörter	Futures (of Society); Translation; Professional Personnel; Linguistic Theory; Language Processing; Second Languages; Teaching Methods; Undergraduate Students; Cognitive Restructuring; Foreign Countries; Universities; Program Descriptions; Spain + Suchen Sie Ihr Suchwort? Future; Society; Zukunft; Personalbestand; Linguistische Theorie; Sprachverarbeitung; Second language; Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; University; Universität; Spanien
Abstract	The practical orientation of undergraduate translation and interpreting degrees in Spain means that less importance is given to theoretical modules, and it is often thought that students doubt the usefulness of these modules and are therefore reluctant to take them. Previous empirical research has shown that students are not as averse to theory as is often assumed; in fact, according to these studies, students rate its contribution to their training quite positively. In order to take a further step in the study of students' views on translation theory, the present study adds a qualitative perspective to (in)validate the results obtained in previous research and explore them in greater depth. Students' answers to open questions are analysed using Atlas.ti qualitative analysis software to assess how translation theory contributes to their training and identify the strengths and weaknesses of the translation theory module at Jaume I University (Castellón, Spain). Our findings show that fitting translation theory into the training and education of translators is a complex task and they also reveal that cognitive restructuring is needed to help students overcome their tendency to associate theory with complex, dense, difficult-to-grasp and, ultimately, useless concepts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01