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dc.contributor.authorMassey, Gary-
dc.contributor.authorEhrensberger-Dow, Maureen-
dc.date.accessioned2018-02-23T14:14:37Z-
dc.date.available2018-02-23T14:14:37Z-
dc.date.issued2012-
dc.identifier.isbn978-3-631-63508-7de_CH
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/2983-
dc.description.abstractIn the move from an almost exclusive focus on products towards processes, translation studies researchers have begun to examine the effects of those processes on the quality of the target texts. Translation products are the result of the interaction between societal expectations of what translations should be and those practices and competences that allow professional translators to produce acceptable translations within temporal and economic constraints. Various translation process models have suggested what the cognitive decision process of translation might involve, and current translation competence models have outlined the expert knowledge and cognitive components assumed to be necessary for effective translation work. In translator training, the most common means of accessing, analyzing, evaluating, and critiquing the process of translational performance has been through student annotations and other forms of written commentary. Recently, however, various other ways of specifically including explicit input on the translation process as an element of translation education and training have been proposed (cf. Massey 2005). The transfer of process research techniques to evaluation of undergraduate students' translation performance has also been explored in the case of retrospective methods and screenshot recordings (cf. Hansen 2006; Kujamäki 2010). In our paper, we outline how various methods that have been used to investigate the translation process (cf. Ehrensberger-Dow & Künzli 2010; Massey & Ehrensberger-Dow 2010) can profitably be applied to evaluating performance in undergraduate and graduate translation degree programs. In a pilot study recently carried out in our MA program, we have found that making the translation process transparent provides both evaluators and participants with insights into search behavior, integration of thematic and linguistic material from parallel texts, revision, and efficiency. This transparency facilitates much better coaching than traditional evaluations of translation products can, since many of the considerations in reaching translation solutions can be observed and do not just have to be assumed. Another important aspect is the possibility of evaluating individual translating aptitude which is especially important in post-graduate courses in which participants may have very different academic and professional backgrounds.de_CH
dc.language.isoende_CH
dc.publisherPeter Langde_CH
dc.relation.ispartofseriesForum Translationswissenschaftde_CH
dc.rightsLicence according to publishing contractde_CH
dc.subjectTranslation evaluationde_CH
dc.subjectTranslation pedagogyde_CH
dc.subjectTranslation competencede_CH
dc.subjectTranslation processde_CH
dc.subject.ddc418.02: Translationswissenschaftde_CH
dc.titleEvaluating the process : implications for curriculum developmentde_CH
dc.typeKonferenz: Paperde_CH
dcterms.typeTextde_CH
zhaw.departementAngewandte Linguistikde_CH
zhaw.organisationalunitInstitut für Übersetzen und Dolmetschen (IUED)de_CH
zhaw.publisher.placeFrankfurt am Mainde_CH
dc.identifier.doi10.3726/978-3-653-02304-6de_CH
zhaw.conference.detailsTranslata I: «Translationswissenschaft: Gestern - Heute - Morgen», Innsbruck, Austria, 12-14 May 2011de_CH
zhaw.funding.euNode_CH
zhaw.originated.zhawYesde_CH
zhaw.pages.end100de_CH
zhaw.pages.start95de_CH
zhaw.parentwork.editorZybanow, Lew N.-
zhaw.parentwork.editorPetrova, Alena-
zhaw.parentwork.editorUstaszewski, Michael-
zhaw.publication.statuspublishedVersionde_CH
zhaw.series.number15de_CH
zhaw.publication.reviewEditorial reviewde_CH
zhaw.title.proceedingsTranslationswissenschaft interdisziplinär : Fragen der Theorie und Didaktikde_CH
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Massey, G., & Ehrensberger-Dow, M. (2012). Evaluating the process : implications for curriculum development [Conference paper]. In L. N. Zybanow, A. Petrova, & M. Ustaszewski (Eds.), Translationswissenschaft interdisziplinär : Fragen der Theorie und Didaktik (pp. 95–100). Peter Lang. https://doi.org/10.3726/978-3-653-02304-6
Massey, G. and Ehrensberger-Dow, M. (2012) ‘Evaluating the process : implications for curriculum development’, in L.N. Zybanow, A. Petrova, and M. Ustaszewski (eds) Translationswissenschaft interdisziplinär : Fragen der Theorie und Didaktik. Frankfurt am Main: Peter Lang, pp. 95–100. Available at: https://doi.org/10.3726/978-3-653-02304-6.
G. Massey and M. Ehrensberger-Dow, “Evaluating the process : implications for curriculum development,” in Translationswissenschaft interdisziplinär : Fragen der Theorie und Didaktik, 2012, pp. 95–100. doi: 10.3726/978-3-653-02304-6.
MASSEY, Gary und Maureen EHRENSBERGER-DOW, 2012. Evaluating the process : implications for curriculum development. In: Lew N. ZYBANOW, Alena PETROVA und Michael USTASZEWSKI (Hrsg.), Translationswissenschaft interdisziplinär : Fragen der Theorie und Didaktik. Conference paper. Frankfurt am Main: Peter Lang. 2012. S. 95–100. ISBN 978-3-631-63508-7
Massey, Gary, and Maureen Ehrensberger-Dow. 2012. “Evaluating the Process : Implications for Curriculum Development.” Conference paper. In Translationswissenschaft Interdisziplinär : Fragen Der Theorie Und Didaktik, edited by Lew N. Zybanow, Alena Petrova, and Michael Ustaszewski, 95–100. Frankfurt am Main: Peter Lang. https://doi.org/10.3726/978-3-653-02304-6.
Massey, Gary, and Maureen Ehrensberger-Dow. “Evaluating the Process : Implications for Curriculum Development.” Translationswissenschaft Interdisziplinär : Fragen Der Theorie Und Didaktik, edited by Lew N. Zybanow et al., Peter Lang, 2012, pp. 95–100, https://doi.org/10.3726/978-3-653-02304-6.


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