“Going Cognitive” and the Translation Classroom

KAMENICKÁ, Renata. “Going Cognitive” and the Translation Classroom. In Theories and Practices, Third International Conference on Anglophone Studies. 2011.

Základní údaje

Originální název

“Going Cognitive” and the Translation Classroom

Název česky

Kognitivně zaměřené trendy v translatologii a výuka překladu

Autoři

KAMENICKÁ, Renata

Vydání

Theories and Practices, Third International Conference on Anglophone Studies, 2011

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Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

60200 6.2 Languages and Literature

Stát vydavatele

Česká republika

Utajení

není předmětem státního či obchodního tajemství

Označené pro přenos do RIV

Ano

Kód RIV

RIV/00216224:14210/11:00056286

Organizační jednotka

Filozofická fakulta

Klíčová slova česky

kognitivní styly; osbnostní rysy; nezávislost na poli; závislost na poli; výuka překladu; kritika

Klíčová slova anglicky

cognitive styles; personality traits; field dependence; field independence; translator training; criticism

Štítky

rivok

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Anotace

V originále

The paper reviews recent developments in cognitive approaches in translation studies research with a view to putting them in use in the translation classroom. The main focus is on cognitive styles and personality traits as factors to be incorporated into translation pedagogy. Hubscher-Davidson's recently reported research into the impact of individual personality differences on translation quality among translation trainees (2009) is drawn on and confronted with empirical material from a recent practice-oriented translation course at the Department of English and American Studies, Faculty of Arts, Masaryk University. Empirical evidence is also used to address the question whether the distinction between the Sensate vs. Intuitive personality trait (MBTI) can be regarded as a theoretically sounder replacement of the field-dependent/field independent cognitive styles. The paper also suggests how further analysis of student translations might suggest topics for more cognitively oriented research, in ways similar to Stuart Campbell's (1998) identification of patterns of Persisting vs. Capitulating and Risk-taking vs. Prudent translator behaviour.

Česky

The paper reviews recent developments in cognitive approaches in translation studies research with a view to putting them in use in the translation classroom. The main focus is on cognitive styles and personality traits as factors to be incorporated into translation pedagogy. Hubscher-Davidson's recently reported research into the impact of individual personality differences on translation quality among translation trainees (2009) is drawn on and confronted with empirical material from a recent practice-oriented translation course at the Department of English and American Studies, Faculty of Arts, Masaryk University. Empirical evidence is also used to address the question whether the distinction between the Sensate vs. Intuitive personality trait (MBTI) can be regarded as a theoretically sounder replacement of the field-dependent/field independent cognitive styles. The paper also suggests how further analysis of student translations might suggest topics for more cognitively oriented research, in ways similar to Stuart Campbell's (1998) identification of patterns of Persisting vs. Capitulating and Risk-taking vs. Prudent translator behaviour.