“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.

Basic information

Original name

“Going Cognitive” and the Translation Classroom

Name in Czech

Kognitivně zaměřené trendy v translatologii a výuka překladu

Authors

KAMENICKÁ, Renata (203 Czech Republic, guarantor, belonging to the institution)

Edition

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

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Other information

Language

English

Type of outcome

Prezentace na konferencích

Field of Study

60200 6.2 Languages and Literature

Country of publisher

Czech Republic

Confidentiality degree

není předmětem státního či obchodního tajemství

RIV identification code

RIV/00216224:14210/11:00056286

Organization unit

Faculty of Arts

Keywords (in Czech)

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

Keywords in English

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

Tags

rivok

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Abstract

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.

In Czech

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.