Teaching Translation Theory: The Challenges of Theory Framing

KAMENICKÁ, Renata. Teaching Translation Theory: The Challenges of Theory Framing. 2010.

Základní údaje

Originální název

Teaching Translation Theory: The Challenges of Theory Framing

Název česky

Výuka teorie překladu a její prezentace jejího cíle studentům

Autoři

KAMENICKÁ, Renata

Vydání

2010

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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/00216224:14210/10:00056312

Organizační jednotka

Filozofická fakulta

Klíčová slova česky

teorie překladu; výuka; institucionální výuka překladatelů; teorie vs. praxe; metadovednosti; D. Robinson

Klíčová slova anglicky

translation theory; teaching; institutional translator training; theory vs. practice; prescriptive vs. descriptive approaches; metaskill; D. Robinson

Příznaky

Recenzováno

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Anotace

V originále

The conference paper linked the ongoing debate on the relevance of translation theory for translation practice to experience from the first 2 years of the Master's degree programme in translation at the Department of English and American Studies, Faculty of Arts, Masaryk University, and a longer experience of teaching translation courses in a non-translation programme. Opinions and attitudes concerning the usefulness of translation theory expressed by both current students and the department’s graduates were drawn on as well as positions expressed by translation theorists such as A. Chesterman or D. Robinson. The importance of translational metaskills as outlined by D. Robinson (1997) was emphasized and linked to translation theory teaching. Overall, the contribution attempted to answer the question how student expectations can be reconciled with what translation theory can offer its students.

Česky

The conference paper linked the ongoing debate on the relevance of translation theory for translation practice to experience from the first 2 years of the Master's degree programme in translation at the Department of English and American Studies, Faculty of Arts, Masaryk University, and a longer experience of teaching translation courses in a non-translation programme. Opinions and attitudes concerning the usefulness of translation theory expressed by both current students and the department’s graduates were drawn on as well as positions expressed by translation theorists such as A. Chesterman or D. Robinson. The importance of translational metaskills as outlined by D. Robinson (1997) was emphasized and linked to translation theory teaching. Overall, the contribution attempted to answer the question how student expectations can be reconciled with what translation theory can offer its students.