Translation into the second language

목차 (Table of Contents)

• CONTENTS
• Author's Preface = xi
• Author's Acknowledgements = xii
• Publisher's Acknowledgements = xiii
• 1 What is translation competence? = 1
• The scope of this work = 1
• The importance of a translator-centred view on translation = 3
• Recent studies on translation competence = 4
• Possible ways of conceptualizing translation competence = 6
• Psychological modelling = 6
• Translation quality assessment = 7
• Translation pedagogy = 9
• Translation competence and translation into a second language = 11
• Translation competence in an interlanguage framework = 12
• Some propositions about translation competence = 18
• Some remarks on data in translation competence research = 19
• Concluding remarks = 20
• 2 Challenging the insistence on translation into the first language = 22
• Aims = 22
• Translation and immigration = 22
• The supply ／ demand paradox in the Australian translation scene = 24
• What is a second language? ： Some problems of definition = 25
• Educational needs of translators into a second language = 26
• Translation labour market forces in Finland = 27
• The importance of modelling translation competence in translators into the second language = 28
• Concluding remarks = 28
• 3 A case study of candidates for translator education = 30
• Aims = 30
• The setting of the study = 30
• The language tests = 31
• The test components = 32
• Size of the candidature = 32
• English competence = 33
• Competence in the other languages = 34
• Professed trilingualism = 35
• Correlations between the test components = 36
• The language tests in summary = 38
• The questionnaire data = 39
• The candidature as a whole = 39
• The candidature summarized = 41
• Arabic speakers = 42
• German speakers = 45
• Italian speakers = 46
• Spanish speakers = 49
• Vietnamese speakers = 51
• Concluding remarks = 54
• 4 Translation into a second language and second language competence = 56
• Aims = 56
• The difference between translation into a first and a second language = 56
• Second language competence as aspect of second language translation competence = 58
• Translation and written language = 59
• A case study approach to describing textual competence in translators into a second language = 60
• Summary results = 61
• The choice of analyses = 63
• Implications of the case study = 67
• Examples of the three competence levels = 68
• Concluding remarks = 70
• 5 Translation competence and grammar = 72
• Aims = 72
• The grammatical task of the second language translator = 72
• Biber's multi-feature ／ multi-dimensional approach to genre variation = 73
• An outline of the use of the model = 76
• Relevant aspects of Biber's model = 76
• The target texts and their processing = 80
• Comparisons with Biber's norms = 84
• Nominalizations = 84
• Type ／ token = 88
• Word length = 92
• Agentless passive = 93
• Prepositional phrases = 96
• Concluding remarks = 101
• 6 Translation competence and lexis = 103
• Aims = 103
• The disposition study = 105
• Persistent versus capitulating = 107
• Risk-taking versus prudent = 107
• Assessing disposition = 107
• The lexical transfers study = 109
• Choice networks = 110
• Lexical transfer strategies and textual competence = 122
• Concluding remarks = 125
• 7 Monitoring translation performance = 126
• Aims = 126
• Issues in monitoring translation output = 126
• Quality of output ： the assessment study = 129
• Under- and overestimation of translation competence = 134
• Differences in estimation among language groups = 135
• Summary of the assessment study = 137
• Monitoring ability ： the editing study = 138
• Dimensions of editing = 138
• Profiling the editing of individual translators = 141
• The interpretation of editing data = 142
• Individual translator profiles = 148
• Concluding remarks = 150
• 8 Towards a model of translation competence = 152
• Aims = 152
• Components of the model and their implications = 152
• Relative independence of the components = 154
• The developmental dimension = 156
• Describing the differences between the performance of different translators = 157
• Relationship of the model to other trends in translation research = 158
• Wider applicability of the model = 160
• Different language pairs = 160
• Different subjects = 161
• Different genres = 161
• Translation into the first language = 161
• Translation competence, pedagogy and assessment = 162
• Students and translation competence = 163
• Teachers and translation competence = 166
• Accrediting authorities and translation competence = 168
• Concluding remarks = 175
• APPENDIX 1 ： Examples of target texts with varying combinations of textual competence, risk-taking and persistence = 177
• APPENDIX 2 ： Real-time edited texts = 191
• References = 194
• Index = 199