TY - JOUR
T1 - Reading for and about translation in translator training
AU - Neveu, Anne
N1 - Publisher Copyright:
© inTRAlinea & Anne Neveu (2019).
PY - 2019
Y1 - 2019
N2 - Reading for translation has been little explored although it underpins the translation process. It heavily relies not only on the translator's linguistic skills, both in the native and the foreign language, prior knowledge and schemata, as well as resourcing skills, but also on the view the translator has on his/her own reading behavior as a translator. How has reading for translation been taught up to now in translator training courses? When does or should the honing of reading skills occur in translator training curricula? Being aware of one's own reading strategies, or metacognitive awareness, is a self-reflective process that depends on the student's critical thinking skills. This study is aiming at providing collaborative learning tasks to foster the development of reading and critical thinking skills for translation. First, an overview of the literature on reading as a transactional and cognitive activity is proposed. Then, reading in translator training curricula is situated, emphasizing the role of reading and developing critical thinking skills in a translation practice seminar. Finally, collaborative learning tasks are outlined, aiming at fostering the honing of critical thinking skills when reading for translation.
AB - Reading for translation has been little explored although it underpins the translation process. It heavily relies not only on the translator's linguistic skills, both in the native and the foreign language, prior knowledge and schemata, as well as resourcing skills, but also on the view the translator has on his/her own reading behavior as a translator. How has reading for translation been taught up to now in translator training courses? When does or should the honing of reading skills occur in translator training curricula? Being aware of one's own reading strategies, or metacognitive awareness, is a self-reflective process that depends on the student's critical thinking skills. This study is aiming at providing collaborative learning tasks to foster the development of reading and critical thinking skills for translation. First, an overview of the literature on reading as a transactional and cognitive activity is proposed. Then, reading in translator training curricula is situated, emphasizing the role of reading and developing critical thinking skills in a translation practice seminar. Finally, collaborative learning tasks are outlined, aiming at fostering the honing of critical thinking skills when reading for translation.
KW - collaborative learning
KW - critical thinking skills
KW - metacognitive awareness
KW - reading for translation
KW - strategic reading
UR - http://www.scopus.com/inward/record.url?scp=85148172602&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:85148172602
SN - 1827-000X
VL - 21
JO - inTRAlinea
JF - inTRAlinea
ER -