Htqe.2023.51

https://doi.org/10.22364/htqe.2023.51 | 645-663 | PDF

Teaching and Studying Translation: a Dual Approach

Jānis Veckrācis
Ventspils University of Applied Sciences, Latvia

Abstract. When translation is considered in the context of university studies, the key questions – how to teach and how to study translation – become two closely related perspectives, equally essential for teachers of translation. This close association between the perspectives of the teacher and the student is also linked to the requirement to be aware of the decision-making routines used by student translators. Teachers need to anticipate potential issues and equip students with problem-solving methods; in general terms, this means a specific way of thinking and acting for translators. Though highly individual, there are some common features and approaches. This paper is aimed at providing, based on brief references to theoretical literature, analytic insights into several aspects of teaching translation in tertiary education that make an essential contribution to enhanced competence of student translators. It does this by examining, first, the primary aspects of translation studies and translation to be discussed with students; second, a number of the most important approaches and techniques for ensuring productive studies; and third, illustrative translation units. The paper covers some key terminological, contextual, co-textual, and editorial considerations for developing student awareness regarding the prerequisites for efficient translation procedures and for quality translations. In practical terms, tertiary translation studies should be aimed at undertaking course activities that ensure advancement of students’ competence, including general background knowledge and specific skills. Structured theoretical and analytical insights into translation and ready-made sets of priorities and approaches save time for students in understanding the essence of translation and the factors that determine the quality of the target language-for-special-purposes or literary text. In particular, discussions should emphasise interpretative aspects, the poeticity of text, function-based, process-oriented, and product-based approaches, the technique of key focus areas, ways of encouraging flexibility and avoiding literal translation, contextual and co-textual considerations, and text revision.

Keywords: studying translation, teaching translation, translation pedagogy, translation quality, translation studies

Jānis Veckrācis, Associate Professor, Dr. philol., Ventspils University of Applied Sciences.
Research interests include literary translation, text linguistics, poetry translation, terminology, comparative and contrastive linguistics
E-mail: janis.veckracis@gmail.com.

In: Human, Technologies and Quality of Education, 2023. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2023. Rakstu krājums
Riga, University of Latvia, 2023. 796 p. Ed. L. Daniela
https://doi.org/10.22364/htqe.2023
ISBN 978-9934-36-116-6