As Subcompetências Estratégica e Instrumental na Formação em Tradução: resultados da primeira fase de um estudo longitudinal

Tania Liparini; Camila Braga

doi:10.14393/DL38-v13n2a2019-6

Authors

Tania Liparini Universidade Federal da Paraíba
Camila Braga Universidade Federal da Paraíba.

DOI:

https://doi.org/10.14393/DL38-v13n2a2019-6

Keywords:

Cognitive Approach, Translation Competence, Translator Training, Decision Making, Documentation Sources

Abstract

This article presents the partial results of a study on Translation Competence Acquisition developed under the project Competência Tradutória e Formação de Tradutores: o desenvolvimento das subcompetências específicas do tradutor - CNPq 485158/2013-2 (Translation Competence and Translator Training: developing subcompetencies specific to translators). The main goal of the study was to investigate the development of strategic and instrumental subcompetencies in translation students by identifying the main strategies for solving translation problems adopted by the subjects under investigation. It is a longitudinal study, which draws on PACTE’s (2003) holistic model of translation competence and its concept of translation competence (TC): “the underlying knowledge system needed to translate”. According to PACTE’s TC model, translation competence consists of five subcompetencies: bilingual, extralinguistic, knowledge about translation, instrumental and strategic. The instrumental subcompetence is related to the use of documentation sources while the strategic subcompetence is related to the management of the translation process and the development of strategies for solving translation problems. Data were collected using the programs Translog (logging keyboard activity and pause duration) and Camtasia (screen recording). Drawing on Jakobsen’s (2002) and PACTE’s (2005) methodologies, the type of pause (orientation and revision) and support (internal and external; simple and dominant) used by the subjects during decision making were identified and classified, as well as the main documentation sources. Results of the first research phase indicate that the subjects’ instrumental and strategic subcompetencies are still underdeveloped, and, although the subjects are familiar with different kinds of documentation sources, they don’t know how to use them properly to render adequate translation solutions. These results reveal the importance of reflecting and discussing on issues related to documentation sources and management of the translation process in the context of translator training.

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Author Biographies

Tania Liparini, Universidade Federal da Paraíba

Professora do Departamento de Mediações Interculturais da Universidade Federal da Paraíba. Doutora em Linguística Aplicada pela UFMG. Atuação na área de Estudos da Tradução e Formação de Tradutores.

Camila Braga, Universidade Federal da Paraíba.

Professora do Departamento de Mediações Interculturais da Universidade Federal da Paraíba. Doutora em Linguística Aplicada pela UFMG. Atuação na área de Estudos da Tradução e Tradução Audiovisual.

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