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PROJECT 2A: SPANISH SUMMARY
PROJECT 2A: SPANISH SUMMARY
CHAPTER 3: Aprendizaje de un idioma extranjero frente al aprendizaje de las técnicas de traducción
CHAPTER 3: Aprendizaje de un idioma extranjero frente al aprendizaje de las técnicas de traducción
SPANISH SUMMARY
SPANISH SUMMARY
ENGLISH SUMMARY
ENGLISH SUMMARY
El aprendizaje de técnicas de traducción requiere haber estudiado previamente uno o más idiomas extranjeros.
Los centros universitarios exigen un título de bachillerato o universitario; los aspirantes generalmente han estudiado idiomas durante años.
Es fundamental entender la diferencia entre aprender una lengua extranjera y aprender traducción.
La enseñanza de idiomas utiliza textos específicos y ejercicios mecánicos que verifican la comprensión y el dominio del idioma, diferenciándose de la traducción profesional.
La traducción académica difiere de la profesional: la primera es parte del aprendizaje de un idioma, mientras que la segunda es un proceso de comunicación.
La función de la traducción en la enseñanza de idiomas es proporcionar vocabulario y estructuras sintácticas básicas.
Los textos utilizados en aprendizaje suelen ser artificiales y diseñados para enseñar, no textos "reales" con dificultades interpretativas.
La interpretación y las ambigüedades en textos auténticos son aspectos importantes en la formación del traductor.
Para textos académicos, se emplea principalmente un diccionario bilingüe, mientras que en textos reales puede ser insuficiente.
La traducción académica busca evaluar conocimientos, no producir textos naturales o creíbles para el lector.
El traductor profesional debe considerar el contexto, el destinatario y la naturalidad del texto traducido, aspectos que no se evalúan en la enseñanza.
La actitud del traductor debe orientarse a crear textos adecuados al uso y contexto, no solo a cumplir con reglas académicas.
La diferencia entre producir una frase para evaluación y generar un texto para comunicación real es fundamental en la formación del traductor.
Learning a foreign language requires prior language study and involves techniques like translation, dictation, listening, conversation, and grammar exercises; translating to learn a language differs from translating to produce a text for translation studies.
Language teaching texts are often simplified or adapted to match learners' proficiency, with correction focusing on specific mistakes; multiple solutions for a sentence may exist as long as the learner understands meaning and syntax.
Scholastic translation, used in language learning, is different from professional translation; the former emphasizes language acquisition, while the latter is a communicative process; methodology should be aligned with professional translation.
In language teaching, translation provides students with basic dictionary entries and common syntactical structures; example: a constructed sentence to illustrate a grammar point, not a real-world sentence.
Authentic texts used in translation are spontaneous and not artificially created, making interpretation and ambiguity more complex; examples: sentences like "Is he gonna make it?" require context for accurate interpretation.
Tools used in translation differ from language teaching; scholastic texts rely on bilingual dictionaries tailored to specific exercises, forming a closed system, unlike the open linguistic environment faced by professional translators.
The purpose of translation in language learning is to demonstrate language level, not necessarily produce natural or plausible sentences; professional translation aims for naturalness and appropriateness for the target audience and context.
Translators must consider the receiver, context, register, and communication standards; the quality of translation is judged by its functionality and appropriateness, not just linguistic accuracy.
Translators may choose a more flowing style over strict philological accuracy for readability, but criticisms should ideally be based on the original text, not only the translation.
Opinion:
Both texts focus on learning techniques for translation and the importance of knowing more than one languages, highlight that language teaching and translation training have different purposes and involve different methods. To beging with, the Spanish text focus on the language learning and how it uses simplified texts for teaching just to understanding vocabulary and basic structures. While translation in an educational context is mainly a tool for learning and does not aim for natural communication instead it focus on the context, audience, and naturalness. The English text mention something similar, translation in language learning often involves controlled exercises, dictionaries, and constructed sentences that focus in grammar points, rather than real conversations. To sum up, the Spanish text focus in the distinction between language learning texts and professional translation, while the English text says that translation training uses simplified tools and texts to demonstrate language features, whereas professional translation deals with genuine, spontaneous conversations.
PROJECT 2B: ENGLISH SUMMARY
PROJECT 2B: ENGLISH SUMMARY
CHAPTER 9: Translation as a mental process
CHAPTER 9: Translation as a mental process
ENGLISH SUMMARY
ENGLISH SUMMARY
SPANISH SUMMARY
SPANISH SUMMARY
Translation involves complex mental processes, including shifting between microanalysis (focusing on individual words or phrases) and macroanalysis (considering the overall meaning and intertextual context).
During translation, the original text is mentally projected onto the translator's internal reality; the work is done on this mental projection, not directly on the original.
Two types of mental workspace are involved:
Uncontrolled workspace: automatic, subconscious understanding based on semantic schemes and prior perceptual experiences; it involves initial comprehension and pattern recognition.
Controlled workspace: conscious, deliberate processing where the translator actively supervises and guides the translation, often articulated through "thinking aloud."
Semantic schemes in long-term memory help the translator anticipate and relate parts of the text based on prior knowledge, expectations, and similar experiences.
Experienced translators develop a balance, making micro-strategies more automatic but still employing macro-strategies to ensure coherence and quality.
A purely uncontrolled, reflexive approach risks lacking overall coherence; effective translation requires integrating automatic reflexes with deliberate, macro-level strategies to produce a complete, accurate translation.
The concept of a "central processing unit" in the mind supervises and coordinates these processes, maintaining a mental map of both the source and target texts to guide translation.
La traducción es un proceso mental complejo que involucra múltiples niveles, incluyendo la comprensión, procesamiento y proyección del texto en la mente del traductor.
James S. Holmes propone la «mapping theory», que sostiene que durante la traducción se mantienen en mente dos mapas: uno del texto original y otro del texto traducido deseado.
La traducción requiere una coordinación entre estos mapas, formando un sistema en el que la comprensión y la proyección del texto son procesos interdependientes.
El traductor proyecta el texto original en su realidad mental, trabajando con esa proyección mental en lugar del texto físico original.
Existen dos procesos en la traducción: uno controlado (consciente, pero en parte automático) y uno incontrolado (menos consciente), que actúan en diferentes espacios mentales.
La comprensión inicial del texto sucede en el espacio de trabajo incontrolado, donde la mente aplica esquemas semánticos basados en experiencias previas.
Los esquemas semánticos son estructuras de memoria a largo plazo que reflejan las expectativas y deducciones del traductor respecto al significado.
La microestrategia de traducción combina la proyección del original, hipótesis sobre el texto traducido y el espacio de trabajo incontrolado; en traductores experimentados, esto es casi automático.
La técnica del "pensamiento en voz alta" ayuda a identificar los procesos mentales conscientes durante la traducción, pero también existen actividades mentales incontroladas.
Un traductor que solo depende del espacio incontrolado se guía por reflejos lingüísticos y no desarrolla una estrategia macrotextual, que es necesaria para una traducción más completa y consciente.
Opinion:
Both texts describe translation as a complex mental process involving unconscious and conscious thinking. They agree with the fact that experienced translators must balance these mental activities to produce a coherent translation. Nonetheless, their focus is a bit different. For starters, the English version focuses on how the mind switches between paying attention to small details and the overall meaning, mentioning a CPU that manages these processes. The Spanish translation, specifically mention Holmes’ "mapping theory," (borrowing the English name) which explains how translators keep two mental "maps" of the original and translated texts and emphasizes the importance of strategic thinking, such as "thinking aloud," to ensure efficience. The main difference is that the second emphasizes a specific theoretical framework and the use of strategic tools, while the first emphasizes the general balance of automatic and controlled processes without citing a particular theory.
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