Description and analysis of the translators' cognitive
processes and its influence on the translation task.
Resume
Translation has been studied from
different perspectives: as a textual
operation, as an act of communication
and also as a cognitive activity carried out
by the translator. Aspects such as the
translation process, the learning styles
and documentation are connected
because they are part of the translator's
professional life and reflect strategic
behavior.
The aim of this study is to describe and
analyze the cognitive translation
processes of the learner and the influence
that these processes have on the learner
when performing a translation task itself,
as well as how those are reflected in the
final product. In order to achieve this, we
intend to design a method of translation,
which is based on the process followed
by translation students, useful for
teaching in this field and to develop and
improve the translation's skills of the
future professional in translation.
Katty Da Silva Ferreira, Maria Teresa Murcho Alegre
Department of Languages and Cultures, Centre for Languages and Cultures,
University of Aveiro
Translation process
Many authors who study the mental
processes of the translator agree that
translation is a special type of cognitive
behavior. In the late 1960s there was a
growing interest in the knowledge of the
mental process of the translator and in
1980s, with the study by Dechert and
Sandrock (1986), the empirical investigation
of the translation process began. From this
early work, there were other studies focused
on psycholinguistic or cognitive process of
translation, which all focus upon the
methodology used in collecting and
analyzing data in introspective verbal
protocols (Gerloff 1986, Königs 1987, Krings
1986, Lorscher 1996).
In addition to the protocols, there have been
new data collection tools such as computer
programs like Proxy (Neunzig 2002, PACTE
2002), Translog (PETRA 2003) and
questionnaires, interviews, among others.
Despite the difficulty in "accessing" the
mental activities of the translator, the results
obtained from empirical studies suggest
trends on how to translate, the approach to
translation problems and decision-making by
the translator.
Learning styles
In addition to the cognitive process of
translation, the interaction of individuals
towards existential realities such as learning
is a concern whose origins began in ancient
times. Therefore, knowing the translator as a
learner, in particular knowing their learning
style, serves to understand their choices and
identify their skills. The learning style refers
to the fact that individuals use their own
method or strategy for learning. Even though
these strategies will change depending on
the learning context, the fact is that each
subject tends to develop certain preferences
or trends that define their style of learning.
The learning style is composed of cognitive
traits, affective and physiological
characteristics that serve as indicators of
how individuals structure content, elaborate
concepts, interpret information, solve
problems and respond to the learning
environment (Keefe, 1988).
Documentation applied to Translation
There are also other phenomena relevant to
the study of the translation process which are
related to the arrival of new technologies
supporting translation (including the Internet)
TRANSLATION
COMPORTAMENTO
PROCESS
ESTRATÉGICO
STRATEGIC
BEHAVIOR
LEARNING
DOCUMENTATION
STYLES
Fig.1 Flowchart of the translation process.
Fig.2 Images of the translation process captured using the software Windows Media Encoder.
that alter the course of proceedings and,
consequently, the skills of the translator
regarding the type of research conducted. In
this sense, Roberto Mayoral (1994)
considers translation as "a process of
transferring information between speakers of
different languages." According to this
perspective, translation has become an
information process, where the knowledge
and language skills of the translator are not
enough. The current professional translation
market looks for the translation of diverse
texts and specialized ones. Therefore, the
translator needs a wide variety of sources to
perform his work. In this sense,
documentation as a discipline that studies
the information process, supports the
translational activity, with a utilitarian
character, and becomes a key element of the
translation process.
Methodology
As part of this research, a descriptive study
of twenty-six second year translation
students at the University of Aveiro was
carried out, within the context of the practical
lessons of the discipline Theory and
Methodology of Translation II. Most of the
students knew various translation tools
(dictionaries and online databases), such as
Priberam, Iate, Webster, Compare, Infopédia.
To describe the translation process of the
students, different instruments to collect data
were used such as interviews, analysis
sheets of source and target texts, tests,
surveys, the software Windows Media
Encoder, among others. The Windows Media
Encoder is a computer program that allows
the researcher to record the students'
translation process in real time and view
what they look up on the Internet. This
process can be stopped at any time on the
screen and the draft version of the work done
can be checked.
Conclusion
The cognitive sciences applied to translation
occupy an important place in Traductology.
The interdisciplinary perspective helps to
describe the translation process, the
"translation competence" and the processes
involved to acquire such competence. By
studying the translation process and the
stages involved in it, it is important to
highlight the role of the translator.
The cognitive sciences seek to understand
phenomena such as perceiving, thinking,
remembering, solving problems,
understanding the use of language, learning,
etc., which are of great interest to understand
the translation process. It is important
therefore to know the translator as a learner,
their learning strategies and their style,
among other things, in order to understand
their choices and identify their skills.
However, it is important to note that the
translation process is not limited only to
these phenomena but also includes other
that have emerged with the arrival of new
technologies supporting translation, which
modify the course of the proceedings and,
consequently, the skills of the translator.
These developments have opened up a new
path for experimental research, which
promotes a better understanding of
translation and of the translation process and
contributes a great deal to the training of
translators.
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