Self-revision and other-revision as part of translation competence in translator training
There are no doubts that the interconnections between translation competence and revision competence are constantly increasing and contribute to better coherence of the translated product. Other-revision may be developed and made use of as a competence on its own. Self-revision is always part of tra...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Kasperavičienė, Ramune [verfasserIn] Horbačauskienė, Jolita [verfasserIn] |
|---|
| Format: |
E-Artikel |
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| Erschienen: |
Sciendo ; 2020 |
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| Schlagwörter: |
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| Umfang: |
17 |
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| Reproduktion: |
Walter de Gruyter Online Zeitschriften |
|---|---|
| Übergeordnetes Werk: |
Enthalten in: Journal of Language and Cultural Education - Warsaw : De Gruyter Open, 2013, 8(2020), 1 vom: 11. Nov., Seite 117-133 |
| Übergeordnetes Werk: |
volume:8 ; year:2020 ; number:1 ; day:11 ; month:11 ; pages:117-133 ; extent:17 |
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| DOI / URN: |
10.2478/jolace-2020-0007 |
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NLEJ248063456 |
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| 520 | |a There are no doubts that the interconnections between translation competence and revision competence are constantly increasing and contribute to better coherence of the translated product. Other-revision may be developed and made use of as a competence on its own. Self-revision is always part of translation competence. The study is based on students’ attitudes towards self-revision and other-revision. Before starting the revision training in practical translation courses, a survey was conducted to determine students’ attitudes towards the process of revision, the benefits of self- and other-revision training and the forms of such training thereof. The study also followed a research design where a semi-structured interview protocol was employed to find out the students’ attitudes to self-revision and other revision competences including possible modifications to be made in the translated text and skills required. The findings reveal students’ opinions and experiences acquired in translation courses at a higher education institution in terms of the revision process and student attitudes prevailing. Studying these questions may provide helpful theoretical and practical implications about the use and benefit of revision-related activities in translation classes. | ||
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10.2478/jolace-2020-0007 doi articles2015-2020.pp (DE-627)NLEJ248063456 DE-627 ger DE-627 rakwb Kasperavičienė, Ramune verfasserin aut Self-revision and other-revision as part of translation competence in translator training Sciendo 2020 17 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier There are no doubts that the interconnections between translation competence and revision competence are constantly increasing and contribute to better coherence of the translated product. Other-revision may be developed and made use of as a competence on its own. Self-revision is always part of translation competence. The study is based on students’ attitudes towards self-revision and other-revision. Before starting the revision training in practical translation courses, a survey was conducted to determine students’ attitudes towards the process of revision, the benefits of self- and other-revision training and the forms of such training thereof. The study also followed a research design where a semi-structured interview protocol was employed to find out the students’ attitudes to self-revision and other revision competences including possible modifications to be made in the translated text and skills required. The findings reveal students’ opinions and experiences acquired in translation courses at a higher education institution in terms of the revision process and student attitudes prevailing. Studying these questions may provide helpful theoretical and practical implications about the use and benefit of revision-related activities in translation classes. Walter de Gruyter Online Zeitschriften self-revision other-revision revision competence translator training Horbačauskienė, Jolita verfasserin aut Enthalten in Journal of Language and Cultural Education Warsaw : De Gruyter Open, 2013 8(2020), 1 vom: 11. Nov., Seite 117-133 (DE-627)NLEJ248237403 (DE-600)2826785-0 1339-4584 nnns volume:8 year:2020 number:1 day:11 month:11 pages:117-133 extent:17 https://doi.org/10.2478/jolace-2020-0007 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 8 2020 1 11 11 117-133 17 |
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10.2478/jolace-2020-0007 doi articles2015-2020.pp (DE-627)NLEJ248063456 DE-627 ger DE-627 rakwb Kasperavičienė, Ramune verfasserin aut Self-revision and other-revision as part of translation competence in translator training Sciendo 2020 17 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier There are no doubts that the interconnections between translation competence and revision competence are constantly increasing and contribute to better coherence of the translated product. Other-revision may be developed and made use of as a competence on its own. Self-revision is always part of translation competence. The study is based on students’ attitudes towards self-revision and other-revision. Before starting the revision training in practical translation courses, a survey was conducted to determine students’ attitudes towards the process of revision, the benefits of self- and other-revision training and the forms of such training thereof. The study also followed a research design where a semi-structured interview protocol was employed to find out the students’ attitudes to self-revision and other revision competences including possible modifications to be made in the translated text and skills required. The findings reveal students’ opinions and experiences acquired in translation courses at a higher education institution in terms of the revision process and student attitudes prevailing. Studying these questions may provide helpful theoretical and practical implications about the use and benefit of revision-related activities in translation classes. Walter de Gruyter Online Zeitschriften self-revision other-revision revision competence translator training Horbačauskienė, Jolita verfasserin aut Enthalten in Journal of Language and Cultural Education Warsaw : De Gruyter Open, 2013 8(2020), 1 vom: 11. Nov., Seite 117-133 (DE-627)NLEJ248237403 (DE-600)2826785-0 1339-4584 nnns volume:8 year:2020 number:1 day:11 month:11 pages:117-133 extent:17 https://doi.org/10.2478/jolace-2020-0007 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 8 2020 1 11 11 117-133 17 |
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10.2478/jolace-2020-0007 doi articles2015-2020.pp (DE-627)NLEJ248063456 DE-627 ger DE-627 rakwb Kasperavičienė, Ramune verfasserin aut Self-revision and other-revision as part of translation competence in translator training Sciendo 2020 17 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier There are no doubts that the interconnections between translation competence and revision competence are constantly increasing and contribute to better coherence of the translated product. Other-revision may be developed and made use of as a competence on its own. Self-revision is always part of translation competence. The study is based on students’ attitudes towards self-revision and other-revision. Before starting the revision training in practical translation courses, a survey was conducted to determine students’ attitudes towards the process of revision, the benefits of self- and other-revision training and the forms of such training thereof. The study also followed a research design where a semi-structured interview protocol was employed to find out the students’ attitudes to self-revision and other revision competences including possible modifications to be made in the translated text and skills required. The findings reveal students’ opinions and experiences acquired in translation courses at a higher education institution in terms of the revision process and student attitudes prevailing. Studying these questions may provide helpful theoretical and practical implications about the use and benefit of revision-related activities in translation classes. Walter de Gruyter Online Zeitschriften self-revision other-revision revision competence translator training Horbačauskienė, Jolita verfasserin aut Enthalten in Journal of Language and Cultural Education Warsaw : De Gruyter Open, 2013 8(2020), 1 vom: 11. Nov., Seite 117-133 (DE-627)NLEJ248237403 (DE-600)2826785-0 1339-4584 nnns volume:8 year:2020 number:1 day:11 month:11 pages:117-133 extent:17 https://doi.org/10.2478/jolace-2020-0007 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 8 2020 1 11 11 117-133 17 |
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Self-revision and other-revision as part of translation competence in translator training |
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There are no doubts that the interconnections between translation competence and revision competence are constantly increasing and contribute to better coherence of the translated product. Other-revision may be developed and made use of as a competence on its own. Self-revision is always part of translation competence. The study is based on students’ attitudes towards self-revision and other-revision. Before starting the revision training in practical translation courses, a survey was conducted to determine students’ attitudes towards the process of revision, the benefits of self- and other-revision training and the forms of such training thereof. The study also followed a research design where a semi-structured interview protocol was employed to find out the students’ attitudes to self-revision and other revision competences including possible modifications to be made in the translated text and skills required. The findings reveal students’ opinions and experiences acquired in translation courses at a higher education institution in terms of the revision process and student attitudes prevailing. Studying these questions may provide helpful theoretical and practical implications about the use and benefit of revision-related activities in translation classes. |
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There are no doubts that the interconnections between translation competence and revision competence are constantly increasing and contribute to better coherence of the translated product. Other-revision may be developed and made use of as a competence on its own. Self-revision is always part of translation competence. The study is based on students’ attitudes towards self-revision and other-revision. Before starting the revision training in practical translation courses, a survey was conducted to determine students’ attitudes towards the process of revision, the benefits of self- and other-revision training and the forms of such training thereof. The study also followed a research design where a semi-structured interview protocol was employed to find out the students’ attitudes to self-revision and other revision competences including possible modifications to be made in the translated text and skills required. The findings reveal students’ opinions and experiences acquired in translation courses at a higher education institution in terms of the revision process and student attitudes prevailing. Studying these questions may provide helpful theoretical and practical implications about the use and benefit of revision-related activities in translation classes. |
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There are no doubts that the interconnections between translation competence and revision competence are constantly increasing and contribute to better coherence of the translated product. Other-revision may be developed and made use of as a competence on its own. Self-revision is always part of translation competence. The study is based on students’ attitudes towards self-revision and other-revision. Before starting the revision training in practical translation courses, a survey was conducted to determine students’ attitudes towards the process of revision, the benefits of self- and other-revision training and the forms of such training thereof. The study also followed a research design where a semi-structured interview protocol was employed to find out the students’ attitudes to self-revision and other revision competences including possible modifications to be made in the translated text and skills required. The findings reveal students’ opinions and experiences acquired in translation courses at a higher education institution in terms of the revision process and student attitudes prevailing. Studying these questions may provide helpful theoretical and practical implications about the use and benefit of revision-related activities in translation classes. |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">NLEJ248063456</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20220820035547.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">220814s2020 xx |||||o 00| ||und c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.2478/jolace-2020-0007</subfield><subfield code="2">doi</subfield></datafield><datafield tag="028" ind1="5" ind2="2"><subfield code="a">articles2015-2020.pp</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)NLEJ248063456</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Kasperavičienė, Ramune</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Self-revision and other-revision as part of translation competence in translator training</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="b">Sciendo</subfield><subfield code="c">2020</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">17</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">There are no doubts that the interconnections between translation competence and revision competence are constantly increasing and contribute to better coherence of the translated product. Other-revision may be developed and made use of as a competence on its own. Self-revision is always part of translation competence. The study is based on students’ attitudes towards self-revision and other-revision. Before starting the revision training in practical translation courses, a survey was conducted to determine students’ attitudes towards the process of revision, the benefits of self- and other-revision training and the forms of such training thereof. The study also followed a research design where a semi-structured interview protocol was employed to find out the students’ attitudes to self-revision and other revision competences including possible modifications to be made in the translated text and skills required. The findings reveal students’ opinions and experiences acquired in translation courses at a higher education institution in terms of the revision process and student attitudes prevailing. Studying these questions may provide helpful theoretical and practical implications about the use and benefit of revision-related activities in translation classes.</subfield></datafield><datafield tag="533" ind1=" " ind2=" "><subfield code="f">Walter de Gruyter Online Zeitschriften</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">self-revision</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">other-revision</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">revision competence</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">translator training</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Horbačauskienė, Jolita</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Journal of Language and Cultural Education</subfield><subfield code="d">Warsaw : De Gruyter Open, 2013</subfield><subfield code="g">8(2020), 1 vom: 11. 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