How do Dutch adolescents translate Latin into coherent Dutch? A Journey into the Unknown
This article discusses translation processes of proficient students who translate Latin fables into Dutch in secondary school. The participants performed two tasks on a computer. They translated a Latin fable and edited a Dutch translation of another Latin fable while their activities were monitored...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Luger, Suzanne [verfasserIn] |
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| Format: |
E-Artikel |
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| Erschienen: |
De Gruyter ; 2018 |
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| Schlagwörter: |
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| Umfang: |
33 |
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| Reproduktion: |
Walter de Gruyter Online Zeitschriften |
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| Übergeordnetes Werk: |
Enthalten in: Journal of Latin linguistics - Berlin : de Gruyter Mouton, 2013, 17(2018), 2 vom: 30. Okt., Seite 333-365 |
| Übergeordnetes Werk: |
volume:17 ; year:2018 ; number:2 ; day:30 ; month:10 ; pages:333-365 ; extent:33 |
| Links: |
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| DOI / URN: |
10.1515/joll-2018-0015 |
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NLEJ248064037 |
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| 520 | |a This article discusses translation processes of proficient students who translate Latin fables into Dutch in secondary school. The participants performed two tasks on a computer. They translated a Latin fable and edited a Dutch translation of another Latin fable while their activities were monitored by eye-tracker, screencast and keystroke logging. Immediately after the tasks the participants were invited to view their eye-tracking film and retrace their thoughts at the time of translating (stimulated recall). The article focuses on the stimulated recall interviews, and more specifically on the role of revision in the translation process. It presents a case study of one participant, as well as the strategies participants described to have used in tackling two specific translation problems. Data suggest that proficient participants rely on text comprehension rather than morphological knowledge to solve translation problems. The research shows three key elements as indicators for successful translation process resulting in a coherent target text: (1) a wide variety of problem-solving strategies and the ability to switch strategies, (2) the availability and use of metalanguage to verbalise the chosen strategy, and (3) revision of the target text. | ||
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10.1515/joll-2018-0015 doi articles2015-2020.pp (DE-627)NLEJ248064037 DE-627 ger DE-627 rakwb Luger, Suzanne verfasserin aut How do Dutch adolescents translate Latin into coherent Dutch? A Journey into the Unknown De Gruyter 2018 33 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This article discusses translation processes of proficient students who translate Latin fables into Dutch in secondary school. The participants performed two tasks on a computer. They translated a Latin fable and edited a Dutch translation of another Latin fable while their activities were monitored by eye-tracker, screencast and keystroke logging. Immediately after the tasks the participants were invited to view their eye-tracking film and retrace their thoughts at the time of translating (stimulated recall). The article focuses on the stimulated recall interviews, and more specifically on the role of revision in the translation process. It presents a case study of one participant, as well as the strategies participants described to have used in tackling two specific translation problems. Data suggest that proficient participants rely on text comprehension rather than morphological knowledge to solve translation problems. The research shows three key elements as indicators for successful translation process resulting in a coherent target text: (1) a wide variety of problem-solving strategies and the ability to switch strategies, (2) the availability and use of metalanguage to verbalise the chosen strategy, and (3) revision of the target text. Walter de Gruyter Online Zeitschriften Latin translation process eye-tracker stimulated recall metalanguage revision Enthalten in Journal of Latin linguistics Berlin : de Gruyter Mouton, 2013 17(2018), 2 vom: 30. Okt., Seite 333-365 (DE-627)NLEJ248236199 (DE-600)2741980-0 2194-8747 nnns volume:17 year:2018 number:2 day:30 month:10 pages:333-365 extent:33 https://doi.org/10.1515/joll-2018-0015 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 17 2018 2 30 10 333-365 33 |
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10.1515/joll-2018-0015 doi articles2015-2020.pp (DE-627)NLEJ248064037 DE-627 ger DE-627 rakwb Luger, Suzanne verfasserin aut How do Dutch adolescents translate Latin into coherent Dutch? A Journey into the Unknown De Gruyter 2018 33 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This article discusses translation processes of proficient students who translate Latin fables into Dutch in secondary school. The participants performed two tasks on a computer. They translated a Latin fable and edited a Dutch translation of another Latin fable while their activities were monitored by eye-tracker, screencast and keystroke logging. Immediately after the tasks the participants were invited to view their eye-tracking film and retrace their thoughts at the time of translating (stimulated recall). The article focuses on the stimulated recall interviews, and more specifically on the role of revision in the translation process. It presents a case study of one participant, as well as the strategies participants described to have used in tackling two specific translation problems. Data suggest that proficient participants rely on text comprehension rather than morphological knowledge to solve translation problems. The research shows three key elements as indicators for successful translation process resulting in a coherent target text: (1) a wide variety of problem-solving strategies and the ability to switch strategies, (2) the availability and use of metalanguage to verbalise the chosen strategy, and (3) revision of the target text. Walter de Gruyter Online Zeitschriften Latin translation process eye-tracker stimulated recall metalanguage revision Enthalten in Journal of Latin linguistics Berlin : de Gruyter Mouton, 2013 17(2018), 2 vom: 30. Okt., Seite 333-365 (DE-627)NLEJ248236199 (DE-600)2741980-0 2194-8747 nnns volume:17 year:2018 number:2 day:30 month:10 pages:333-365 extent:33 https://doi.org/10.1515/joll-2018-0015 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 17 2018 2 30 10 333-365 33 |
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This article discusses translation processes of proficient students who translate Latin fables into Dutch in secondary school. The participants performed two tasks on a computer. They translated a Latin fable and edited a Dutch translation of another Latin fable while their activities were monitored by eye-tracker, screencast and keystroke logging. Immediately after the tasks the participants were invited to view their eye-tracking film and retrace their thoughts at the time of translating (stimulated recall). The article focuses on the stimulated recall interviews, and more specifically on the role of revision in the translation process. It presents a case study of one participant, as well as the strategies participants described to have used in tackling two specific translation problems. Data suggest that proficient participants rely on text comprehension rather than morphological knowledge to solve translation problems. The research shows three key elements as indicators for successful translation process resulting in a coherent target text: (1) a wide variety of problem-solving strategies and the ability to switch strategies, (2) the availability and use of metalanguage to verbalise the chosen strategy, and (3) revision of the target text. |
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This article discusses translation processes of proficient students who translate Latin fables into Dutch in secondary school. The participants performed two tasks on a computer. They translated a Latin fable and edited a Dutch translation of another Latin fable while their activities were monitored by eye-tracker, screencast and keystroke logging. Immediately after the tasks the participants were invited to view their eye-tracking film and retrace their thoughts at the time of translating (stimulated recall). The article focuses on the stimulated recall interviews, and more specifically on the role of revision in the translation process. It presents a case study of one participant, as well as the strategies participants described to have used in tackling two specific translation problems. Data suggest that proficient participants rely on text comprehension rather than morphological knowledge to solve translation problems. The research shows three key elements as indicators for successful translation process resulting in a coherent target text: (1) a wide variety of problem-solving strategies and the ability to switch strategies, (2) the availability and use of metalanguage to verbalise the chosen strategy, and (3) revision of the target text. |
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This article discusses translation processes of proficient students who translate Latin fables into Dutch in secondary school. The participants performed two tasks on a computer. They translated a Latin fable and edited a Dutch translation of another Latin fable while their activities were monitored by eye-tracker, screencast and keystroke logging. Immediately after the tasks the participants were invited to view their eye-tracking film and retrace their thoughts at the time of translating (stimulated recall). The article focuses on the stimulated recall interviews, and more specifically on the role of revision in the translation process. It presents a case study of one participant, as well as the strategies participants described to have used in tackling two specific translation problems. Data suggest that proficient participants rely on text comprehension rather than morphological knowledge to solve translation problems. The research shows three key elements as indicators for successful translation process resulting in a coherent target text: (1) a wide variety of problem-solving strategies and the ability to switch strategies, (2) the availability and use of metalanguage to verbalise the chosen strategy, and (3) revision of the target text. |
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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">NLEJ248064037</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20220820035552.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">220814s2018 xx |||||o 00| ||und c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1515/joll-2018-0015</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)NLEJ248064037</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">Luger, Suzanne</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">How do Dutch adolescents translate Latin into coherent Dutch? A Journey into the Unknown</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="b">De Gruyter</subfield><subfield code="c">2018</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">33</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">This article discusses translation processes of proficient students who translate Latin fables into Dutch in secondary school. The participants performed two tasks on a computer. They translated a Latin fable and edited a Dutch translation of another Latin fable while their activities were monitored by eye-tracker, screencast and keystroke logging. Immediately after the tasks the participants were invited to view their eye-tracking film and retrace their thoughts at the time of translating (stimulated recall). The article focuses on the stimulated recall interviews, and more specifically on the role of revision in the translation process. It presents a case study of one participant, as well as the strategies participants described to have used in tackling two specific translation problems. Data suggest that proficient participants rely on text comprehension rather than morphological knowledge to solve translation problems. The research shows three key elements as indicators for successful translation process resulting in a coherent target text: (1) a wide variety of problem-solving strategies and the ability to switch strategies, (2) the availability and use of metalanguage to verbalise the chosen strategy, and (3) revision of the target text.</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">Latin</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">translation process</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">eye-tracker</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">stimulated recall</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">metalanguage</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">revision</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Journal of Latin linguistics</subfield><subfield code="d">Berlin : de Gruyter Mouton, 2013</subfield><subfield code="g">17(2018), 2 vom: 30. Okt., Seite 333-365</subfield><subfield code="w">(DE-627)NLEJ248236199</subfield><subfield code="w">(DE-600)2741980-0</subfield><subfield code="x">2194-8747</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:17</subfield><subfield code="g">year:2018</subfield><subfield code="g">number:2</subfield><subfield code="g">day:30</subfield><subfield code="g">month:10</subfield><subfield code="g">pages:333-365</subfield><subfield code="g">extent:33</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.1515/joll-2018-0015</subfield><subfield code="z">Deutschlandweit zugänglich</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_U</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-1-DGR</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_NL_ARTICLE</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">17</subfield><subfield code="j">2018</subfield><subfield code="e">2</subfield><subfield code="b">30</subfield><subfield code="c">10</subfield><subfield code="h">333-365</subfield><subfield code="g">33</subfield></datafield></record></collection>
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