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Stepping into the translator trainees’ shoes: a descriptive study

Stepping into the translator trainees’ shoes: a descriptive study

dc.creatorGregorio-Cano, Ana
dc.date2020-09-30
dc.date.accessioned2022-12-01T19:42:59Z
dc.date.available2022-12-01T19:42:59Z
dc.identifierhttp://onomazein.letras.uc.cl/index.php/onom/article/view/29633
dc.identifier10.7764/onomazein.49.08
dc.identifier.urihttps://revistaschilenas.uchile.cl/handle/2250/216548
dc.descriptionIn the growing field of translation pedagogy little has been discussed about the importance of key central concepts such as translation problems, translation strategies or translator competence through empirical studies. This article examines the theoretical background as the starting point of the empirical study performed at five different universities in Spain: Universitat Jaume I (UJI), Universidad de Salamanca (USAL), Universidad Pablo de Olavide (UPO), Universidad Pontificia de Comillas (UPCO) and University of Granada (UGR). The research presented here focuses specifically on the development of translator competence and, particularly, the students’ capacity to identify translation problems. The study results demonstrate no regular patterns for the development of translator competence within the undergraduate translators and interpreters training programs in Spain.en-US
dc.descriptionIn the growing field of translation pedagogy little has been discussed about the importance of key central concepts such as translation problems, translation strategies or translator competence through empirical studies. This article examines the theoretical background as the starting point of the empirical study performed at five different universities in Spain: Universitat Jaume I (UJI), Universidad de Salamanca (USAL), Universidad Pablo de Olavide (UPO), Universidad Pontificia de Comillas (UPCO) and University of Granada (UGR). The research presented here focuses specifically on the development of translator competence and, particularly, the students’ capacity to identify translation problems. The study results demonstrate no regular patterns for the development of translator competence within the undergraduate translators and interpreters training programs in Spain.es-ES
dc.formatapplication/pdf
dc.languageeng
dc.publisherFacultad de Letras de la Pontificia Universidad Católica de Chilees-ES
dc.relationhttp://onomazein.letras.uc.cl/index.php/onom/article/view/29633/23119
dc.sourceOnomázein ; No. 49: 2020; 257-275en-US
dc.sourceOnomázein ; Núm. 49: 2020; 257-275es-ES
dc.source0718-5758
dc.subjecttranslation problemses-ES
dc.subjectempirical studyes-ES
dc.subjecttranslator competencees-ES
dc.subjecttraining programses-ES
dc.subjecttranslation problemsen-US
dc.subjectempirical studyen-US
dc.subjecttranslator competenceen-US
dc.subjecttraining programsen-US
dc.titleStepping into the translator trainees’ shoes: a descriptive studyen-US
dc.titleStepping into the translator trainees’ shoes: a descriptive studyes-ES
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion


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