Metaglossia: The Translation World

The Interpreter and Translator TrainerVolume 6, Number 2, 2012Now available to online subscribershttps://www.stjerome.co.uk/tsa/issue/2556/     Contents Training Translators in the European Higher ...

Abstract
This article discusses features of an intake test for potential trainees for short, locally focused training in rural areas of Victoria, Australia. First, the design and choice of test components are discussed, with reference to the testing tools commonly employed in community interpreting training and in light of the fact that testers could not directly test proficiency skills in the language/s other than English (LOTE). The intake test itself elicited information such as level of motivation, knowledge of skills required of interpreters, and educational and occupational experience. Information elicited through the test provided a basis for diagnosis of testees’ linguistic level, motivation, and general aptitude for acceptance into a training program and was the basis of a needs analysis upon which subsequent training was based. At the end of the training, both trainers and trainees were asked to provide feedback on the intake test’s content. Trainers and trainees both saw the usefulness of these test components: English language level, anecdotal or general knowledge about interpreting, listening and note-taking skills, and communicative pragmatics. Both trainers and trainees identified education level as an important indicator of trainee suitability to training and to a trainee’s capacity to engage successfully, more so than employment history. Components such as reading comprehension and written or sight translation were not rated as useful.

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As a result of recent quality assurance standards in the translation industry, many providers of translation services require the systematic revision or editing of translations by a second translator and see this as necessarily beneficial to quality. Yet revision by another person can only assure quality if this person is truly competent and the translation/revision process is properly executed. Furthermore, the improvements to quality that revision may bring are not always worth the extra time, effort and cost. More importantly, when the revision process is poorly executed it can reduce and even destroy quality.

Sortie du numéro prévu en décembre 2013.

L’école est le lieu où les émotions peuvent constituer un obstacle à l’apprentissage ou bien le faciliter (Cuq, 2003). Les sentiments d’insécurité et même de peur sont souvent la cause de l’échec (Arnold & Brown, 2000), et inversement. Il s’agit alors de tenter de contrôler les émotions parasites (Cuq, 2003) afin de favoriser un apprentissage significatif et plus serein. En effet, la carrière d’apprenant se construit autour de souvenirs chauds et froids (Brewer, 2010). Ainsi, même si l’objectif premier est l’apprentissage, les élèves gardent souvent le souvenir émotionnel qui va se rattacher ensuite au savoir acquis (Lubart, 2003). L’apprentissage d’une langue étrangère est doublement chargé d’émotions parce qu’à l’inconnu des contenus disciplinaires s’ajoute la non-maîtrise de la langue cible (Coïaniz, 2001).....