Academic journal article International Journal of English Linguistics

A Study on Different Translation Evaluation Strategies to Introduce an Eclectic Method

Academic journal article International Journal of English Linguistics

A Study on Different Translation Evaluation Strategies to Introduce an Eclectic Method

Article excerpt

Abstract

"Translation Evaluation" (TE) is a delicate process. It plays a considerable role in the process of Translation Education. TE is a tool by which translation education could get its pre determined aims. The importance of TE through the last decades has led to many studies and researches in this field of study. Various strategies using tools and models of TE, based on linguistics and interdisciplinary fields, have been presented. The stimulus of moving from one strategy to another is to objectify TE more than before so that its findings become more concrete and supportable. But such an objectivism is more challenging.

This paper has paid more attention to those challenging facets and showed to what extent this objectivism has been attained. Besides, some important strategies of the past and present based on five criteria of acceptable evaluation to signalize their shortcomings in the process of TE have been analyzed. A new procedural eclectic model of TE heeding the cited criteria has been introduced at the end.

Keywords: translation evaluation, criteria of evaluation, eclectic method of TE

1. Introduction

Evaluation of translation aims at analyzing and marking the translation drafts of students based on a specific theory translation. What is absolute in this process is the comparison of the Target Text (TT) with Source Text (ST), while what aspects of text (Linguistic, Paralinguistic or both) to be noted, and what tools and models of evaluation to be applied is an over changing fact of TE. Evaluation is noticeable form two points of view: (1) it is an effecting and significant part of translation education and, (2) it is a valuable tool by which the educational aims could be achieved.

By means of evaluation we could determine, on one hand, the suitability and usability of texts to be translated by students, and on the other hand, the translational and linguistic competence, and intercultural awareness of students. Therefore, appropriate education strategies could be driven from the TÈs findings. So, in plain words, evaluation is a stimulus to push forward the class to gain the delightful and pre determined level of proficiency.

Nowadays a variety of TE strategies is being used at the process of translation education, ranging from "traditional approach" comparing TT with its ST very subjectively and limitedly to "modern approaches" using new tools (e.g. parallel texts, corpora, testing frames) and models (e.g. functionalism, text typology, etc). In this article the most outstanding strategies of TE are being studied with regard to the five criteria of systematicity, comprehensiveness, validity, reliability, and objectivity. Then a new eclectic strategy is presented to optimize these criteria in its process.

McAlester (2000) introduces four criteria for TE as follows: reliability, validity, subjectivity, and practicality (McAlester, 2000: 230-231, also see Garant 2009: 6). This study proposes that besides these four criteria, comprehensiveness and systematicity are essentially needed for TE so that it could cover all of the factors involved in translation systematically. On the other hand, practicality could be replaced with systematicity since one of the merits of systematicity is to conform the frame of TE to the situation in which the evaluation should take place in order to actualize evaluation. After all, practicality itself is a precondition of the five other criteria. That is, we cannot talk of the existence of these criteria in a strategy, unless they have been realized in the real world.

In order to realize these criteria in TE we should set the base of the introduced model on the fundamental point that different strategies should be applied in different stages of translation education process. When applying the strategies we should consider linguistic and translation competence of the students, and the pre determined purpose of the translation education in order to justify (and adjust) the frame of the ET with regards to these factors. …

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