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éruditest un consortium interuniversitaire sans but lucratif composé de l'Université de Montréal, l'Université Laval et l'Université du Québec à Montréal. Il a pour mission la promotion et la valorisation de la recherche.éruditoffre des services d'édition numérique de documents scientifiques depuis 1998. Pour communiquer avec les responsables d'Érudit : info@erudit.org Article "A Problem-Solving and Student-Centred Approach to the Translation of Cultural References" Maria González Davies et Christopher Scott-Tennent Meta : journal des traducteurs / Meta: Translators' Journal, vol. 50, n° 1, 2005, p. 160-179. Pour citer cet article, utiliser l'information suivante : URI: http://id.erudit.org/iderudit/010666ar DOI: 10.7202/010666ar Note : les règles d'écriture des références bibliographiques peuvent varier selon les différents domaines du savoir. Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter à l'URI https://apropos.erudit.org/fr/usagers/politique-dutilisation/ Document téléchargé le 25 February 2016 04:48 160 Meta, L, 1, 2005 A Problem-Solving and Student-Centred Approach to the Translation of Cultural References maria gonzález davies University of Vic, Vic, Spain mgdavies@uvic.es christopher scott-tennent Rovira i Virgili University, Tarragona, Spain RÉSUMÉ L’exploration des réponses possibles à des questions telles que «Peut-on traduire une référence culturelle?» ou même « Qu’est-ce qu’une référence culturelle?», c’est un sujet extrêmement important pour les étudiants en traduction1. Voilà des questions qui ont été suscitées par des académiciens et aussi par des traducteurs professionnels; et on n’a pas trouvé des réponses catégoriques ou définitives aux problèmes posés par les incertitudes, de même qu’il n’y a pas de définitions catégoriques ou finales de la notion de culture. Avec l’intention d’aider et de guider nos étudiants à améliorer cet aspect concret de compétence en traduction, nous avons élaboré un programme qui s’inscrit dans un cadre pédagogique basé sur des principes humanistes et socio-constructivistes, ainsi que sur un apprentissage par tâches et de projet. Nous avons effectué une étude expérimentale en rapport avec le cadre pédagogique afin d’explorer les résultats obtenus de cet enseignement. Dans cet article, nous nous contenterons d’insister sur la forma- tion expérimentale elle-même, tandis que l’étude fera l’objet d’une publication ultérieure. ABSTRACT Exploring possible answers to questions such as “Can we translate a cultural reference?” or even “What is a cultural reference?” is a highly relevant issue for translation students.2 These are matters that have been addressed by academics and full time translators alike, and no final or definite solutions have been found to the problems generated by the uncertainties, just as there are no final or definitive definitions of the concept of culture itself. In an attempt to help and guide our students to improve this specific aspect of trans- lation competence, a syllabus was designed within a pedagogical setting based on hu- manistic and socioconstructivist principles as well as on task and project-based learning, and an experimental study was carried out within that pedagogical setting to explore specific effects of such training. In this article, we will deal mainly with the experimental training itself, whereas the study will be reported on in a forthcoming publication. MOTS-CLÉS/KEYWORDS cultural references, problem solving, strategies, socioconstructivism, student-centred approach Meta, L, 1, 2005 …thinking about translation has been able to move away from the increasingly sterile ‘faithful/free’ opposition, and it has been able to rede- fine equivalence, which is no longer seen as the mechanical matching of words in dictionaries, but rather as a strategic choice made by translators. What has changed is that one type of faithfulness is no longer imposed on translators. Rather, they are free to opt for the kind of faithfulness that will ensure, in their opinion, that a given text is received by the target audience in optimal condition. (Basnett and Lefevere 1998: 3) Introduction The study involved twenty-one second year students following an undergraduate programme in Translating and Interpreting at the University of Vic (Barcelona, Spain). The subject in which the study took place, Translation Methodology and Practice III (English-Spanish), covered 60 contact hours. It consisted of designing a course that included student-centred explicit teaching of (a) cultural references and of (b) problem-spotting and solving strategies and procedures that emphasize noticing, deciding and justifying skills, and form part of a five-phase process. It was observed that, as the course progressed, the knowledge that was being acquired in a controlled way was becoming automatized in different stages and at different levels. Here, we will discuss the three main areas involved in the course design: translation issues, cultural references and the pedagogical approach, based on socioconstructivist principles. Exploring translation issues: translation competence The challenge faced by translation teachers is to encourage re-creativity in re-expression in order to avoid literality (Bastin 2000: 234) Both full-time translators and translation teachers need to constantly improve their operative (know how) and declarative (know what) knowledge. Consequently, one of the main aims of the teacher’s job is to help the students acquire and improve both kinds of knowledge. While it often happens that full-time translators may experi- ment difficulty in verbalizing their declarative and operative knowledge, probably because they have become automatized, teachers, on the other hand, they should, in our view, be able to verbalize and transmit knowledge so that the students’ attitude and aptitude towards the subject can improve. In this study, the following question has been taken as a starting point: is at least part of what we call translator intuition really declarative knowledge that has become automatized? What may seem automatic behaviour may well be the result of previ- ous controlled learning. According to Shiffrin and Schneider (1977 in Gil 2003: 32), these are the differences between controlled and automatic processes: CONTROLLED PROCESSES AUTOMATIC PROCESSES • Attention consuming • Do not take up attention • Are not learnt as a routine • Learning-acquired • Are flexible and adapt to new situations • Once acquired, are difficult to change • Require a conscious effort • Do not require a conscious effort • Lose efficiency in adverse conditions • Do not lose efficiency in adverse conditions • Produce interferences when completing • Do not produce interferences when a second task completing a second task a problem-solving and student-centred approach to the translation 161 162 Meta, L, 1, 2005 Controlled processes may be related to declarative knowledge, but may also lead to automatic processes, related to operative knowledge. At the expert level (fully practising translators in our case), the declarative knowledge may have become so internalized that it has become difficult for the translator to verbalize what or why a solution has been applied, producing what may seem like non-reflective behaviour (intuition). On the other hand, as has been mentioned, a translation teacher should be able to verbalize the declarative knowledge that led him or her to prefer a specific solution in order to present and model the issue adequately and then help the stu- dents to internalize the process. So that students can become aware of the declarative knowledge underlying the apparently intuitive and non-reflective problem-solving behaviour of successful practitioners, we would like to suggest that the curriculum should include readings, debates, activities and tasks to practise the points usually included in discussions about translation competence: what should a translator know? (González Davies forthcoming (a)): 1. Language work: constant acquisition and improvement of the source language/s and target language/s, awareness of the existence and pitfalls of interferences. 2. Encyclopaedic knowledge: introduction to subject matter related to different discipli- nes, cultural knowledge, awareness of conventions of presentation in both the source and the target languages, and terminology management. 3. Transference skills: problem-spotting and problem-solving, creativity and self-confi- dence as translators, awareness and use of strategies and procedures, ability to decide on degrees of fidelity according to translation assignment and text function, learning to meet client’s expectations, ability to translate with speed, and quality, overcoming constraints, practising direct and reverse translation to meet real market demands, self and peer evaluation skills. 4. Resourcing skills: paper, electronic, and human. 5. Computer skills: familiarization with a translator’s workbench, computer-assisted translation, human assisted automatic translation, acquisition of electronic resourcing skills: databases and access to digital sources, unidirectional (e.g. Web pages) and bi- directional (e.g. e-mail) distance communication. 6. Professional skills: awareness of translator’s rights, contracts, payment, familiarization with different editing processes and as much real life practice as possible, interrelating with the clients. Defining and sequencing translation problems, strategies, procedures and solutions To apparent untranslatability, which results from structural incompatibilities between languages, one can respond with potential translatability, with the possibility of expressing the concepts of human experience in any human language (de Pedro 1999: 547) According to many experts (discussed in Gil 2003, our highlighting), one impor- tant difference between beginner translators and experienced translators is the ability of the latter to spot a problem and to apply adequate strategies and procedures to solve it efficiently and as quickly as possible – the period between spotting the problem and solving it may go from a split second to whole days or weeks. Alongside these reflec- tions, we consider other elements such as decision-making, coping with “uncertainty management [patterns]” uploads/Litterature/ translation-of-cultural-references.pdf