Préoccupations des futurs traducteurs en matière de compétences professionnelles : une étude de corpus
DOI :
https://doi.org/10.17533/udea.ikala.351721Mots-clés :
préoccupations des traducteurs, futurs traducteurs, formation des traducteurs, compétences professionnellesRésumé
Lorsqu'ils entrent sur le marché du travail, les futurs traducteurs sont confrontés à certaines difficultés en matière de savoir-faire professionnel qu'ils doivent surmonter pour réussir leur carrière. Cette recherche vise à donner un aperçu des principales préoccupations des futurs traducteurs en matière de compétences professionnelles. Pour ce faire, un corpus a été créé à partir des questions posées par les futurs traducteurs dans un forum publié sur un site de traduction très connu : Proz.com. Au total, 125 messages ont été traités et codés thématiquement à l’aide du logiciel pour la gestion de corpus Sketch Engine. Les codes thématiques ont été basés sur deux modèles multicomponentiels de compétence des traducteurs : PACTE et EMT. Une fois le contenu codé, une analyse qualitative du contenu a été réalisée afin d’analyser les principales préoccupations des futurs traducteurs en matière de compétences professionnelles. Les résultats montrent que les connaissances en matière de marketing, d’industrie et d’affaires figurent parmi les principales causes d’inquiétude des futurs traducteurs. Bien que les résultats ne soient pas généralisables, les conclusions tirées de cette étude permettent aux formateurs de traducteurs d’avoir une vue d’ensemble des compétences professionnelles qui devraient être renforcées en classe.
Téléchargements
Références
Álvarez-Álvarez, S. & Arnáiz-Uzquiza, V. (2017). Translation and interpreting graduates under construction: do Spanish translation and interpreting studies curricula answer the challenges of employability? The Interpreter and Translator Trainer, 11(2-3), 139–159. https://doi.org/10.1080/1750399X.2017.1344812
Alves, F. & Gonçalves, J. L. (2007). Modelling translator’s competence: relevance and expertise under scrutiny. In Y. Gambier, M. Shlesinger & R. Stolze (Eds.), Translation Studies: Doubts and Directions. Selected Papers from the IV Congress of the European Society for Translation Studies (pp. 41–55). John Benjamins. https://doi.org/10.1075/btl.72.07alv
Chesterman, A. (2009). The name and nature of translator studies. Hermes Journal of Language and Communication Studies, 42, 14–20. https://eprints.whiterose.ac.uk/193893/3/munday%20holmes%20v3%20%28002%29.pdfCohen, L., Manion, L. & Morrison, K. (2011). Research methods in education (7th Ed.). Routledge.
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.
Cuadrado-Rey, A. & Navarro-Brotons, L. (2020). Proposal to improve employability and facilitate entrepreneurship among graduates of the Master’s degree in Institutional Translation of the University of Alicante. Hermes – Journal of Language and Communication in Business, 60, 65–79. https://doi.org/10.7146/hjlcb.v60i0.121311
Dam, H. V. (2013). The translator approach in translation studies: Reflections based on a study of translators’ weblogs. In M. Eronen & M. Rodi-Risberg (Eds.), Point of view as challenge: VAKKI Publications 2 (pp. 16–35). Universitetet i Vaasa.
Desjardins, R. (2017). Translation and social media: In theory, in training and in professional practice. Palgrave Macmillan. https://doi.org/10.1057/978-1-137-52255-9_5
EMT Board. (2022). European Master’s in Translation Competence Framework 2022. https://commission.europa.eu/system/files/2022-11/emt_competence_fwk_2022_en.pdf
Flanagan, M. (2016). Cause for concern? Attitudes towards translation crowdsourcing in professional translators’ blogs. The Journal of Specialised Translation, 25, 149–173. https://www.jostrans.org/issue25/art_flanagan.pdf
Galán-Mañas, A. & Olalla-Soler, C. (2020). Perceptions of entrepreneurship in translation training. The Interpreter and Translator Trainer, 15(4), 395–410. https://doi.org/10.1080/1750399X.2020.1850037
Glaser, B. G. & Strauss, A. L. (1967). The discovery of grounded theory. Aldane.
González Davies, M. (2004). Multiple voices in the translation classroom. John Benjamins. https://doi.org/10.1075/btl.54
Gonçalves, J. L. (2005). O desenvolvimiento da competência do tradutor: em busca de parâmetros cognitivos. In F. Alves, C. Magalhães & A. Pagano (Eds.), Competência em tradução: cognição e discurso (pp. 59–90). Editora da UFMG.
Göpferich, S. (2009). Towards a model of translation competence and its acquisition: The longitudinal study TransComp. In S. Göpferich, A. L. Jakobsen & I. M. Mees (Eds.), Behind the mind: Methods, models and results in translation process research (pp. 12–38). samfundslitteratur.
Gouadec, D. (2007). Translation as a Profession. John Benjamins. https://doi.org/10.1075/btl.73
Hewson, L. (1995). Detecting cultural shifts: Some notes on translation assessment. In I. Mason & C. Pagnoulle (Eds.), Cross-Words. Issues and debates in literary and non-literary translating (pp. 101–108). Université de Liège.
Hurtado Albir, A. (2007). Competence-based curriculum. Design for training translators. The Interpreter and Translator Trainer, 1(2), 163–195. https://doi.org/10.1080/1750399X.2007.10798757
Hurtado Albir, A. (2015). The acquisition of translation competence. Competences, tasks, and assessment in translator training. Meta, 60(2), 256–280. https://doi.org/10.7202/1032857ar
Hurtado Albir, A. (Ed.). (2017). Researching translation competence by PACTE Group. John Benjamins. https://doi.org/10.1075/btl.127
Katan, D. (2008). University training, competencies and the death of the translator. Problems in professionalizing translation and in the translation profession. In M. T. Musacchio & G. Henrot (Eds.), Tradurre: Formazione e professione (pp. 113–140). CLEUP.
Kautz, U. (2000). Handbuch Didaktik des Übersetzens und Dolmetschens. Iudicum, Goethe-Institut.
Kearns, J. (2008). The Academic and the Vocational in Translator Education. En J. Kearns (Ed.), Translator and interpreter training (pp. 185–214). Continuum.
Kelly, D. (2005). A handbook for translator trainers. St Jerome.
Kiraly, D. (2000). A social constructivist approach to translator education. St. Jerome.
Kiraly, D. (2006) Beyond social constructivism: Complexity theory and translator education. Translation and Interpreting Studies, 1(1), 68–86. https://doi.org/10.1075/tis.1.1.05kir
Kiraly, D. (Ed.). (2016). Towards authentic experiential learning in translator education. V&R unipress/Mainz University Press. https://doi.org/10.14220/9783737004954
Koby, G. S. & Melby, A. K. (2013). Certification and job task analysis (jta): Establishing validity of translator certification examinations. The International Journal for Translation & Interpreting Research, 5(1), 174–210. https://doi.org/10.12807/ti.105201.2013.a10
Kuznik, A. (2010). El contenido de los puestos de trabajo de los traductores. El caso de los traductores internos en las empresas de traducción de Barcelona [Doctoral dissertation, Universitat Autònoma de Barcelona]. https://tdx.cat/handle/10803/5279
Läubli, S. & Orrego-Carmona, D. (2017). When Google Translate is better than some human colleagues, those people are no longer colleague. Proceedings of the 39th Conference Translating and the Computer (pp. 59–69). https://www.zora.uzh.ch/id/eprint/147260/
McClelland, D. (1973). Testing for competencies rather than for intelligence. American Psychologist, 28, 1–14. https://doi.org/10.1037/h0034092
McDonough Dolmaya, J. (2007). How do language professionals organize themselves? An overview of translation networks. Meta, 52(4), 793–815. https://doi.org/10.7202/017697ar
McDonough Dolmaya, J. (2011a). A window into the profession. The Translator, 17(1), 77–104. https://doi.org/10.1080/13556509.2011.10799480
McDonough Dolmaya, J. (2011b). Moral ambiguity: Some shortcomings of professional codes of ethics for translators. The Journal of Specialised Translation, 15, 28–49. https://www.jostrans.org/issue15/art_mcdonough.pdf
McKay, C, (2006). How to succeed as a freelance translator. Two Rat Press.
Muñoz-Miquel, A. (2020). Translation and interpreting as a profession: Some proposals to boost entrepreneurial competence. HERMES – Journal of Language and Communication in Business, 60, 29–46. https://doi.org/10.7146/hjlcb.v60i0.121309
Neubert, A. (2000). Competence in language, in languages, and in translation. In C. Schäffner & B. Adab (Eds.), Developing translation competence (pp. 3–18). John Benjamins. https://doi.org/10.1075/btl.38.03neu
Nord, C. (2005). Training functional translators. In M. Tennent (Ed.), Training for the new millennium: Pedagogies for translation and interpreting (pp. 209–223). John Benjamins. https://doi.org/10.1075/btl.60.17nor
Nunes Vieira, L. (2018). Automation anxiety and translators. Translation Studies, 13(1), 1–21. https://doi.org/10.1080/14781700.2018.1543613
Olalla-Soler, C. (2019). Bridging the gap between translation and interpreting students and freelance professionals. The mentoring programme of the Professional Association of Translators and Interpreters of Catalonia. The Interpreter and Translator Trainer, 13(1), 64–85. https://doi.org/10.1080/1750399X.2018.1540741
PACTE. (2000). Acquiring translation competence: Hypotheses and methodological problems of a research project. In A. Beeby, D. Ensinger & M. Presas (Eds.), Investigating translation (pp. 99–106). John Benjamins. https://doi.org/10.1075/btl.32.13pac
PACTE. (2018). Competence levels in translation: Working towards a european framework. The Interpreter and Translator Trainer, 12(2), 111–131. https://doi.org/10.1080/1750399X.2018.1466093
Plassard, F. (2007). La traduction face aux nouvelles practiques en reseaux. Meta, 52(4), 643–657. https://doi.org/10.7202/017690ar
Pym, A. (2003). Redefining translation competence in an electronic age. In defence of a minimalist approach. Meta, 48(4), 481–497. https://doi.org/10.7202/008533ar
Pym, A. & Torres-Simón, E. (2016). Designing a course in translation studies to respond to students’ questions. The Interpreter and Translator Trainer, 10(2), 183–203. https://doi.org/10.1080/1750399X.2016.1198179
Robert, I. S., Remael, A. & Ureel, J. J. (2017). Towards a model of translation revision competence. The Interpreter and Translator Trainer, 11(1), 1–19. https://doi.org/10.1080/1750399X.2016.1198183
Rodríguez de Céspedes, B. (2017). Addressing employability and enterprise responsibilities in the translation curriculum. The Interpreter and Translator Trainer, 11(2–3), 107–122. https://doi.org/10.1080/1750399X.2017.1344816
Rothe-Neves, R. (2005). A abordagem comportamental das competências: aplicabilidade aos estudos da tradução. In F. Alves, C. Magalhães & A. Pagano (Eds.), Competência em tradução. Cognição e discurso (pp. 91–107). Universidade Federal de Minas Gerais.
Schnell, B. & Rodríguez, N. (2017). Ivory tower vs. workplace reality. The Interpreter and Translator Trainer, 11(2–3), 160–186. https://doi.org/10.1080/1750399X.2017.1344920
Stelmaszak, M. (2011). You need a CV that works! https://paol.iscap.ipp.pt/lstiproject/images/documents/O1_Educational_Package/03Linguistic_Outputs/LG1/O1%20ALL%20LG_CV%20in%20translation%20industry_en.pdf
Stemler, S. (2000). An overview of content analysis. Practical Assessment, Research, and Evaluation, 7, article 17. https://doi.org/10.7275/z6fm-2e34
Way, C. (2008). Systematic assessment of translator competence: In search of Achilles’ heel. In J. Kearns (Ed.), Translator and interpreter training: Issues, methods and debates (pp. 88–103). Continuum.
Wright Jr., L. D. (2012). Advice and information for prospective translators: A compilation of articles gleaned from the internet. Nota Translators. https://www.notatranslators.org/resources/Documents/advice.pdf
Wu, D., Jun Zhang, L. & Wei, L. (2019). Developing translator competence: Understanding trainers’ beliefs and training practices. The Interpreter and Translator Trainer, 13(3), 233–254. https://doi.org/10.1080/1750399X.2019.1656406
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Catégories
Licence
(c) Tous droits réservés Íkala, Revista de Lenguaje y Cultura 2023
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Partage dans les Mêmes Conditions 4.0 International.
