title: Translation into L2 Not a Shameful but a Valid Practice in the Market and the Classroom
metadata.name: dc.contributor.author
metadata.value: Pokorn, Nike K.
metadata.lang: -
metadata.name: dc.date.accessioned
metadata.value: 2017-05-10T09:25:52Z
metadata.lang: -
metadata.name: dc.date.available
metadata.value: 2017-05-10T09:25:52Z
metadata.lang: -
metadata.name: dc.date.issued
metadata.value: 2016-12
metadata.lang: -
metadata.name: dc.identifier.citation
metadata.value: Pokorn N. K. Translation into L2 Not a Shameful but a Valid Practice in the Market and the Classroom. Vestnik SPbSU. Series 9. Philology. Asian Studies. Journalism, 2016, issue 4, pp. 86–99.
metadata.lang: en_GB
metadata.name: dc.identifier.other
metadata.value: 10.21638/11701/spbu09.2016.407
metadata.lang: -
metadata.name: dc.identifier.uri
metadata.value: http://hdl.handle.net/11701/6228
metadata.lang: -
metadata.name: dc.description.abstract
metadata.value: The article focuses on the issue of directionality, i.e. the practice when translators and interpreters
  work into their foreign language. First, the status of translation into the translator’s second language
  (L2 or B) in Translation Studies writings is discussed, arguing that translation into L2 is gaining more
  TS theoretical attention lately. Then an empirical work investigating teaching of translation into L2 is
  presented: first, the article investigates whether the assumption that teaching staff should only teach
  a course unit in translation into their A language is valid and supported by factual evidence. Based
  on the responses to questionnaires and transcriptions of video recordings of the lessons conducted
  by 6 translation teachers (2 bilingual, 2 native and 2 non-native speakers of the TL), it is argued that,
  despite differences in teaching strategies, each of these three groups can contribute to the teaching process
  in L2 translation class, but that it would be useful to engage bilingual teachers and teachers who
  are native speakers of the TL at more advanced levels of translation training. Second, the article focuses
  on the competences of students when translating into their languages B and C. Examining 580 final translation exams taken between 2010 and 2015 at the MA programme of translation at the University
  of Ljubljana (Slovenia), it has been established that on average students tend to perform slightly better
  when translating into their L1 (esp. with language C). However, there is a strong correlation between
  the grades for translation into L2 and those for translation into L1 an individual student gets. It is
  therefore concluded that students’ performance seem to depend mainly on their acquisition of the
  translation service provision competence (which does not seem to be dependent on the directionality)
  and not so much on the acquisition of language competence. Refs 30. Fig 1. Tables 7.
metadata.lang: en_GB
metadata.name: dc.language.iso
metadata.value: ru
metadata.lang: en_GB
metadata.name: dc.publisher
metadata.value: St Petersburg State University
metadata.lang: en_GB
metadata.name: dc.relation.ispartofseries
metadata.value: Vestnik of St Petersburg University. Series 9. Philology. Asian Studies. Journalism;Issue 4
metadata.lang: -
metadata.name: dc.subject
metadata.value: translation and interpreting
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: teaching methods
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: directionality
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: second language
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: translation service provision competence
metadata.lang: en_GB
metadata.name: dc.title
metadata.value: Translation into L2 Not a Shameful but a Valid Practice in the Market and the Classroom
metadata.lang: en_GB
metadata.name: dc.type
metadata.value: Article
metadata.lang: en_GB
resources.filename: 07-Pokorn.pdf
resources.url: https://dspace.spbu.ru/bitstream/11701/6228/1/07-Pokorn.pdf
resources.format: Adobe PDF
resources.size: 1,98 MB