Cover not available
Article published In:
Babel
Vol. 61:3 (2015) ► pp.361–380

Translation theory

Myths, prejudices and realities

Translation Studies is an academic discipline that has managed to establish itself as such thanks to the research and theoretical reflection on its main object of study, i.e. translation. Yet, given the applied nature of this field, there is some disagreement as to whether translation theory is relevant in the practice of translation. The never-ending battle between these two dimensions of the discipline has given rise to a series of myths and prejudices concerning Translation Studies that extend into both the sphere of translation as a profession and the academic context. Although a number of authors have highlighted the contributions that translation theory has to offer in the training of translators (Gile 1995, 2010; Chesterman and Wagner 2002; Munday 2012), Translation theory usually plays a secondary role in the curricula of Spanish universities. At the same time, students’ attitude towards the more theoretical subjects seems to be one of rejection. Here we conduct an empirical study to analyse the preconceptions that Translation and Interpreting (T&I) undergraduate and post-graduate students have concerning the usefulness and benefits of translation theory in their training.
Keywords: Translation Studies, translation theory, empirical study, students’ preconceptions about T and I
Published online: 15 December 2015
DOI logo
https://doi.org/10.1075/babel.61.3.03ago
References (26)
Agost, Rosa. 2008. “Enseñar la teoría de la traducción: diseño de competencias y explotación de recursos pedagógicos.” Quaderns. Revista de Traducció 151: 137–152.Google Scholar
Baker, Mona. 1992. In Other Words: A Coursebook on Translation. London: Routledge. DOI logoGoogle Scholar
. 1996. “Professing Translation.” ESSE 5 (1): 42–44.Google Scholar
Bartrina, Francesca. 2005. “Theory and Translator Training”. In Training for the New Millenium, ed. by Martha Tennent, 177–190. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Bernardini, Silvia. 2004. “The Theory behind the Practice. Translator Training or Translator Education?” In Translation in Undergraduate Degree Programmes, ed. by Kirsten Malmkjær, 17–30. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Boase-Beier, Jean. 2010. “Who Needs Theory?” In Translation: Theory and Practice in Dialogue, ed. by Antoinette Fawcett, Karla L. Guadarrama Garcia, and Rebecca Hyde Parker, 25–37. London/New York: Continuum.Google Scholar
Calzada, María. 2007. El espejo traductológico. Teorías y didácticas para la formación del traductor. Madrid: Octaedro.Google Scholar
Chesterman, Andrew, and Emma Wagner. 2002. Can Theory Help Translators? A Dialogue between the Ivory Tower and the Wordface. Manchester (UK): St. Jerome Publishing.Google Scholar
Delisle, Jean. 1981. L’Enseignement de l’interprétation et de la traduction. Ottawa: Éditions de l’université d’Ottawa.Google Scholar
Franco Aixelá, Javier. 2012. “La teoría os hará libres.” Vasos comunicantes: revista de ACE traductores 431: 31–48.Google Scholar
Gile, Daniel. 1995. Basic Concepts and Models for Interpreter and Translator Training. Amsterdam: John Benjamins. DOI logoGoogle Scholar
. 2010. “Why Translation Studies Matters: A Pragmatist’s Viewpoint”. In Why Translation Studies MattersWhy Translation Studies Matters, ed. by Daniel Gile, Gyde Hansen, and Nike K. Pokorn, 251–262. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Gile, Daniel, Gyde Hansen, and Nike K. Pokorn (eds). 2010. Why Translation Studies Matters. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Ingo, Rune. 1992. “Translation Theory: Four Fundamental Aspects”. In Teaching Translation and Interpreting: Training, Talent and Experience, ed. by Cay Dollerup and Annette Loddegaard, 49–56. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Kamenická, Renata. 2011. “Teaching Translation Theory: The Challenges of Theory Framing”. In Theories and Practice: Proceedings of the Second International Conference on English and American Studies, ed. by Roman Trušník, Katarína Nemčoková, and Gregory Jason Bell, 127–136. Zlín: Tomas Bata University.
Leal, Alice. 2011. Is the Glass Half Empty or Half Full? Reflections on Translation Theory and Practice in Brazil. Doctoral thesis, Wien.
Li, Defeng. 2003. “Translator Training: What Translation Students Have to Say.” Meta: Journal des traducteurs/Translators’ Journal 47 (4): 513–531. DOI logoGoogle Scholar
Munday, Jeremy. 2012. Introducing Translation Studies. Theories and Applications. New York: Routledge. (2001, 3rd edition).Google Scholar
Neubert, Albert. 1989. “Translation as Mediation”. In Babel. The Cultural and Linguistic Barriers between Nations, ed. by Rayner Komel and Jerry Payne, 5–12. Aberdeen: Aberdeen University Press.Google Scholar
Ordóñez López, Pilar. 2011. “De mayor quiero ser traductor II. Estudio de la visión del alumnado sobre el perfil socio-profesional del traductor actual.” Intralinea 131: 1–21.Google Scholar
Presas, Marisa, and Celia Martín de León. 2011. “Teorías implícitas de traductores principiantes. Una investigación cualitativa en traductología cognitiva.” Sendebar 221: 87–111.Google Scholar
Pym, Anthony. 2010. Exploring Translation Theories. London/New York: Routledge.Google Scholar
Shuttleworth, Mark. 2001. “The Role of Theory in Translator Training: Some Observations about Syllabus Design.” Meta: Journal des traducteurs/Translators’ Journal 46 (3): 497–506. DOI logoGoogle Scholar
Ulrych, Margherita. 2005. “Training Translators. Programmes, Curricula, Practices”. In Training for the New Millenium, ed. by Martha Tennent, 3–34. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Valcárcel, Amelia. 2013. “Descartes: poner el mundo en pie”. El País. Last consulted on 7th June 2013. [URL]Google Scholar
Cited by (3)

Cited by three other publications

Ordóñez López, Pilar & Rosa Agost
2022. Future translatorsʼ views on translation theory: a qualitative approach. The Interpreter and Translator Trainer 16:2 ► pp. 158 ff. DOI logo
Yang, Yuan & Xiangdong Li
2022. Which theories are taught to students and how they are taught: A content analysis of interpreting textbooks . Círculo de Lingüística Aplicada a la Comunicación 92 ► pp. 167 ff. DOI logo
Agost, Rosa & Pilar Ordóñez-López
2021. La traductologie comme espace d’interaction : vieux préjugés, nouveaux défis. Meta: Journal des traducteurs 66:3 ► pp. 512 ff. DOI logo

This list is based on CrossRef data as of 31 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.