<abstract xmlns="http://www.w3.org/1999/xhtml">There are no doubts that the interconnections between translation competence and revision competence are constantly increasing and contribute to better coherence of the translated product. Other-revision may be developed and made use of as a competence on its own. Self-revision is always part of translation competence.The study is based on students’ attitudes towards self-revision and other-revision. Before starting the revision training in practical translation courses, a survey was conducted to determine students’ attitudes towards the process of revision, the benefits of self- and other-revision training and the forms of such training thereof. The study also followed a research design where a semi-structured interview protocol was employed to find out the students’ attitudes to self-revision and other revision competences including possible modifications to be made in the translated text and skills required. The findings reveal students’ opinions and experiences acquired in translation courses at a higher education institution in terms of the revision process and student attitudes prevailing.Studying these questions may provide helpful theoretical and practical implications about the use and benefit of revision-related activities in translation classes.</abstract>

There are no doubts that the interconnections between translation competence and revision competence are constantly increasing and contribute to better coherence of the translated product. Other-revision may be developed and made use of as a competence on its own. Self-revision is always part of translation competence.The study is based on students’ attitudes towards self-revision and other-revision. Before starting the revision training in practical translation courses, a survey was conducted to determine students’ attitudes towards the process of revision, the benefits of self- and other-revision training and the forms of such training thereof. The study also followed a research design where a semi-structured interview protocol was employed to find out the students’ attitudes to self-revision and other revision competences including possible modifications to be made in the translated text and skills required. The findings reveal students’ opinions and experiences acquired in translation courses at a higher education institution in terms of the revision process and student attitudes prevailing.Studying these questions may provide helpful theoretical and practical implications about the use and benefit of revision-related activities in translation classes.

Self-revision and other-revision as part of translation competence in translator training

Journal of Language and Cultural Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

There are no doubts that the interconnections between translation competence and revision competence are constantly increasing and contribute to better...

Self-revision and other-revision as part of translation competence in translator training

Publié en ligne: 11 nov. 2020

Pages: 117 - 133

DOI: https://doi.org/10.2478/jolace-2020-0007

Mots clés
self-revision, other-revision, revision competence, translator training

© 2020 Ramune Kasperavičienė et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Self-revision and other-revision as part of translation competence in translator training

Publié en ligne: 11 nov. 2020

Pages: 117 - 133

DOI: https://doi.org/10.2478/jolace-2020-0007

Mots clésself-revision, other-revision, revision competence, translator training

© 2020 Ramune Kasperavičienė et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Mots clés
self-revision, other-revision, revision competence, translator training