ABSTRACT

The article attempts to determine whether translation errors (in particular semantic and stylistic ones) in translator-training settings are predominantly the result of translation directionality, i.e. of the fact that the student translators are translating into their L2 and that their language competence in L2 is not as strong as in their L1, or the result of poorly developed thematic and information-mining competences. In order to determine which competence is decisive for the quality of translation output, 112 translations by 14 student translators in the final year of the study at MA level created under experimental conditions were assessed for accuracy (semantic content) and stylistic quality (register and collocations). The students were asked to translate four texts (two on a general, familiar topic and two on a specialized, unfamiliar topic) into their L1 and into L2. The results obtained by using an adapted version of an item-based evaluation method show that factors other than directionality impact translation quality more decisively, among them the level of L2 proficiency and the broadness of the translator’s general knowledge.

摘要

本文试图确定翻译培训环境中的翻译错误（尤其是语义和风格错误）是否主要是翻译方向性的结果，即学生翻译员正在翻译成他们的L2以及他们在L2的语言能力是不如L1那样强大，或者是主题和信息挖掘能力发展不佳的结果。为了确定哪个能力对翻译输出的质量起决定性作用，在研究的最后一年中，在实验条件下创建的文学硕士水平的14位学生译者进行了112笔翻译的准确性（语义内容）和风格质量（注册和搭配）评估）。要求学生翻译四本教科书（其中两本涉及一般的熟悉主题，另两本涉及专业知识，不熟悉的主题）进入他们的L1和L2。使用基于项目的评估方法的改进版本所获得的结果表明，除了方向性之外，其他因素还对翻译质量产生决定性的影响，其中包括L2熟练程度和译者的常识广度。