ABSTRACT

This article reports on a longitudinal focus group study of two groups of translation students aimed at investigating their socialisation into the translation profession. The students followed the same MA programme in Translation Studies at a Swedish university but worked with different source languages (SL): Japanese and English. The focus group data were analysed thematically following Braun and Clarke, with a point of departure in Weidman et al.’s socialisation model and its three core elements: knowledge acquisition, investment, and involvement. The findings show that the two groups’ SLs played a crucial role in their socialisation into the profession, affecting all three core elements to various degrees. The findings can be described as either pertaining to personal reasons or institutional constraints. Recognising Japanese as a language of low diffusion and low resources in the Swedish translation context provides an explanation for these findings. Finally, implications for translator education are discussed.

摘要

本文报道了针对两组翻译学生的纵向焦点小组研究，旨在调查他们对翻译专业的社会化程度。这些学生在瑞典大学遵循相同的翻译研究文学硕士课程，但是使用了不同的源语言（SL）：日语和英语。焦点小组的数据是按照布劳恩（Braun）和克拉克（Clarke）进行的主题分析，与韦德曼（Weidman）等人的社会化模型及其三个核心要素（知识获取，投资和参与）不同。调查结果表明，这两个小组的SL在他们进入职业的社会化过程中发挥了关键作用，在不同程度上影响了所有三个核心要素。调查结果可以描述为与个人原因或机构限制有关。在瑞典语翻译环境中，日语被认为是一种低扩散和低资源的语言，为这些发现提供了解释。最后，讨论了对翻译教育的意义。