264
Views
0
CrossRef citations to date
0
Altmetric
Literature, Linguistics & Criticism

The impact of an industry-driven translation training program on the performance of trainee translators

ORCID Icon & ORCID Icon
Article: 2339618 | Received 12 Nov 2023, Accepted 03 Apr 2024, Published online: 17 Apr 2024

References

  • Abu-Ghararah, B. A. (2017). The gap between translator training and the translation industry in Saudi Arabia. Arab World English Journal for Translation & Literary Studies, 1(4), 107–118. https://doi.org/10.24093/awejtls/vol1no4.8
  • Al-Batineh, M., & Bilali, L. (2017). Translator training in the Arab world: Are curricula aligned with the language industry? The Interpreter and Translator Trainer, 11(2-3), 1–13. https://doi.org/10.1080/1750399X.2017.1350900
  • Almahasees, Z., & Qassem, M. (2021). Faculty perception of teaching translation courses online during Covid-19. PSU Research Review, 6(3), 205–219. https://doi.org/10.1108/PRR-12-2020-0044
  • Al-Otaibi, A. A. (2015). Saudi translation project (2000-2015): A historiographical bibliometric study [Unpublished MA thesis]. American University of Sharjah.
  • Bielsa, E., & Bassnett, S. (2009). Translation in global news. Routledge.
  • Campbell, S., & Hale, S. (2003). Translation and interpreting assessment in the context of educational measurement. In G. Anderman & M. Rogers (Eds.), Translation today: Trends and perspectives (pp. 205–224). Multilingual Matters.
  • Catford, J. (1965). A linguistic theory of translation. Oxford University Press.
  • Chesterman, A. (1997). Memes of translation: The spread of ideas in translation theory. John Benjamins.
  • Conway, K. (2015). What is the role of culture in news translation? A materialist approach. Perspectives, 23(4), 521–535. https://doi.org/10.1080/0907676X.2015.1026833
  • Ehrensberger-Dow, M., & Massey, G. (2013). Indicators of translation competence: Translators’ self-concepts and the translation of titles. Journal of Writing Research, 5(1), 103–131. https://doi.org/10.17239/jowr-2013.05.01.5
  • Gomaa, R. A., AbuRaya, R., & Omar, A. (2019). The effects of information technology and e-learning systems on translation pedagogy and productivity of EFL learners. In 2019 International Conference on Innovation and Intelligence for Informatics, Computing, and Technologies (3ICT), Sakhier, Bahrain (pp. 1–6). IEEE. https://doi.org/10.1109/3ICT.2019.8910326
  • Hansen, G. (2008).   The speck in your brother’s eye – The beam in your own. In G. Hansen, A. Chesterman & H. Gerzymisch-Arbogast (Eds.), Efforts and models in interpreting and translation research (pp. 255–280). John Benjamins.
  • Hatim, B., & Mason, I. (2005). The translator as communicator. Routledge.
  • Holland, R. (2013). News translation. In C. Millán-Varela & F. Bartrina (Eds.), The Routledge handbook of translation studies (pp. 332–346). Routledge.
  • House, J. (1997). Translation quality assessment: A model revisited. G. Narr.
  • Huang, P.-H., Haywood, M., O’Sullivan, A., & Shulruf, B. (2019). A meta-analysis for comparing effective teaching in clinical education. Medical Teacher, 41(10), 1129–1142. https://doi.org/10.1080/0142159X.2019.1623386
  • Karoubi, B. (2016). Translation quality assessment demystified. Babel. Revue Internationale de la Traduction / International Journal of Translation, 62(2), 253–277. https://doi.org/10.1075/babel.62.2.05kar
  • Kelly, D. (2005). A handbook for translator trainers. St. Jerome.
  • King, H. (2017). Translator education programs & the translation labour market: Linear career progression or a touch of chaos? T and I Review, 7, 133–151.
  • Kiraly, D. (2012). Growing a project-based translation pedagogy: A fractal perspective. Meta, 57(1), 82–95. https://doi.org/10.7202/1012742ar
  • Kirkpatrick, D., & Kirkpatrick, J. (2006). Evaluating training programs: The four levels. Berrett-Koehler Publishers.
  • Kodura, M. (2022). Evaluating the effectiveness of an online course in translation technology originally developed for a classroom environment. The Interpreter and Translator Trainer, 16(3), 309–324. https://doi.org/10.1080/1750399X.2022.2092830
  • Lemhöfer, K., & Broersma, M. (2012). Introducing LexTALE: A quick and valid Lexical Test for Advanced Learners of English. Behavior Research Methods, 44(2), 325–343. https://doi.org/10.3758/s13428-011-0146-0
  • Mellinger, C., & Hanson, T. (2017). Quantitative research methods in translation and interpreting studies. Routledge.
  • Mohammed, T. A. (2022, April). The use of corpora in translation into the second language: A project-based approach. Frontiers in Education, 7, 849056. https://doi.org/10.3389/feduc.2022.849056
  • Morón, M., & Calvo, E. (2018). Introducing transcreation skills in translator training contexts: A situated project-based approach. Journal of Specialized Translation, (29), 126–148.
  • Muftah, M. (2022). The effects of web-based language learning on university trainees’ translation proficiency. Journal of Applied Research in Higher Education, 15(5), 1420–1439. https://doi.org/10.1108/JARHE-05-2022-0173
  • Newmark, P. (1988). A textbook of translation. Prentice Hall.
  • Nida, E., & Taber, C. (1974). The theory and practise of translation. Published for the United Bible Societies by E. J. Brill.
  • Nord, C. (1991). Text analysis in translation: Theory, methodology, and didactic application of a model for translation-oriented text analysis. Rodopi.
  • O’Brien, S. (2012). Towards a dynamic quality evaluation model for translation. The Journal of Specialized Translation, 17(1), 55–77.
  • PACTE Group, P. (2003). Building a translation competence model. In F. Alves (Ed.), Triangulating translation: Perspectives in process oriented research (pp. 43–66). John Benjamins Publishing Company.
  • PACTE. (2009). Results of the validation of the PACTE translation competence model: Acceptability and decision making. Across Languages and Cultures, 10(2), 207–230. https://doi.org/10.1556/Acr.10.2009.2.3
  • PACTE. (2017). First results of the PACTE group’s experiment with the development of translation competence: The acquisition of declarative knowledge of translation. Target, 29(1), 84–94.
  • Pietrzak, P. (2018). The effects of trainees’ self-regulation on translation quality. Babel. Revue Internationale de la Traduction / International Journal of Translation, 64(5-6), 819–839. https://doi.org/10.1075/babel.00064.pie
  • Plaza-Lara, C. (2016). Contextualising translator training: Defining social, professional and disciplinary requirements. Lebende Sprachen, 61(2), 333–352. https://doi.org/10.1515/les-2016-0015
  • Pym, A. (2004). Redefining translation competence in an electronic age. In defence of a minimalist approach. Meta, 48(4), 481–497. https://doi.org/10.7202/008533ar
  • Qassem, M. (2020). Translation unit and quality of translation: Cultural and innovation perspectives. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, 33(2), 536–561. https://doi.org/10.1075/resla.18017.qas
  • Qassem, M. (2022). Adequacy, fluency and cognitive processes: evidence from translating English news articles into Arabic. Interactive Learning Environments, 1–16. https://doi.org/10.1080/10494820.2022.2144893
  • Qassem, M., & Al Thowaini, B. M. (2024). Effectiveness of an online training course for trainee translators: Analysis of keylogging data. Education and Information Technologies, 1–25. https://doi.org/10.1007/s10639-024-12484-7
  • Reiss, K. (2000). Translation criticism-The potentials and limitations: Categories and criteria for translation quality assessment (E. F. Rhodes, Trans.). St. Jerome Publishing. (Original work published 1970)
  • Ssem, M., & Al Thowaini, B. M. (2023). Cognitive processes and translation quality: Evidence from keystroke-logging software. Journal of Psycholinguistic Research, 52(5), 1589–1604. https://doi.org/10.1007/s10936-023-09964-1
  • Su, W., Li, D., Zhao, X., & Li, R. (2021). Exploring the effectiveness of fully online translation learning during COVID-19. In Learning Technologies and Systems: 19th International Conference on Web-Based Learning, ICWL 2020, and 5th International Symposium on Emerging Technologies for Education, SETE 2020, Ningbo, China, October 22–24, 2020, Proceedings 5 (pp. 344–356). Springer.
  • Tiokou, C. (2019). Alternative settings in translator training: An ergonomic perspective. XVII symposium on translation and interpreting studies, KäTu2019. Tampere University.
  • Toury, G. (1995). Descriptive translation studies and beyond. John Benjamins.
  • Valdeón, R. (2015). Fifteen years of journalistic translation research and more. Perspectives, 23(4), 634–662. https://doi.org/10.1080/0907676X.2015.1057187
  • Van Doorslaer, L. (2010). Journalism and translation. In L. van Doorslaer & Y. Gambier (Eds.), Handbook of translation studies (Vol. 1, pp. 180–184). John Benjamins Publishing Company.
  • Vanroy, B., De Clercq, O., & Macken, L. (2019). Correlating process and product data to get an insight into translation difficulty. Perspectives, 27(6), 924–941. https://doi.org/10.1080/0907676X.2019.1594319
  • Wu, D., Wei, L., & Mo, A. (2019). Training translation teachers in an initial teacher education programme: A self-efficacy beliefs perspective. Perspectives, 27(1), 74–90. https://doi.org/10.1080/0907676X.2018.1485715
  • Yang, P. (2015). Translation studies in contemporary China: Retrospect, reflection, and prospect. In Y. Sun (Ed.), Translation and academic journals (pp. 41–57). Palgrave Macmillan. https://doi.org/10.1057/9781137522092_3
  • Yang, Y., & Wang, X. (2020). Predicting student translators’ performance in machine translation post-editing: Interplay of self-regulation, critical thinking, and motivation. Interactive Learning Environments, 31(1), 340–354. https://doi.org/10.1080/10494820.2020.1786407