The messages take several familiar forms. This is a common refrain from defenders of religious belief as well.
The chapter is aimed at proving that the first and the third stages of the translation process are based on critical thinking, while the second stage translation itself rests upon creative thinking.
Therefore, teaching critical thinking must be a necessary part of translator professional training, because it is not only important as such, but also leads students to acquisition of mature creative thinking, which is crucial for translation problem-solving.
It is also based on the research made from towhich explains why some points of the chapter are described in retrospect; many conclusions of the research have now been reconsidered and reformulated in the light of the years passed since.
Hence, translators-to-be must be facilitated to acquire professional thinking, which is understood in this chapter as their ability to adequately translate any text at a minimum time and effort.
To this end translation training should incorporate critical and creative thinking training. More precisely, students must be facilitated to acquire critical and creative thinking skills.
Ideally, critical thinking skills should be acquired through an academic subject or subjects; later, in their turn, they will contribute to the effectiveness of mastering translation skills.
According to BeckerBowell and KempHasselHuittWakefieldteaching critical thinking skills is a necessary component of any education and a key to success. From the viewpoint of psychology and theory of education critical thinking is a cognitive process necessary for complex tasks solving.
From this perspective critical thinking is sometimes called convergent, logical, or deductive thinking. It is also characterized as reflective thinking, i.
Treatment of critical and creative thinking as parts of complex tasks solving seems to be relevant for translation studies, for in terms of cognitive psychology translation is a complex task. With this in mind, it is important to concentrate on the following problems: As a result, a definition of pre-translation source text analysis PTSTA as an important phase of the translation process will be provided in the light of critical thinking studies.
At the end of the chapter some comments and recommendations on teaching critical thinking and PTSTA will be given.
The chapter logic is circular: Consequently, it is crucial for translation quality. The objectives of the chapter are: To determine the criteria necessary for written translation quality assessment relevant for translator training. To reveal the role of critical and creative thinking in the process of translation, and thereby clarify the psychological mechanism of translation optimization.
The given objectives predetermine the chapter structure. A cognitive skill providing an ability to analyze the ST from different angles inclusively of linguistic, extralinguistic and pragmatic aspects, as well as an ability to evaluate TT as to the degree of its adequacy in relation to ST and particular conditions of the given instance of translation.
Errors in translation which endanger TT adequacy. Adequacy of translation, which means that TT is a pragmatically adapted in accordance with the ST and aimed at reproducing the same communicative function s as ST, b while maintaining, as far as possible, the content-structure dependency on the ST.
A critical-thinking-based cognitive activity aimed at TT evaluation and improvement correction. Certain structural, content-related and pragmatic unique features and components of ST necessary to be transferred to TT, so as to provide for its adequacy in relation to ST.
A critical-thinking-based cognitive activity aimed at a understanding of both content and message of the ST, inclusively of linguistic, extralinguistic cognitive, discursive and pragmatic aspects, and b determining of translation strategy and invariant. A cognitive skill providing ability to consolidate all the necessary theoretical structured and non-structured, conscious and intuitive knowledge as well as practical skills in order to synthesize a TT adequate in relation to ST.
The PTSTA-based process of synthesizing a TT adequate in relation to ST, involving consolidation of necessary theoretical structured and non-structured, conscious and intuitive knowledge as well as practical skills.I am looking for a virtual assistant to help me with the daily tasks associated with running my startup.
I am currently administering two software development projects related to psychology and psychotherapy. A psychiatrist has a degree in medicine and a psychologist has a doctoral-level degree in psychology. However, there are a number of other distinctions that make each profession quite unique.
Learn more about the different educational, training and job requirements in this overview of the differences between psychologists and psychiatrists. Abstract— In order for the translation psychological tests to be reliable tools for ensuring accurate research data, as a precondition for the reliability of scientific research, their adaptation to the particular national, religious and social.
Every day now, I get several messages/emails from Jordan Peterson fans. Nothing could convince me more that we’re dealing with a cult-like network of bewilderingly brainwashed people.
The messages take several familiar forms. “It’s his opinion and belief. Science and evidence don’t apply. My specialties include: * Web content * Landing pages and sales pages * Marketing articles and blog content * Email marketing/sales emails/email campaigns As an experienced copywriter, I understand unique value proposition, the difference between benefits and /5().
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