Teacher(s)
Language
French
Prerequisites
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Main themes
Discussion on specific subjects varying according to the interests and needs of course participants and turning around textual, discursive, and cognitive approaches to translation.
Learning outcomes
At the end of this learning unit, the student is able to : | |
| 1 |
Contribution of teaching unit to learning outcomes assigned to programme This unit contributes to the acquisition and development of the following learning outcomes, as assigned to the Master's degree in translation : 2.1, 2.2, 2.5, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.10 AA-FA.Masterand activate the knowledge and skills required to effectively undertake doctoral research in translation studies, or with a view to pursuing a professional career that calls for specific expertise in the field. Specific learning outcomes on completion of teaching unit On completing this unit the student is able to: · Isolate a problematique appropriate for study and analysis in the context of textual, discursive and cognitive approaches; · Select scientific publications relevant to the problematique chosen; · Give an oral presentation of selected publications highlighting their connexion with the selected problematique as well the degrees of convergence and divergence between different approaches and perspectives and the extent to which they are adequate in dealing with the problem in question; · Produce a work of around 25 pages comprising a critical review of the scientific literature in question and an analysis of a sample of cases appertaining to the problematique in question, and illustrating either the effectiveness of the analytical concepts and tools proposed in the literature or the need for these to be adapted or re-fashioned; Present and defend his or her research in the context of a critical discussion; |
Content
In 2024-2025, general overview of the literature related to cognitive approaches to translation, in particular Sandra Halverson's Gravitational Pull Hypothesis (Halverson 2017) and in-depth discussion of the literature related to the topics selected by students.
Teaching methods
Seminar: classroom discussions based on the reading list distributed by the lecturer, oral presentations
Evaluation methods
During the term and in June:
1. oral presentation dealing with a state-of-the-art review of a selected topic in cognitive translation studies (20% of the final grade)
2. extended term paper on this topic, containing original research, to be handed in at the start of the June exam session at the latest (70% of the final grade)
Oral defence of the paper in June (10% of the final grade)
For resits in September: extended term paper (80%) and oral defence (20%)
The term paper should comprise: (i) a well-founded presentation of the topic chosen, (ii) a critical review of the literature, and (iii) an empirical study based on authentic data.
Guidelines re. the use of AI to write the term paper:
Generative artificial intelligence (AI) must be used responsibly and in accordance with academic and scientific integrity practices. If use is made of generative AI, students are required to systematically indicate the sections where AI has been used, for example through the use of footnotes, and specify for which purpose(s) AI has been used (for information retrieval, text editing, reformulation, etc.). Students remain responsible for the content of their work.
1. oral presentation dealing with a state-of-the-art review of a selected topic in cognitive translation studies (20% of the final grade)
2. extended term paper on this topic, containing original research, to be handed in at the start of the June exam session at the latest (70% of the final grade)
Oral defence of the paper in June (10% of the final grade)
For resits in September: extended term paper (80%) and oral defence (20%)
The term paper should comprise: (i) a well-founded presentation of the topic chosen, (ii) a critical review of the literature, and (iii) an empirical study based on authentic data.
Guidelines re. the use of AI to write the term paper:
Generative artificial intelligence (AI) must be used responsibly and in accordance with academic and scientific integrity practices. If use is made of generative AI, students are required to systematically indicate the sections where AI has been used, for example through the use of footnotes, and specify for which purpose(s) AI has been used (for information retrieval, text editing, reformulation, etc.). Students remain responsible for the content of their work.
Other information
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Online resources
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Bibliography
Alves, F. & Jakobsen, A. (eds). (2020). The Routledge Handbook of Translation and Cognition. London: Routledge.
Halverson, S. (2003). The cognitive basis of translation universals. Target 15(2), 197-241.
Halverson, S. (2007). Investigating gravitational pull in translation: the case of the English progressive construction. Texts, process and corpora: research inspired by Sonja Tirkkonen-Condit. Joensuu: Publications of the Savonlinna School of Translation Studies 5, 175-195.
Halverson, S. (2010). Cognitive translation studies: Developments in theory and method. Translation and cognition, 349-369.
Halverson, S L. (2017). Gravitational pull in translation: Testing a revised model. Empirical translation studies, 9-45.
Lefer, M.-A. & De Sutter, G. (2022). Using the Gravitational Pull Hypothesis to explain patterns in interpreting and translation: The case of concatenated nouns in mediated European Parliament discourse. In Kajzer-Wietrzny, M., Ferraresi, A., Ivaska, I., Bernardini, S. (eds) Empirical investigations into the forms of mediated discourse at the European Parliament. Berlin: Language Science Press.
Halverson, S. (2003). The cognitive basis of translation universals. Target 15(2), 197-241.
Halverson, S. (2007). Investigating gravitational pull in translation: the case of the English progressive construction. Texts, process and corpora: research inspired by Sonja Tirkkonen-Condit. Joensuu: Publications of the Savonlinna School of Translation Studies 5, 175-195.
Halverson, S. (2010). Cognitive translation studies: Developments in theory and method. Translation and cognition, 349-369.
Halverson, S L. (2017). Gravitational pull in translation: Testing a revised model. Empirical translation studies, 9-45.
Lefer, M.-A. & De Sutter, G. (2022). Using the Gravitational Pull Hypothesis to explain patterns in interpreting and translation: The case of concatenated nouns in mediated European Parliament discourse. In Kajzer-Wietrzny, M., Ferraresi, A., Ivaska, I., Bernardini, S. (eds) Empirical investigations into the forms of mediated discourse at the European Parliament. Berlin: Language Science Press.
Faculty or entity
