I am deeply indebted to the several generations of students who, through their cooperation and constructive criticism in class, have contributed to the development of this model of translation-oriented text analysis, a model which may serve as a starting point for the systematic basis I am striving after.
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In this book – the result of my “lifelong” attempt to teach translation on a systematic basis – I hope that I have come up with a methodology which will provide students with a “tool” for preparing translations not only for the classroom but also perhaps later in their professional life, and which may also serve as a stimulus for further research in the field of translation teaching. 265įor more than twenty years I have been teaching courses in translation at the Institut für Übersetzer und Dolmetscher at the University of Heidelberg. Text 3: The relationship between text function and receiver orientation – Tourist information text “Spezialitäten”.243 5.3.0. The beginning of a text as a key to its interpretation 224 5.2.3. Text 2: The relationship between subject matter, text structure and effect – Miguel de Unamuno: “Niebla”. The reflection of the extratextual factors in the text. The postscript “Acerca de la historicidad de Víctor Hugues”. Text 1: The relationship between intention and function – Alejo Carpentier: “Acerca de la historicidad de Víctor Hugues”. A didactic model of translation criticism. Forms and functions of translation criticism. Grading the difficulty of translation texts.
Grading the difficulty of translation tasks. Applications of the model in translator training. The interdependence of intratextual factors. The interdependence of extratextual factors. Possible relationships between source text and target text. The role and function of source-text analysis.25 2.1. Factors and constituents of the translation process. A MODEL FOR TRANSLATION-ORIENTED TEXT ANALYSIS. INTRODUCTION: The need for text analysis in translation.
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