Appendix 1: Summaries of Chapters 3 & 4

Chapter 3: The Translator as learner (Summary)

1. Introduction
Translation is an intelligent activity which incorporates both conscious and
unconscious learning.
2. Point 1: The Translators Intelli!ence
1. The translator must learn to translate faster and translate reliably.

2. However, a common assumption is that in order for the translator to

produce work which is reliable, he should not translate fast. Thus, there
seems to be a contradiction in the initial statement.
3. It is true that old & familiar actions become a habit. Therefore they can be
performed quickly & reliably. But as far as new & unfamiliar actions are
concerned, these need to be done at a slower pace.
4. The translators target is to make new & unfamiliar translation processes
into a habit. The translators e!periences play a ma"or role in such transfer.
#n e!perienced translator have translated so much that he can do the
translation form the $% to the T% instantly.
5. This however, doesnt imply that T&#'$%#TI(' I$ '(T #'
I'T)%%I*)'T B)H#+I(,&. T&#'$%#TI(' I$ #%-#.$ #'
I'T)%%I*)'T B)H#+I(,&.

6. Translation process is a highly complicated process reuiring rapid

multilayered analyses o! semantic !ields" syntactic structures" the
sociology and psychology o! the reader or listener response and cultural
di!!erences.
#. Hence, the translation process is constantly/
0reative
'ew
1roblem solving une!pectedly.

21iaget describes 3intelligence4 as 3the process of improvising

and polishing ... thus it is a creative processing4
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Appendix 1: Summaries of Chapters 3 & 4
$. It is therefore very useful for the translator to /
%earn about his intelligence &
%earn how to use his intelligence

this will eventually help the translator en"oy more the translation
procedure, be faster and producing a more reliable translation.
%. $ince translation is an intelligent activity requiring problem6solving in
novel te!tual, social and cultural conditions, the translator needs to /

develop analytical skills

learn to sublimate these skills 2sublimate means that such
skills have become so much second nature to the translator
2habit7 due to translation e!perience, that he goes through
translation processes without even being aware of it.7

the result/ the translator becomes better and faster at analysing

te!ts, conte!ts, people, moods. 2Better in the sense of more
accurate8 9aster in the sense of less aware of his specific
analytical processes7.
3. P$I%T 2: The Translators &emor'
:. Translation can be both conscious and unconscious 2the latter being most of
the time7.
5. The translator needs to learn to translate rapidly, in a reliable and en"oyable
way. %earning means the ability to &)0#%% and use 9%);IB%. &
+)&$#TI%IT. his );1)&I)'0)$. %earning depends on how much
impact your e!perience leaves on you. Through e!perience 2general
e!perience and not "ust translation e!perience7, we accumulate learning
without even being aware of it. Thus, translation becomes an unaware
process 2i.e. we are memorising without being aware7.
<. To achieve this, the translator must train his memory as a learning agent 2vs.
sheer memorisation of facts7.
=. There are different types of memory procedures/
(a) &epresentational ' (rocedural )emory
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Appendix 1: Summaries of Chapters 3 & 4
&epresentational memory 2records & remembers specific
events e.g./ remembering what I had this morning for
breakfast7
1rocedural memory 2perform unconscious habits thus
implying unconscious skills>activities e.g./ how to drive a car
from home to work7.
?. Both memories are needed by the translator and the interpreter. How@

By means of &A, the translator remembers a specific word.

$uch remembrance is very often tied with a specific conte!t.
This kind of memory involves conscious procedure.
By means of 1A, the translator uses the word effectively.
This kind of memory involves unconscious activity.

e.g./ remembering a translation rule and write it down B &A B

conscious procedure. &emembering a translation rule and use it
in a translation e!ercise unconsciously B 1A B unconscious
activity.
(*) +ntellectual ' ,motional memory
C. Intellectual memory B remembering and recording facts.
)motional memory B recording your feelings about the facts.
D. Both memories 2IA & )A7 add force to learning. -hy@ The more you
en"oy learning, the better you learn and en"oyment is a pretranslation skill.
E. -hat you remember well depends on three main factors/
The conte!t in which your are e!posed
The relevance to your life
The sensory channels 2i.e. multiple encoding7
Conte- t
).g./ conte!tualiFing a word or a phrase as part of what a
person doing a "ob says or writes.

the physical and cultural conte!t where language has occurred

help to stimulate the right emotions, thus recalling occurs.

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Appendix 1: Summaries of Chapters 3 & 4
5 types of learning in such situation/ state6dependent & place6
dependent learning.

state6dependent learning/ memories retained in a given mental

or physical state are most easily recalled in that state 2when
you are into!icated youre likely to remember what you have
been through when you happen to be in the same state7.
place6dependent learning/ ma!imum efficiency is achieved
through ma!imum familiarity 2e.g./ youre likely to retrieve
memory when you happen to find yourself in a familiar
environment7.
&ele.ance
The more involved, the easier to remember. It is generally
easier to remember a word>phrase that you need for some
purpose.
Sensory channels (or )ultiple encoding)
The more senses you involve to register something, the more
easily you will remember it.

different types of sensory channels/

visual 2involving sight7
tactile 2involving touch7
auditory 2involving hearing7
kinaesthetic 2involving body position7
gustatory 2involving taste7
olfactory 2involving smell7
4. P$I%T 3: The translators learnin! st'le

/hat 0ind o! intelligences does the translator use1

:. There are C types of intelligences 2refer to p.?E7.
5. #ny translator can make use of multiple intelligence styles. It all depends
on the type of translation he is working on. However...
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Appendix 1: Summaries of Chapters 3 & 4
<. ...the linguistic intelligence is considered as the main intelligence of
translators and interpreters. It implies the ability to hear, sort out, produce
and manipulate the comple!ities of a language 2T% and>or $%7.
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Appendix 1: Summaries of Chapters 3 & 4
=. It is important for the translator to be aware of the infinite variety of
learning styles. This will help him improving the translation procedure by/

discovering his strengths

learning structuring his working environment so as to
ma!imise his strengths.

By learning about intelligences and learning styles, it can

help us better recognise ourselves. This will help us start
structuring our professional lives more effectively around
such intelligences.
?. )ric Gensen 2:HH?a7 insists on = general areas in which individual learning
styles differ. It is however important to remark that our overall learning
style is a combination of many of the following preferences. $uch
combination will vary from task to task/

0onte!t
Input
1rocessing
&esponse
Conte-t
:. The physical & social environment where we learn can make a great
difference on the performance.
5. The following are some different variables as presented by Gensen/
Field-dependent/independent
2ield3dependent translator

i. will learn by doing hands6on work

ii. will learn by on6the6"ob training
iii. will learn by translating
iv. will learn by travelling
v. will learn by visiting places of work etc.
where certain terminology is used.
vi. will learn the language by mingling with
native speakers of that language.
"roup #
5D
%earning styles
2Gensen, :HH?a7
Appendix 1: Summaries of Chapters 3 & 4
2ield3independent translator

i. learns best in an 3artificial4 conte!t

ii. prefers attending lectures and learns through
notes, diagrams, etc.
iii. prefers to learn the language through
books, grammar books, dictionaries
flexible/structured environment
2le-i*le3en.ironment translator

i. works in a number of different

conte!ts and he likes it
ii. moves easily from one learning
environment to another 2feels comfortable7
iii. learns in a variety of learning
environments
iv. will learn the language in various
kinds of foreign6language classrooms
Structured3en.ironment translator

i. has vary specific requirements for the type of

environment in which he works best
ii. works at a single work station
Independence/dependence/interdependence
+ndependent translator

i. works best alone

ii. not very comfortable working with another
person or in larger groups
iii. makes ideal freelancer
iv. it doesnt mean that he isnt sociable
4ependent translator

i. works best in highly collaborative or co6

operative in6house situations
ii. he may gravitate toward interpreting as well
+nterdependent translator
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Appendix 1: Summaries of Chapters 3 & 4

i. works well both in groups and alone

ii. in an in6house situations will feel like part of
a family
iii. interdependent freelancer will see himself as
forming an essential link in a long chain to
generate an effective target te!t. 9eels the
need to belong.
iv. He perceives personal success and
competence in terms of larger group goals.
Relationship-/content-driven
&elationship3dri.en translator

i. focuses on 3people4 and 3working people4

ii. when working with written te!t, he likes to
know the $% writer and even the T% end6
user personally
iii. loves to collaborate on translation 2with the
writer and other e!perts and resource people
present7
iv. freelancer will only imagine himself in
personal interaction with the $% writer and
the T% reader
Content3dri.en translator

focuses his attention on specialised terms and

terminology and the ob"ect worlds they present8 on
syntactic structures and cross6linguistic transfer
patterns8 on stylistic registers and their
equivalencies across linguistic barriers.
+nput
:. The sensory form of information when it enters the brain.
5. Gensen distinguishes between < different sensory forms/

+isual
#uditory
Iinaesthetic 2movement & touch7
"roup #
5H
External/Internal
component in each
Appendix 1: Summaries of Chapters 3 & 4
Visual translator
%earns through visualising 2seek out e!ternal images or create mental images
of the thing he is learning 2e.g./ people with photographic memory7
5isual3e-ternal translator

needs to see things concretely. $uch translator

regards translation as a process of visualising
source6te!t synta! as a spatial array and
rearranging specific te!tual segments to meet
target6language syntactic requirements 2refer to
p.CD for e!ample7
5isual3internal translator

creating visual images of things in his head. He

constantly visualises the words and phrases he
translates. If words have no obvious visual
representation, he will create one based on
associative connection.
Auditory translator
%earns best by listening and responding orally either to other people of to
himself.
6uditory3e-ternal translator

i. when translating a te!t, this kind of

translator usually voices both the $T
and his emerging translation to
himself, aloud or in his head
ii. rhythm and flow of a written te!t
always e!tremely important
6uditory3internal translator

i. cares enormously about rhythms

ii. constantly hears both the $T and the
emerging TT internally
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Appendix 1: Summaries of Chapters 3 & 4
iii. may prefer soft background music
while working
iv. self6talk helps him work faster, more
effectively and more en"oyable
Kinaesthetic translator
%earns by doing8 by holding things. &emembers words by associating with
them concrete tactile e!perience.
7inaesthetic3tactile translator

i. feels the movement of language while

he is rendering it in the T%
ii. he feels his "ob is to 3steer4 or
3channel4 the flow from $% to T%
rather than producing a T% equivalent
for $% words and phrases
iii. his target is that a $% problem 2e.g.
technical words7 is developed in T%
solution
7inaesthetic3internal translator

i. not very e!pressive orally

ii. likes to feel language flowing from
the $T into the T% but he is more
likely to be aware of that flow
iii. using feelings of 3e!periences4, he
3visualises4 words>phrases by
imagining and associating with
feelings.
(rocessing
:. 1rocessing of information = main processing models/

0onte!tual6global
$equential6detailed>linear
0onceptual
0oncrete
ontextual-global
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Appendix 1: Summaries of Chapters 3 & 4
$eeing the big picture and ignoring minute details
Conte-tual3glo*al translator

i. prefers "obs where minute accuracy is

less important than a general overall
T% appropriateness
ii. he wants to get a general 3feel4 for
the $T and create a TT that feels more
or less the same
iii. when working on a detailed
translation, he prefers to/ 2a7 do a
rough translation quickly and then 2b7
go back over it slowly
iv. rather than referring to dictionaries,
he prefers calling an e!pert on the
phone or checking with friends.
!e"uential-detailed/linear
Translators will typically gravitate toward highly structured working situations
& te!ts.
Seuential3detailed linear translator

i. wants to know far in advance what hell be

translating so that he can prepare himself
properly by learning vocabulary and
registers
ii. likely to specialise in a certain sub"ect area
so that he can learn all about his field
iii. he will do a detailed te!tual analysis of the
$T before beginning to translate
iv. not like conte!tual6global translator, trusts
dictionaries very much and owns all the
latest dictionaries in his field
v. maintains a personal terminological database
which he updates any time he comes across
a new word
onceptual #abstract$
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Appendix 1: Summaries of Chapters 3 & 4
1rocesses information most effectively at high levels of generality and at a
great distance from the distractions of practical e!perience
Conceptual (a*stract) translator

i. quickly loses patience with the

translating and interpreting
ii. he finds practical translation hard,
menial and monotonous
oncrete #ob%ects and feelings$
1rocessing information by handling it in as tangible a way as possible
Concrete translator

i. prefers to learn by hands6on

e!perience in translating rather than
by undergoing translator training
ii. is impatient with theory which
doesnt really help him translate
better.
&esponse (to the in!ormation)
:. This means that your response to the information youve taken in and
processed will be the actions you take.
5. These actions are filtered by such considerations as other peoples attitudes,
conformity to rules and time.
<. Gensen points out C types of response filter/

)!ternally & internally referenced

Aatching & mismatching
Impulsive6e!perimental & analytical6reflective
&xternally/Internally referenced
,-ternal re!erenced translator
(or con.entionally re!erenced translator)

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Appendix 1: Summaries of Chapters 3 & 4
i. responds to informational input
largely on the basis of other peoples
e!pectations and attitudes
ii. the large ma"ority of the profession
iii. subordination to the various social
authorities controlling translation
2submit his will entirely to the $T and
its meaning8 to the social authorities
that want the te!t to be translated8 to
the target reader7
iv. puts apart any personal opinion,
biases, indications ... They consider
this as an ethical and legal issue.
+nternally re!erenced translator
(or uncon.entionally re!erenced translator)

i. has more a personal code of ethics

which may or may not deviate sharply
from societal norms and values
ii. the truth is that I& translator is
somehow the result of some sort of
)& translator 2e.g. feminist translators
p.DE7
-e may therefore say that there are conventionally referenced translators i.e.
those who are willing to submit to a broadest, most generally accepted social
norms & unconventionally referenced translators i.e. those who submit to other
authorities other than the generally accepted ones.
'atching/mismatching translator
)atching translator

i. achieving equivalence between $T

and TT
ii. deviation brings about an!iety
)ismatching translator

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Appendix 1: Summaries of Chapters 3 & 4
i. likely to agree with a group or an
established opinion
ii. has no difficulty with dissimilarities,
deviations ...
iii. feels uncomfortable with the concept
of equivalence
iv. doesnt like to work with very
technical and specialised $T.
Impulsive-experimental/analytical-reflective
+mpulsi.e3e-perimental translator

i. is very spontaneous
ii. responding to new information
through trial & error
6nalytical3re!lecti.e translator

i. responds more slowly and cautiously

ii. needs time to think things through
carefully before proceeding
"roup #
<?
Appendix 1: Summaries of Chapters 3 & 4
Chapter 4: The (rocess o! translation (Summary)
1.( Introduction
:. The main target of this chapter is to focus on how the translator uses his
memory patterns & learning styles to translate.
5. Translation is a constant learning C8C9, for the translator.
<. < main stages are involved/
Instinct
)!perience
Habit
=. The translator is
a professional for whom comple! mental processes have
become second nature 2and therefore subliminal78
a learner who must constantly face and solve new problems in
conscious analytical ways.
2. Point 1: The shuttle: experience and ha)it *Theor'+
:. #s far as the memory patterns and learning styles we discussed in chapter =
are concerned, some of them work well with full conscious and analytical
awareness whereas others may operate most effectively subliminally.
5. :;,ST+<=/
How does the translator harness his own idiosyncratic
2distinctive7 preferences and habits into a general procedure for
transforming $T into successful TT@
<. There are 5 mental states and processes/
The subliminal way of translating 2refer to p.H? for details7
The highly conscious analytical way
The su*liminal /ay
works best when there are no problems in the $T or
problems are familiar enough to be solved unconsciously
"roup #
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Appendix 1: Summaries of Chapters 3 & 4
The analytical state
very slow
a reputation for probity 2integrity7 and acumen 2insight7
=. These two states are/
different but not perfectly or totally so
made up of very much the same e!periential and analytical
materials

experience of languages
cultures
people
translations
textual( psychological( social ) cultural analyses
5. +)(<&T6=T:
,-perience leads to ha*it 2sublimated7
6nalysis leads to *ringing *ac0 the
e!perience out of habit in
order to analyse it consciously
Translator needs ha*it to speed up translation process and
make it more en>oya*le.
But he also needs ne/ e-perience to enrich it and
complicate it, slow it down, and, again, to make it more
en"oyable.
There is a pleasure ... in a shuttling back and forth between
the new and the old, the familiar and the strange, the
conscious and the unconscious, the intuitive and the
analytical, the subliminal and the startling. #ll this is
important to success!ul, e!!ecti.e, and en>oya*le
translation.
"roup #
<D
In the subliminal state, these have become a HABIT
(procedural memory).
In the analytical state, these have become !"#I!$#
A"A%&#I# (representational memory)

Appendix 1: Summaries of Chapters 3 & 4

0onclusion/ the translator needs both ?6@+T & 2&,S?
,A(,&+,=C,.
3. Point 2: Charles Sanders Peirce on Instinct, -xperience & .a)it
:. 1ierce regards the connection between e!perience and habit through
instinct.
/i!ure 1: Connection )et0een experience & ha)it is throu!h instinct
5. -hat does this imply in terms of the translation process@

The translator begins with a blind, intuitive, instinctive sense

in a language 2$% or T%7, of what a word or phrase means,
how a syntactic structure works. 29I&$T instinct7

He then proceeds by translating the words or phrases moving

back and forth between the two languages, feeling the
similarities and dissimilarities between words and phrases and
structures. 2$)0('K experience7

"roup #
<E

Appendix 1: Summaries of Chapters 3 & 4

*radually, over time, sublimates specific solutions to specific
e!periential problems into more or less unconscious
behaviour patterns. 2THI&K habit7
T?, &,S;9T
Translation process more rapid and effective8
less need to stop and solve troubling problems8
1roblem6solving process less & less8
The translator feels more competent and at ease
with a greater variety of source te!ts.
@ut he still needs to come out o! that ha*it
/hene.er necessary and e-perience the /orld
!ully and consciously and analytically to sol.e
di!!icult te-t pro*lems.
4. Point 3: A)duction, induction, deduction
:. The translator e!perience is not only confined to what he e!periences in the
act of translating. It involves/

#bduction 2forming a hypothesis7

Induction 2from specific to generalities7
Keduction 2from generalities to specific7
5. How does this work in a translation processing e!perience@
Kata not very clear

#bduction/
hypothesising about the data, a hypothesis which
intuitively or instinctively seems right 29I&$T7

Induction/
testing the hypothesis inductively 2$)0('K7
"roup #
<H
The last two involve logical
reasoning processes but they both
need facts>principles.
# term coined by 1eirce to show that
Induction & Keduction arent
enough. He argues that neither of the
two generate ')- IK)#$.
#BK,0TI('
the act of making an intuitive leap
from une!plained data to a
hypothesis.
Appendix 1: Summaries of Chapters 3 & 4

Keduction/
*eneralising from it deductively 2THI&K7
"roup #
=J
Appendix 1: Summaries of Chapters 3 & 4
<. The following is a practical e!ample 2refer to p.:JJ7/
The translator is faced with a translation of te!t>word
which seems untranslatable

#bduction/
The abductive e!perience is confused, feeling
intimidated by the magnitude of the task, but somehow
making the leap, making the blind stab at understanding
or reformulating an utterance 29I&$T7

Induction/
The translator tests the 3abductive4 solution
3inductively4 in a variety of conte!ts 2$)0('K7

Keduction/
Keduction begins when the translator had
discovered enough 3patterns4 or 3regularities4 in the
material to feel confident about making generalisations
2laws7 2THI&K7
=. The three types of e!periences 2abductive guesses, inductive pattern
2building7 and deductive laws7 bring the translator6as6learner even closer to
the formation of 3habit4 2i.e. the creation of an effective procedural memory
that will enable the translator to process te!tual, psychosocial and cultural
material rapidly7.
?. The following figure shows 1eirces two theories 2instinct>e!perience>habit
and abduction>induction>deduction7 intertwined for translation processing
purposes/
"roup #
=:
#bduction is hard,
because it is the
first time.
Induction is easier
because, though it
still involves
sifting through
massive quantities
of seemingly
unrelated items,
patterns begin to
emerge through all
the specifics.
Keduction is very
important in
translation theory.
It is the source of
translation
methods, principles
and rules.
Appendix 1: Summaries of Chapters 3 & 4
/i!ure 2: The process of translation
1. Point 4: 2arl 3eic4 on enactment, selection & retention
:. This is another formulation of much the same process as 1eirces process of
translation.
5. 0omparing the two theories/
-eicks theory 1eirces theory
,nactment
2you simply do something7
*riffin 2:HH=7 defines it as 3wade
into the swarm of equivocal events
and LunrandomiFe them4.
6*duction
2hypothesising B unrandomiFe7
2Lhypothesis B 3swarm of
equivocal events4 that surround
you7
Selection
2respond now and plan later7
5 approaches

i. &ules
ii. 0ycles
&ules are not suitable. -hy@
They are suitable only in
simple situations.
This is because they fail to
account for the comple!ity
of real cases.
9or e!ample, trying to solve
a problem/ one rule will
solve one segment. #nother
rule will come into play
"roup #
=5
Deduction
Induction
Appendix 1: Summaries of Chapters 3 & 4
which is likely to
undermine the authority of
the previous rule.
Therefore, 0ycles are more
useful in selecting the optimum
course of action.
0ycle will deal in trial and
error.
-hat do we understand by the cyclical nature of induction@ 2ref. to p.:J:
for e!planation7
-eick argues that the most important cycle for the translator is what he
calls the act6response6ad"ustment cycle. It involves/

Feedback #response$ from the people on *hom your trial-)-error

#act$ actions have an impact( and a resulting shift #ad%ustment$ in
your actions+
It involves collaborative decision6making.
It is an interactive cycle which

,enerates ne* solutions

&liminates un*orkable ones
&liminates complicated solutions
'oves to*ards clarity and a definite decision
&etention
Here -eick corrects 1eirces
model.
?a*it
$ublimating specific solutions to
specific e!periential problems into
"roup #
=<
problem
searching and
note possible
course of action
solution ;
solution ; doesnt
work8 try solution ....
Try out solution ;, . ...
2what you have learnt7
solution ....
Appendix 1: Summaries of Chapters 3 & 4
He doesnt regard retention as the
goal of the whole process as does
1eirce with habit.
He defines &etention as 9le!ibility
to new solutions. $uch fle!ibility
is of utmost importance.
)ach retention must be broken up
by a new enactment.
This means that the meanings and
usage of individual words or
phrases change and the translator
who refuses to change with them,
wont last long in the business.
more or less unconscious behaviour
5. Point 1: The process of translation
-+ The model presented by 1eirce
Instinct-Abduction. Induction-&xperience. /eduction-0abit/

the novel translator begins by approaching a te!t with an

instinctive sense that they know how to do this 29I&$T
instinct7

with their first actual e!perience of a te!t, he realises that he

doesnt know how to proceed but takes an abductive guess
anyway 29I&$T guesses7

soon is translating away, learning inductively as he goes, by

trial and error, making mistakes and learning from them
2$)0('K induction ) experience7

he gradually deduces patterns and regularities that help him to

translate faster and more effectively 2THI&K deduction7

and eventually these patterns and regularities become habit

and are incorporated in a subliminal activity of which he is
only occasionally aware 2THI&K habit7
1+ The model presented by -eick
&nact. !elect. Retain reformulated as 2ranslate( &dit( !ublimate

Translate B act8 translate intuitively

,dit
"roup #
==
Bafflement before
a specific
problem@

a tentative solution

a habitual pattern
of response
Appendix 1: Summaries of Chapters 3 & 4
Think about what youve done
Test your intuitive responses
)dit intuitively
Intuitive certainty +s cognitive doubt
Kont choose any but use the #ct6&esponse6Gudgement
cycle rather than rigid rules

Su*limate
Internalise what youve learnt. %et it become a habit
but dont give up fle!ibility in the process of
e!perience. ,se it simply as a directionality towards
conscious analysis of the e!perience.
This model assumes that the translator is a 1&(9)$$I('#% & a
%)#&')&.
#s a professional, problem6solving processing becomes a H#BIT which is
&#1IK & $,B%IAI'#%%. )'(,*H.
#s a learner, he 0('9&('T$ and $(%+)$ new problems8 TH&I+)$ on
such problems. The result will be +#&I)T., *&(-TH, I'T)&)$T &
)'G(.A)'T.
3+ The following figure showing -eicks 4heel of experience suggests that
habit should not be considered as an end in itself 21eirce7 but should be bent
around into a cycle, an act6response6ad"ustment cycle, in which each
ad"ustment becomes a new act, and each habit comes to seem like
3instinct4.
"roup #
=?
Appendix 1: Summaries of Chapters 3 & 4
/i!ure 4: The 0heel of experience
"roup #
=C
Appendix 1: Summaries of Chapters 3 & 4
5+ The following is an e!ample which will help us figure out better figure 5
$ituation/
The translator is faced with a new "ob

applies his intuitive>instinctive readiness

29I&$T instinct7

refers to e!perience which involves a variety of

e!periences 2world, $%, T%, resource people7
2$)0('K experience7

but in the process he may decide to solve the problems

which come up by leaping abductively 2i.e. leaping
from une!plained data to a hypothesis over obstacles to
new solutions 29I&$T abduction7

problems and difficulties will begin to recur and

therefore falls into patterns 2induction7

the translator then moves on to construct theories of

translation 2made up own practical e!periences and
theories learnt7 2deduction7

final step/ habit, which is directed by e!perience

6+ The above is the Lperfect model of the translation process. 1roblems occur
2inadequate dictionaries, bad memory ...7. In this case, subliminal
translation autopilot stops automatically.
7+ In this case, the translator will be needing analytical analysis of the process
of translation. 2distinguish between subliminal translation & consciously,
analytically and intellectual awareness translation.
8+ Hence, the translator needs to move back around the circle anticlockwise
2deduction induction abduction back to the subliminal translation
autopilot7. $uch process will eventually be used in future translations
problems since it will be incorporated in the translators habitual repertoire.
+ery important/ the translator can come to a solution by either any one of
the aforementioned steps or by a combination of more.
"roup #
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