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Chinese Translators Journal

H059 A 1000-873X (2011) 01-0046-06

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translation [J]. Trans-kom, 2009 (2):1-25.
[3] Gutt, E-A.. Challenges of metarepresentation to translation
competence [A]. In E. Fleischmann, P. A. Schmitt and G.
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Studies 4) [C]. Stauffenberg: Tbingen, 2004: 77-89.
[4] Harris, B.. The importance of natural translation[A]. Working
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[5] Harris, B. & B. Sherwood. Translating as an innate skill [A].
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and Communication [C]. New York: Plenum, 1978: 165-166
[6] Kiraly, D. C.. A Social Constructivist Approach to Translator
Education: Empowerment from Theory to Practice [M].
Manchester: St. Jerome, 2000.
[7] Kiraly, D. C.. Project-based learning: A case for situated
translation [J]. Meta, 2005 (4):1098-1111.
[8] Kiraly, D. C.. From instruction to collaborative construction:
A passing fad or the promise of a paradigm shift in translator
education?[A] In B. J. Baer, & G. S. Koby (eds.). Beyond
the Ivory Tower: Rethinking Translation Pedagogy [C].

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[10] Lrscher, W.. Translation Performance, Translation Process, [17] Shreve, G. M.Cognition and the evolution of translation
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[M]. Tbingen: G. Narr, 1991. and M. K. McBeath (eds.). Cognitive Processes in Translation
[11] Neubert, A.. Competence in language, in languages and and Interpreting[C]. 1997: 120-136.
in translation[A]. In C. Schffner & B. Adab (eds.). Developing [18] Toury, G.. Descriptive Translation and Beyond [M]. Amsterdam:
Translation Competence [C]. Amsterdam: John Benjamins, Benjamins, 1995: 241-258.
2000: 3-18. [19] Wilson, R. A. & Keil, F. C.. The MIT Encyclopedia of the
[12] PACTE Group, Building a translation competence model [J]. Cognitive Sciences [M]. Shanghai: Shanghai Foreign Language
In F. Alves (ed.). Triangulating Translation: Perspectives in Education Press, 2000.
Process-Oriented Research [C]. Amsterdam & Philadelphia [20] Wilss, W.. Perspectives and limitations of a didactic framework
John Benjamins, 2003: 43-66. for the teaching of translation [J]. In R. W. Brislin (ed.).
[13] PACTE Group, Investigating translation competence: Translation, Applications and Research[C]. New York:
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2005: 609-619. [21] . [A]. .
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and translation: Do embodiment and situatedness really make a []li_ruilin@hotmail.com


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2005 134568.60 / 58 13.6
2004 124568.60 / 58 13.6
2003 234568.60 / 58 13.6
2002 124568.60 / 58 13.6
2001 1234565.50 / 48 10.5
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English Abstracts of Major Papers in This Issue


Translation through a Bourdieusian Sociological Lens
By Wang Yuechen (The Hong Kong Polytechnic University, Hong Kong, China) p.5
Abstract: Following a brief introduction to Bourdieu
s sociology with its defining feature of simultaneously obverving
the social structure and the individual behavior, this paper urges that the Bourdieusian theory be applied to translation
studies. Such a move would facilitate a productive interaction between translation studies and its related fields, deepening
our understanding of the roles assigned to translators and other participants in translation activities. Taking a fresh look at
translation through this unique sociological lens would enable translators to gain in methodological self-awareness. And it
would also add to the clarification of how translation is linked to society, culture and globalization.
Key words: Bourdieu; sociology; field; habitus; capital

Socio-Translation Studies: The Name and Nature of a Discipline under


Construction
By Wang Hongtao (Tianjin Foreign Studies University, Tianjin, China) p.14
Abstract: With the sociological approach to translation studies gradually gaining ground, socio-translation studies is emerging
as an inter-discipline. This article argues for the rationality, validity and logicality of socio-translation studies to constitute
itself as a legitimate subfield. And in an attempt to formulate a theoretical framework for the new discipline, it undertakes also
to define both its scope of investigation and its methodology of research.
Key words: socio-translation studies; translation sociology; translation studies; sociological turn

Court Interpreter as Institutional Gate-keeper


By Zhao Junfeng & Zhang Jin (Guangdong University of Foreign Studies, Guangzhou, China) p.24
Abstract: Institutionally framed hence power-laden and goal-oriented, courtroom discourse assigns a unique role to court
interpreters. Whoever inerprets in the court is expected to serve as a proactive participant and amediatorin the bilingual
legal transactions rather than merely a verbatim transmitter of whatever is being said. The need to perform these gate-keeping
duties means that the court interpreter is institutionally endowed with a dual status, i.e., as both a service provider and an agent
of the law. The court interpreter is thus uniquely positioned to help ensure equality under the law, and to contribute to the
upholding of justice as the ultimate goal of courtroom discourse.
Key words: institutional discourse; court interpreting; power; control; gatekeeper

Redefining the Goal of Translator Education: A Shift from Translation


Competence to Literacy Development
By Li Ruilin (Xi
an International Studies University, Xi
an, China) p.46
Abstract: Building on the naturalistic, multi-componential, minimalist and cognitive views of translation competence, this
paper proposes a competence-oriented conceptual framework for redefining the substance and goal of translator education.
Within this new framework, translator competence is re-defined in terms of a set of thinking processes whereby the SL textual
world is mapped through an interface of interaction between the translator s internal knowledge structures and the external
environment. Such cognitive processes are knowledge-driven and socially situated, and they tend to intensify from the initial
to the target state. The paper argues that the acquisition of translator competence is an incremental process of intellectual
growth. Since regular exposure to authentic translation task situations is most effective in enabling the learner to command an
increasingly sophisticated mode of thinking, practice-centered literacy development should be given top priority.
Key words: translation competence; translator competence; high-order thinking; literacy development

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