Colocar lupas, transcriar mapas - iniciando o desenvolvimento da competência tradutória em nível básico de espanhol como língua estrangeira / Elements of the development of translation competence (TC) ascribable to a translation training course designed so that undergraduate students of a Language and Literature Studies Program at basic levels of L2

Heloísa Pezza Cintrão

This research focused on elements of the development of translation competence (TC) ascribable to a translation training course designed so that undergraduate students of a Language and Literature Studies Program at basic levels of L2, could "grasp overall principles which govern translation" and begin to acquire appropriate translation working methods, according to the goals proposed by Hurtado (1996) for an introductory course of general direct written translation. This focus should be seen as a part of a broader concern to understand TC and its development by means of empirical observations integrated with theoretical reflections available in the literature. In this thesis, empirical findings and theoretical proposals were gathered from Translation Studies and discussed in the initial chapters to support (1) our selection of the "overall principles which rule translation"; (2) our choice of materials, theoretical issues and methodological procedures; (3) the guidelines on data collection and (4) the parameters to analyze the collected data. In order to observe the results of the training, a corpus of translations was formed. Children stories of the Argentine author María Elena Walsh were translated by twenty-eight volunteers distributed in three groups: (a) the main group (eight participants of the training, all of them majoring in Spanish, at the end of the basic subject Spanish Language 2); (b) a control group of students (seven students with the same profile as the main group, who did not take part in the training); (c) a control group of Language and Literature Studies professionals (six graduates of Spanish Language and Literature Studies, who work professionally as teachers of Spanish and/or Spanish Literature, and have completed a masters degree in the area). The data of the two groups of students were collected as a longitudinal corpus, in a synchronized way with respect to the start, the middle and the end of the pilot training course. This corpus allowed me to observe modifications in the performance of the students over time. According to the initial reflections on fundamental translation principles, I established indicators of the grasping and application of these principles by the subjects. The data analysis relied on these indicators, defined as the detection, in eighteen fragments of the translated stories, (a) of problems related to the context and (b) of functional appropriateness requirements. The performance of the subjects was also assessed in terms of the quality achieved in their translation solutions. The results of the analysis were in favor of our main hypothesis, according to which an introduction to general direct written translation based on functionalist, discursive and cognitive approaches to translation training and which deals with materials involving constrained translation and the translation of poetic and culture-specific elements would have important effects on the strategic subcompetence, which would be apparent in the translation product and process, even for students who were not highly proficient in the L2, in the case of the Spanish- Portuguese pair. This research also presents the following broader contributions: (1) providing empirical evidences of an important aspect in which TC differs from bilingual competence; (2) offering elements to argue that the principle of the hierarchical predominance of the context is universal and central in translation and that it is a core in the strategic subcompetence of TC; (3) pointing that the difficulties of constrained translation and translation of poetic function and culture specific elements are prototypically related to the predominance of context principle; (4) showing that working on this type of materials is an efficient way to reconstruct mental schemes about translation in an general introductory translation course; (5) proposing that the translation of poetic function is a subtype of constrained translation; (6) offering parameters to identify the specificity of the Portuguese-Spanish pair in translation; (7) contributing to the debate and the study of the role of theoretical concepts and of the so-called "declarative" knowledge in translation training. Finally, the collected corpus can open other interesting perspectives of empirical studies of TC and its development

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