“Going Cognitive” and the Translation Classroom

Authors

KAMENICKÁ Renata

Year of publication 2011
Type Appeared in Conference without Proceedings
MU Faculty or unit

Faculty of Arts

Citation
Description The paper reviews recent developments in cognitive approaches in translation studies research with a view to putting them in use in the translation classroom. The main focus is on cognitive styles and personality traits as factors to be incorporated into translation pedagogy. Hubscher-Davidson's recently reported research into the impact of individual personality differences on translation quality among translation trainees (2009) is drawn on and confronted with empirical material from a recent practice-oriented translation course at the Department of English and American Studies, Faculty of Arts, Masaryk University. Empirical evidence is also used to address the question whether the distinction between the Sensate vs. Intuitive personality trait (MBTI) can be regarded as a theoretically sounder replacement of the field-dependent/field independent cognitive styles. The paper also suggests how further analysis of student translations might suggest topics for more cognitively oriented research, in ways similar to Stuart Campbell's (1998) identification of patterns of Persisting vs. Capitulating and Risk-taking vs. Prudent translator behaviour.