Didactics of Translation: Text in Context

Table 1: Text processing and creation as performed by language users and translators (adapted from Hatim and Mason 1990)

CHAPTER IV DIDACTICS OF TRANSLATION

The advance of knowledge in the disciplines which are adjacent to translation studies, especially linguistics, socio-linguistics, semiotics and pragmatics, along with insights from language studies (applied linguistics) in the second half of the twentieth century have forced many translation theorists and practitioners to rethink their ways of teaching translation. This has been all the more necessary due to the rising demand for trained translators in a world where communicating for various purposes has become a more urgent need and a more vital issue than ever before.

Ever since the 1970s, many voices have risen in defence of a more rational and systematic way of teaching translation, while at the same time criticising the old and archaic methods of the past. Among these voices, one finds Pan (1977), Reiss (1976), Chau (1984), Kussmaul (1995) and
others. Thus Pan (1977: 51) quoted in Chau (1984: 16) states that
translation training in the past has not demonstrated sufficient purpose, planning and objectivity. It was left to individual genius, hard work and self - taught technique.
Similarly, Reiss (1976: 329-30) maintains that there is “still no systematic method of teaching translation” despite the fact that “translation has been practised for thousands of years and despite the existence of schools of translation both at present and during the middle ages in Baghdad and Toledo.”
Likewise, Kussmaul (1995: 1-2) writes:
There seems to be a growing awareness all over the world that we need methods for training translators, and that these methods should be concerned with the actual process of translation... It is now felt that the training of translators should be institutionalized and given a sound methodological basis.

1.