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Theoretical Hedging: the Scope of Knowledge in Translation Process Research

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Theoretical Hedging: the Scope of Knowledge in Translation Process Research Theoretical Hedging: The Scope of Knowledge in Translation Process Research A dissertation submitted to Kent State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy By Álvaro Marín García August, 2017 © Copyright All rights reserved Dissertation written by Álvaro Marín García B.A., University of Granada — Granada, Spain, 2007 M.A., University of Granada — Granada, Spain, 2008 Ph.D., Kent State University — Kent, OH, USA, 2017 Approved by Gregory M. Shreve , Chair, Doctoral Dissertation Committee Erik B. Angelone , Member, Doctoral Dissertation Committee Sue Ellen Wright , Member, Doctoral Dissertation Committee David Pereplyotchik , Member, Doctoral Dissertation Committee Jocelyn Folk , Member, Doctoral Dissertation Committee Accepted by Keiran J. Dunne , Chair, Department of Modern and Classical Language Studies James L. Blank , Dean, College of Arts and Sciences TABLE OF CONTENTS PREFACE ..................................................................................................................................................... v DEDICATION ............................................................................................................................................ vii ACKNOWLEDGEMENTS ....................................................................................................................... viii CHAPTER 1 ................................................................................................................................................. 1 Introduction ................................................................................................................................. 1 Statement of the problem ............................................................................................................ 3 Purpose of this dissertation ......................................................................................................... 6 Significance of this dissertation .................................................................................................. 7 An ongoing epistemological discussion ................................................................................................ 9 The challenges of interdisciplinary research ....................................................................................... 12 Overview of this dissertation .................................................................................................... 16 CHAPTER 2 ............................................................................................................................................... 17 The empirical grounding of CTS .............................................................................................. 18 Empiricism and the hierarchy of the sciences ........................................................................... 20 Research traditions in the cognitive sciences ............................................................................ 24 The Kuhnian revolution in CTS ................................................................................................ 30 Paradigms in CTS ............................................................................................................................... 32 Incommensurability ............................................................................................................................ 38 From paradigms to research traditions ................................................................................................ 44 CHAPTER 3 ............................................................................................................................................... 48 Scientific progress ..................................................................................................................... 49 Models of scientific development ............................................................................................. 52 Laudan’s model of scientific progress ...................................................................................... 66 Scientific problems, empirical and conceptual ................................................................................... 69 Empirical problems ......................................................................................................................... 69 Conceptual problems ...................................................................................................................... 73 Research traditions .............................................................................................................................. 77 Criteria for the evaluation of constructs .................................................................................... 84 Clarity ................................................................................................................................................. 86 Adequacy ............................................................................................................................................ 88 Consistency ......................................................................................................................................... 89 iii Simplicity ............................................................................................................................................ 90 The usefulness of conceptual performance criteria ............................................................................. 90 CHAPTER 4 ............................................................................................................................................... 94 Expertise and its problems ........................................................................................................ 94 Competence as expert knowledge ........................................................................................... 104 Clarity ............................................................................................................................................... 107 Adequacy .......................................................................................................................................... 110 Consistency ....................................................................................................................................... 113 Simplicity .......................................................................................................................................... 115 Summary of comparative analysis .................................................................................................... 118 Expertise and Situated Expertise (STIE) ................................................................................. 120 Clarity ............................................................................................................................................... 123 Adequacy .......................................................................................................................................... 124 Consistency ....................................................................................................................................... 128 Simplicity .......................................................................................................................................... 130 Summary of comparative analysis .................................................................................................... 131 CHAPTER 5 ............................................................................................................................................. 132 Conclusions ............................................................................................................................. 132 Implications ............................................................................................................................. 136 The scope of knowledge ................................................................................................................... 136 Pluralism ........................................................................................................................................... 141 Theoretical development ................................................................................................................... 145 Pedagogy ........................................................................................................................................... 148 Limitations and further directions ........................................................................................... 149 REFERENCES ......................................................................................................................................... 151 APPENDIX A ........................................................................................................................................... 183 Glossary ................................................................................................................................... 183 APPENDIX B ........................................................................................................................................... 185 List of acronyms ...................................................................................................................... 185 iv PREFACE The title
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