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How Do You Do It Anyway?

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How Do You Do It Anyway? ACTA UNIVERSITATIS STOCKHOLMIENSIS Stockholm Slavic Studies 30 How do you do it anyway? A longitudinal Study of Three Translator Students Translating from Russian into Swedish Morena Azbel Schmidt Härifrån och upp ska SU loggan ligga! Almqvist & Wiksell International Stockholm A dissertation for the degree of Doctor of Philosophy Stockholm University Department of Slavic Languages and Literatures S-106 91 Stockholm Morena Azbel Schmidt How do you do it anyway? A longitudinal Study of three Translator Students translating from Russian into Swedish Acta Universitatis Stockholmiensis. Stockholm Slavic Studies 30 Stockholm 2005, 261 pp. ISSN 0585-3575 ISBN 91-85445-19-3 ABSTRACT This study investigates the translation process of three translator students and their production of translated non-fiction texts. The students are followed from an initial examination task over a period of time of 5 years. The translated texts produced during this period are analysed with selected methods of text analysis, which is compared to their source texts. The text analysis focuses on certain grammatical features that are known to generate problems for translators with the language pair Russian – Swedish. The results of the analysis show that the systematic differences in the languages involved are not as problematic as expected for the participants. Writing skills in the TL, translation principles and initial beliefs as well as the individual’s approach concerning the task of a translator turn out to have the most significant influences on the participants’ performance. In a complementary analysis, introspection data obtained from concurrent verbalisations are analysed according to a model that allows indicating and classifying marked processing in the translations. The role of contrastive language knowledge is especially emphasised in this part of the study. The results are put in relation to each other to obtain a picture of the individual development of the participating translator students. The three case studies show that each participant developed his/her competence during the time of the study. They also show that this development stays within a conceptual frame set by the participants before they started their training as translators. The implications for translator training that can be drawn from this study are mainly concerned with the importance of writing skills in the TL, contrastive language knowledge and the importance of questioning individual beliefs and principles concerning the task of the translator as well as approaches to translating. Key words: Russian linguistics, Translation studies, Swedish, participles, converbs, translation process, psycholinguistics, information processing, text analysis, text organisation Cover design by Vadim Azbel © Morena Azbel Schmidt 2005 Printed in Sweden by Intellecta Docusys, Nacka Distribution Almqvist & Wiksell International, Stockholm In memoriam Jens Bergsten 1970-2000 Contents Acknowledgements iv 1 Introduction 1 2 Languages in contrast 6 2.1 Introduction to the structural peculiarities of Russian and Swedish 6 2.1.1 Implications for translating 8 2.2 Converbs and participles as grammatical categories 10 2.2.1 Russian converbs 12 2.2.2 Swedish participles 14 2.2.3 Translating Russian converbs and participles into Swedish 15 2.3 Text linguistics 17 2.3.1 Information structure 19 2.3.2 Quasi-correctness 20 3 Theoretical framework 21 3.1 TAPs in studies of the translation process 21 3.2 Models of information processing 26 3.3 Translator competence 28 3.4 Norms and purpose 32 3.5 Introspection, verbalisations and texts 34 4 Methods and materials 41 4.1 Methods for text analysis 42 4.2 Introspection as a method of data collection 44 4.3 Key-stroke-logging of the writing process 45 4.4 Portraits of the participants 47 4.5 Translation tasks 49 4.5.1 First task 50 4.5.2 Second task 51 4.5.3 Third task 52 4.5.4 Fourth task 53 5 Analyzing the source and target texts 55 5.1 Why comparative text analysis? 55 5.2 Text coherence and information structuring in the STs and TTs 57 5.2.1 Entrance test 59 5.2.2 Sputnik 70 5.2.3 Contract 75 i 5.2.4 School certificate & University certificate 79 5.2.5 Ševčenko 83 5.2.6 Letter of Attorney 91 5.2.7 Grossman 94 5.3 Quality vs. Quantity 104 5.4 Participles and converbs and their translation 112 5.5 Summary and discussion 127 6 Verbalisations, TAP and ScriptLog 130 6.1 Modifying the model 131 6.2 The three phases of the translation process 138 6.3 Verbalisations about participles and converbs 161 6.4 Discussion 166 7 Translators’ profiles 173 7.1 Ellinor 173 7.2 Fredrik 181 7.3 Lennart 189 7.4 Discussion 194 8 Summary 196 8.1 General conclusions 197 8.2 Consequences for teaching translation 200 Bibliography 203 Tables Table 5.1: The STs in quantitative terms 106 Table 5.2: Entrance test TTs in quantitative terms 107 Table 5.3: Task 2 TTs in quantitative terms 108 Table 5.4: Task 3 TTs in quantitative terms 110 Table 5.5: Task 4 TTs in quantitative terms 111 Table 5.6: Entrance test: converbs and participles 113/114 Table 5.7: Sputnik text: converbs and participles 116/117 Table 5.8. Contract text; participles 118 Table 5.9: Certificate texts: participles 118 Table 5.10: Ševčenko text: converbs and participles 119/120 Table 5.11: Letter of Attorney: converbs and participles 123 Table 5.12: Grossman text: converbs and participles 124/125 Table 6.1: ScriptLog pauses with pause time longer than 1 sec. Final versions. Total pause time. 136 Table 7.1: Interview in TAP 941119 175/176 Table 7.2: Warming-up in TAP 940216 182/183 ii Table 7.3: Ševčenko text in numbers 185 Table 7.4: TAP 941111 185 Table 7.5: TAP 980812 186/187 Table 7:6: Grossman text 188 Table 7.7:Interview from TAP 940225 191 Table 7.8 Warming-up from TAP 941018 192/193 Abbreviations ST = source text SL = source language TT = target text TL = target language TAP = Think-aloud-protocols SLA = Second Language Acquisition L1 = a speaker’s first or strongest language, mostly acquired in childhood L2 = any other language (apart from the first one) that a speaker has mastered ≈ meaning approximately = meaning exactly ⇒ direction of translation iii Acknowledgements Looking back at the end of a long journey that finally resulted in this book, a number of people come to mind to whom I owe gratitude for their engagemant and participation in the process. First of all, my supervisors, Prof. Barbro Nilsson and Doc. Birgitta Englund Dimitrova for their professional support. My fellow TRAPROS members, Alexander Künzli and Ulf Norberg, who showed me the way to go by finishing their own dissertations long before me and all my colleagues at the Institute for Interpretation and Translation Studies who followed this work with interest and encouragement, from the very first to the very last steps. I am also indebted to my very good friends, the Swedish Aunties: Annika Rosing, Alicija Korszunowa, Elicia Moura Lindekrantz, Helene Mårtenson, Marja Ruohomäki and Vivi Havia, for all their involvement in this work and their support as well as the long walks and talks and the birthday parties that we share. And to Alison M. Fisher, for being the best long distant friend ever as well as the person, who cleared my foggy English in the most professional way. A special thank you goes to Natasha Ringblom, who checked the Russian texts in the last minute. Writing a thesis is hard work and one has to live and eat as well, while doing it. During my years as a doctoral student, I was part of the Research programme ”Translation and Interpretation as a Meeting between Languages and Cultures”, a “joint venture” of Stockholm University and Uppsala University. I am very grateful for the financial support I was granted by the Bank of Sweden Tercentenary Fund, being part of this programme. The Swedish Institute provided me with a travel grant for a longer stay at St. Petersburg State University in Russia at the very beginning of this journey. Contributions from Helge A:son Johnsons stipendiestiftelse and Birger Callemans stipendiefond enabled me to finish the work. Finally, my thanks go to my family: my husband Vadim for all the patience and support in times of trouble, my children Lowe, Agnes and Jakob, who never minded growing up with lectures about grammar at the dinner table and to our Babushka, Anastasia Steinman, who always takes care of us all. Stockholm, november 2005 Morena Azbel Schmidt iv 1 Introduction The aim of this empirical study is to explore and map the translation process of non-professional translators. The main focus of this exploration is the development of routines, skills, and thus competence over time. The study is further concerned with the exploration of translating processes as they take place in a translator’s head and how these processes are reflected as patterns in the translation products. Also, it aims at gathering information about the translators’ individual behaviour related to translating, as well as beliefs concerning the activity and the product of translating. This study is a data-driven longitudinal investigation into this process, where the collected material determined the methods and the course the study was to take. The primary goal was to investigate how the actual processing is carried out and how the individual’s approach changes over time. Certain linguistic features, gaps, and other differences in the languages involved were chosen to serve as indicators for these changes. It was assumed that the changes would become evident in an analysis of the produced texts as well as in the material gathered and analysed with other methods.
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