An empirical, process- and product-focused formative evaluation model in Translation Studies
This paper presents the first findings from the pilot implementation of a model of formative or pragmatic approach to evaluation and assessment in translation didactics, aiming to complement the traditionally applied summative evaluation model in translation teaching. The model elaborates further into the notion of degrees of acceptability of the ST/TT for particular purposes, relying on extensive analysis of the systemic norms governing the particulars of the text, i.e. the SFL-derived approach of register and the pertinent translation options, in terms of the field, tenor and mode subcategories. Having been used in the translation classroom (teaching of specialised EN-EL translation, at the DFLTI, Ionian University), the said revision/evaluation model aims to describe, delineate and exemplify the following aims: (a) control the accuracy of translation equivalents; (b) quality control of style, eliminating sources of language interference; (c) adjust the translation product to a particular, and defined in detail, level or style of expression (register); (d) achieve stylistic/textual harmonisation, in the case of texts translated by various translators.
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