subjectivity markers

Results from the research “Dificultades traslativas en marcas de subjetividad” (Translation difficulties posed by subjectivity markers) (Giozza, Gatti 2012) showed that these markers present translation problems for translation students, and that one of the causes may stem from the use of search tools. For this reason, our central hypothesis is that instrumental subcompetence of translation students (use of internal and external resources) play a key role in the decision-making process when translating subjectivity markers.  The process of a group of translation students was observed through Translog, Camtasia and cued recalls, and the final product was assessed. Students’ searches were registered (PACTE 2007) and the degree of cognitive implication was determined (Alves 1997, PACTE 2009). Results confirmed that the translation of subjectivity markers present a problem for translation students and that instrumental subcompetence is efficient provided it is combined to textual and contextual considerations, i.e. provided translation students approach the translation task as a communicative act.

This work is based on a research project carried out with advanced translation students in order to observe the difficulties brought about  by the translation of subjectivity markers ( Kerbrat Orecchioni 1993 , Ducrot 2001 ). For this reason, the translation process was observed by combining different resources such as a keylogging  tool (Translog),  cued recall and retrospective questionnaire, and triangulation methodology was used for data analysis.  The evaluation of the translations made by the students together with the observation of processes allowed the identification of the main translation difficulties encountered when subjectivity markers are present in the text. The causes for these difficulties were also traced back and  classified according to the Translation Competence Model (Pacte 2003). Results show a tendency to neutralize subjectivity markers in the text , particularly in regard to stylistic features such as humour and the transfer of evaluative lexical items.