学位論文要旨

JAITS＜博 士 学 位 論 文 要 旨 ＞

論文題目：Novice-Expert Differences in Addressing Translating Challenges:
the Development of an Effective Pedagogical Approach to Translator
Education
提 出者 ：井 上 泉 
授 与機 関 : Macquarie University （マッコーリー大 学 ）取 得学 位 の名 称 : Doctor of Philosophy 博 士(応 用 言 語 学 ）学 位取 得 の方 法 ： 課 程
取 得年 月 日 : 2013 年 4 月 25 日
Abstract
In the arena of translation studies there have been increasing concerns about how
effectively translator education should develop novice translators’ translating expertise
required in the professional practice. As Kiraly (2000) argues, a conventional transmissionist
approach cannot cater for real-life demands in the profession given that a translation
classroom is detached from the professional world. This issue has also been raised in the areaof expert performance study (e.g. Arts et.al, 2000; Ericsson, 2004) where they indicate theimportance of identifying and addressing novice-expert gaps in relation to problem-solving
skills and ability.
This research has three primary objectives. The first is to elicit the type of risks andproblems (i.e. translating challenges) that novice and expert translators respectively face intheir training programs and in professional practice. The second aims to investigate
novice-expert differences in the ways in which they address the identified translating
challenges. Based on the outcomes of the above two studies, the third objective of this study
is to examine how a pedagogical approach drawing on Task-Based Learning (TBL)
techniques allows novice translators to develop their risk prediction and problem-solving
abilities and skills. All three objectives relate to the context of translating from English intoJapanese, with an overall aim of applying the outcomes of this research to translator
education.
A range of methodologies are employed in the thesis, commensurate with these threeresearch objectives. Focus-group interviews with groups of novice and expert translators are
INOUE Izumi, “Novice-Expert Differences in Addressing Translating Challenges: theDevelopment of an Effective Pedagogical Approach to Translator Education,“ Interpreting andTranslation Studies, No.13, 2013. pages 171-172. © by the Japan Association for Interpreting andTranslation Studies171

『通訳翻訳研究』13 号 (2013)

introduced in Study One so as to identify the kind of risks and problems perceived by novice
and expert translators. Study Two aimed to investigate novice and expert translators’
perceptions about ways in which key challenges should be addressed, and to this end,
individual interviews drawing on real-life scenarios were carried out with groups of novice
and expert translators. Study Three was an attitudinal survey with an aim of exploring
novice-expert differences in their ‘translator beliefs’ concerning addressing key translating
challenges. Study Four employed a combination of task observations and retrospective
interviews with novice participants, data from which were subsequently evaluated by expert
translators. In Study Five, a Task-Based Learning (TBL) program was implemented with agroup of novice translators so as to investigate the validity of such a pedagogical approachfrom the perspective of novice translators’ development of skills and abilities in theidentifying and addressing of the key translating challenges identified.
Findings in Study One suggest that novice-expert differences lie primarily in theperception of translator’s roles, the types of risk arising from an offered job, the achievementof accurate comprehension of an ST, the moderation of cultural differences, and challenges
derived from building a sound relationship with a client. Throughout the second, third andfourth studies, novice-expert gaps consistently emerged from the perspectives of predicting
and addressing risks prior to accepting a job, the accurate comprehension of an ST, building
a sound relationship with a client, and the achievement of appropriate readability inaccordance with a prescribed readership. In the final study, the use of TBL raised novice
translators’ awareness of the importance of predicting risks and solving problems, helping
them to develop their abilities and skills in identifying and addressing key translating
challenges. The thesis concludes by further suggesting the need of incorporating the holistic
aspects of identifying and addressing translating challenges in translator education.
【参 考 文 献 】
Arts, J., Gijselaers, W., & Boshuizen, H. (2006). Understanding managerial problem-solving,knowledge use and information processing: Investigating stages from school to theworkplace. Contemporary Educational Psychology, 31(4), 387–410.
Ericsson, K. (2004). Deliberate practice and the acquisition and maintenance of expert
performance in medicine and related domains. Academic Medicine, 10: S1–S12.
Kiraly, D. (2000). A Social constructivist approach to translator education: Empowerment fromtheory to practice. Manchester: St Jerome.
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【 著 者 紹 介 】井 上 泉 (INOUE Izumi) オーストラリア・マッコーリー大 学 大 学 院 言 語 学 部 講 師 。研究 分 野 は翻 訳 理 論 、翻 訳 教 育 、エクスパート論 。
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