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tłumaczenie konsekutywne
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Abstrakt
Tłumaczenie konsekutywne to proces transferencji informacji zawartej w tekście wyjściowym – istotne jest zatem odtworzenie konceptualnej sieci wypowiedzi nadawcy, a nie skupianie się na pojedynczych słowach. Z jednej strony tłumacz odtwarza wyjściowy tekst w języku docelowym, a z drugiej – pełni funkcję edukacyjną, tzn. dostosowuje tłumaczoną informację do potrzeb i kognitywnych możliwości odbiorcy. W razie zakłóceń natury fizycznej tłumacz stosuje szereg strategii „kompensacyjnych” – mniej lub bardziej świadomie odwołuje się do schematów poznawczych dostępnych w jego mózgu, a także stosuje myślenie heurystyczne. Oprócz wiedzy odnoszącej się do elementarnych pojęć z zakresu danej dziedziny oraz wysoko rozwiniętej kompetencji językowej istotną rolę odgrywają również cechy oraz uwarunkowania psychologiczne samego tłumacza, jego uzdolnienia oraz inteligencja. Można przypuszczać, iż deficyty w sferze językowej lub w zakresie wiedzy profesjonalnej są rekompensowane posiadanymi zdolnościami psychologicznymi. Ważną rolę odgrywa wrażliwość na komunikaty niewerbalne i parawerbalne. Ustawiczne poszerzanie i utrwalanie wiedzy o świecie oraz doskonalenie kompetencji językowej pozwala odciążyć pamięć operacyjną. Na osi wiedza-język zachodzi permanentne sprzężenie zwrotne, dlatego poszerzanie wiedzy językowej pociąga za sobą rozwój zdolności kognitywnych, a doskonalenie umiejętności poznawczych niejako „wymusza” stałą aktualizację języka tłumacza. W zawodzie tłumacza konsekutywnego ważne jest dokonywanie auto- i metaanalizy, gdyż w przyszłości pozwala to uniknąć wcześniej popełnianych błędów i zapobiec powstawaniu nowych.Bibliografia
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Fodor, Jerry. 1979. The language of thought. Cambridge: Harvard University Press.
Garretson, Deborah. 1981. A psychological Approach to Consecutive Interpretation, Meta 26: 4-254.
Grucza, Franciszek. 1983. Zagadnienia metalingwistyki. Lingwistyka – jej przedmiot, lingwistyka stosowana. Warszawa: PWN.
Grucza, Franciszek. 1997. Języki ludzkie a wyrażenia językowe, wiedza a informacja, mózg a umysł ludzki, In Podejścia kognitywne w lingwistyce, translatoryce i glottodydaktyce, ed. Franciszek Grucza and Maria Dakowska, 7-21. Warszawa: PWN.
Grucza, Franciszek. 2004. Glottodydaktyka: nauka – praca naukowa – wiedza. Przegląd glottodydaktyczny 20: 5-48.
Katz, Jerrold and Jerry Fodor. 1963. The structure of semantic theory. Language 39: 170-210.
Katz, Jerrold, and Paul Postal. 1964. An integrated theory of linguistic descriptions. Cambridge: MIT Press.
Kielar, Barbara. 2003. Zarys translatoryki. Warszawa: KJS.
Kintsch, W., 1974. The representation of meaning in memory, Hillsdale: Lawrence Erlbaum Associates.
Lukszyn, J., 2007a. Parametry analizy tekstów specjalistycznych, In Podstawy technolingwistyki I, ed. Jerzy Lukszyn, 182-196. Warszawa: Wydawnictwo Euro-Edukacja.
Lukszyn, J., 2007b. Tekst specjalistyczny pod lingwistyczną lupą. In Języki Specjalistyczne 7. Teksty specjalistyczne jako nośniki wiedzy fachowej, ed. Małgorzata Kornacka, 51-70. Warszawa: KJS.
Lukszyn, J., 2009, W kwestii definicji pojęcia „tekst specjalistyczny”. Komunikacja Specjalistyczna: 7-13.
Marchwiński, Adam. 2008. Wiedza fachowa a kompetencja translatorska. In Podstawy technolingwistyki II, ed. Jerzy Lukszyn, 25-39. Warszawa: Wydawnictwo Euro-Edukacja.
Rozan, Jean. 1959. La Prise de notes en interprétation consecutive. Geveva: Georg & Cie.
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