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In:Basic Concepts and Models for Interpreter and Translator Training: Third edition
Daniel Gile
[Benjamins Translation Library 173] 2026
► pp. 124–157

Chapter 5
A sequential model of translation

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Article outline
  • Aims of the chapter
  • 1.Introduction
  • 2.The Model
    • Translation Units
    • 2.1The comprehension phase
      • 2.1.1The Meaning Hypothesis
      • 2.1.2The Plausibility Test
    • 2.2The reformulation phase
      • 2.2.1Initial reformulation
      • 2.2.2Fidelity and Acceptability tests
      • 2.2.3Fidelity and Acceptability tests on Translation Unit aggregates
  • 3.Further observations
    • 3.1The Sequential Model vs. comprehension and production in everyday life
    • 3.2The Model versus translation as it is practiced
      • 3.2.1Processing single vs. multiple Translation Units at a time
      • 3.2.2Separation between comprehension and reformulation
        in the field and during training
      • 3.2.3The translator’s solutions vs. reader and client satisfaction
      • 3.2.4Unsolved translation problems: A fact of life
      • 3.2.5Decision-making, risks, gains and losses
      • 3.2.6Is the sequential flow in translation as outlined in the Model really linear?
      • 3.2.7Tests on groups of Translation Units
    • 3.3The Knowledge Base
    • 3.4Revision
  • 4.Interpreting vs. translation under the perspective
    of the Sequential Model
    • 4.1Available time for processing and knowledge acquisition
    • 4.2Self-correction
    • 4.3Limitations on the size of TU aggregates to test and improve
      before finalizing the Translation
  • 5.Teaching the Sequential Model
    • 5.1Raising the students’ awareness
      • 5.1.1The Comprehension Loop
      • 5.1.2The Reformulation Loop
    • 5.2Major points when presenting the Model to students
    • 5.3The Sequential Model and error analysis
      • 5.3.1Insufficient command of the source language
      • 5.3.2Insufficient analysis in the comprehension phase followed by insufficiently
        careful reviewing in the reformulation phase
      • 5.3.3Weak extralinguistic knowledge
      • 5.3.4Faulty ad hoc Knowledge Acquisition
      • 5.3.5Insufficient efforts in the Reformulation Loop
      • 5.3.6Insufficient target-language writing skills
    • 5.4IPDR: Problem and decision reporting by students
    • 5.5The Sequential Model and professionalism
  • 6.Ideas that students need to remember
  • Appendix
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