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Article published In:
Developments in Cognitive Translation and Interpreting Studies
Edited by Kairong Xiao and Sandra L. Halverson
[Cognitive Linguistic Studies 8:2] 2021
► pp. 462–481
Translator training and translation reception

Bridging the epistemological gap

Issues in CTS knowledge application to training

ORCID logo | University of Valladolid
Despite Cognitive Translation Studies’ (CTS) interest in didactic applications, the actual impact of research on training programs has been modest in comparison with the advances made in terms of methodology, theoretical sophistication and expansion of the object of study. It is argued that the modest impact of CTS on training originates, on the one hand, in an epistemological problem – one of mild incommensurability – and, on the other, on the difficulty of developing realistic cognitive task models. Adopting constructs and models in CTS and didactics that share an embodied, extended view on cognition may contribute to fitting empirical data and describing skill development. To that end, a sketch of a template to develop translation task models is presented for discussion.
Keywords: task model, incommensurability, unwelt, affordances, translator training
Article outline
  • 1.Introduction
  • 2.Competence? What competence?
  • 3.Competence and incommensurability
  • 4.Modelling the translation task
  • 5.Translation skill development as an object of study
  • 6.A sketch for a template of a translation task model
  • 7.Concluding remarks
  • Notes
  • References
Published online: 22 November 2021
DOI logo
https://doi.org/10.1075/cogls.00086.gar
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