Acquiring information seeking skills in translator training: A survey of translation students’ perceptions at the University of Eastern Finland

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UNIVERSITY OF EASTERN FINLAND PHILOSOPHICAL FACULTY

SCHOOL OF HUMANITIES English language and translation

Saara Suvi Päivikki Muroma

Acquiring information seeking skills in translator training:

A survey of translation students’ perceptions at the University of Eastern Finland

MA Thesis

May 2021

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ITÄ-SUOMEN YLIOPISTO – UNIVERSITY OF EASTERN FINLAND

Tiedekunta – Faculty Philosophical Faculty

Osasto – School School of Humanities Tekijät – Author

Saara Suvi Päivikki Muroma Työn nimi – Title

Acquiring information seeking skills in translator training: A survey of translation students’

perceptions at the University of Eastern Finland

Pääaine – Main subject Työn laji – Level Päivämäärä – Date

Sivumäärä – Number of pages

English Language and Translation

Pro gradu -tutkielma x

16.5.2021 79 pages + three Appendices Sivuainetutkielma

Kandidaatin tutkielma Aineopintojen tutkielma Tiivistelmä – Abstract

The aim of this study was to discover how translation students at the University of Eastern Finland perceive their skills in information seeking, how these skills have been achieved and whether the students think that these skills are sufficient for professional translation work. A secondary aim for this study was to discover whether the teaching of information seeking at the University of Eastern Finland could be improved.

The theoretical background for this study consists of a model for information seeking in a professional setting by Leckie et all (1996), and the translation competence models by Neubert (2000), PACTE group (2003), Göpferich (2009) and EMT experts group (2009). The translation competence models are utilized to establish the importance of information seeking in translation training. The curriculum and course descriptions at the University of Eastern Finland are examined in relation to information seeking, and the acquisition of the information seeking competence is discussed from a personal standpoint.

The material for this study consists of an online survey for translation students in University of Eastern Finland. The survey contains both open and closed questions and the data is analysed in a mostly qualitative manner, with quantitative analysis utilized for some questions. The research questions and translation competences are utilized in the analysis of the material.

The analysis of the survey indicates that most of the students are confident in their information seeking skills. When the survey results of students who started their studies later are compared to the answers of more advanced students, there seems to be a sort of generational shift between the students. Although the advanced students are confident in their information seeking skills, and exhibit mastery of these skills, they also believe that information seeking has not been taught enough in translation training. When the answers of English translation students are contrasted with the answers of translation students majoring in other languages, it seems that information seeking has not been taught enough and the teaching has been inadequate. The results also indicate, however, that information seeking training has improved over the years.

Avainsanat – Keywords

Translation training, translation studies, translation competences, information seeking, student survey

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ITÄ-SUOMEN YLIOPISTO – UNIVERSITY OF EASTERN FINLAND

Tiedekunta – Faculty Filosofinen tiedekunta

Osasto – School Humanistinen osasto Tekijät – Author

Saara Suvi Päivikki Muroma Työn nimi – Title

How translation students perceive their skills and training in information seeking: A survey of translation students at the University

Pääaine – Main subject Työn laji – Level Päivämäärä –

Date Sivumäärä – Number of pages

Englannin kieli ja kääntäminen

Pro gradu -tutkielma x

16.5.2021 79 sivua + 3 Liitettä Sivuainetutkielma

Kandidaatin tutkielma Aineopintojen tutkielma Tiivistelmä – Abstract

Tutkielman päätavoitteena oli selvittää mitä mieltä Itä-Suomen yliopiston käännösopiskelijat ovat omista tiedonhakutaidoistaan, kuinka nämä taidot on hankittu ja ovatko taidot riittäviä ammatillista käännöstyötä varten. Tutkielman toissijaisena tavoitteena oli selvittää, onko tiedonhakua opetettu riittävästi

käännöskursseilla ja voisiko tiedonhaun opetusta parantaa.

Tutkimuksen teoreettisena taustana on Leckien & al. (1996) ammatillisen tiedonhankinnan yleismalli, ja pääasiallisen viitekehyksen muodostavat kääntäjän kompetenssimallit. Tutkimuksessa tarkastellaan Neubertin (2000), PACTE-ryhmän (2003), Göpferichin (2009) ja EMT:n (2009)

käännöskompetenssimalleja ja erityisesti tiedonhaun roolia käännöskompetensseissa. Oman osa-alueensa muodostavat Itä-Suomen yliopiston opetussuunnitelma ja kurssikuvaukset tiedonhaun näkökulmasta, sekä tiedonhaun oppiminen henkilökohtaisesta näkökulmasta.

Tutkimuksen materiaali koostuu opiskelijoiden täyttämästä elektronisesta kyselylomakkeesta, joka koostuu monivalintakysymyksista ja avoimista kysymyksistä tiedonhakuun liittyen. Vastaukset on analysoitu suurimmaksi osaksi laadullisia menetelmiä käyttäen, mutta monivalintakysymyksien kohdalla hyödynsin myös yksinkertaisia määrällisiä menetelmiä. Vastausten analyysissä on myös hyödynnetty tutkimuskysymyksiä ja käännöskompetenssimalleja.

Tutkimuksen analyysi osoittaa, että opiskelijoilla on vahva luottamus omiin tiedonhakutaitoihinsa.

Tuloksia vertaamalla selviää myös, että uusien ja vanhojen opiskelijoiden välillä on ns. sukupolvien kuilu.

Pitemmälle ehtineet opiskelijat luottavat tiedonhakutaitoihinsa ja osoittavat taitojen selvää hallintaa, mutta ovat myös sitä mieltä, että tiedonhakua ei ole opetettu tarpeeksi käännöskursseilla. Muiden kielten

käännösopiskelijoiden vastaukset osoittavat, että tiedonhakua ei ole opetettu tarpeeksi tai opetus on ollut puutteellista. Tulokset osoittavat kuitenkin myös, että tiedonhaun opetus Itä-Suomen yliopistossa on kehittynyt positiiviseen suuntaan vuosien aikana.

Avainsanat – Keywords

Kääntäjäkoulutus, kääntäjän kompetenssit, tiedonhaku, tiedonhankinta, kyselytutkimus

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Abbreviations

UEF University of Eastern Finland OTL Other Language

EMT European Masters of Translation

PACTE Process of Acquisition of Translation Competence and Evaluation

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1 Introduction

A translator cannot translate what they do not know, and a translator cannot know everything.

Unless a translator is only willing to translate for a very restricted field, they must be prepared to translate anything. For these situations it is important to be able to find information effectively. Research skills are an important asset for any translator, and effective information seeking has a direct effect on the quality of the translation. In fact, info mining and the ability to research efficiently are listed as one of the necessary competences all translators should possess to be able to translate effectively (see translation competence models by EMT Expert Group 2009; Neubert 2000, 2004; PACTE Group 2010; Göpferich 2009). Since translation students aim to produce professional quality translations, they become familiar with different aspects of information seeking during their translation studies.

I became interested in information seeking due to my own experiences as a translation student.

Since I began my studies, the translator training at the University of Eastern Finland (UEF) has gone through many changes. In my personal experience, information seeking is one of the most important skills that a translator can possess. These skills, however, are taught in a variety of ways by many different teachers, university courses, inside and outside influences and other students. I became interested in finding out how other students feel about the development of their own research skills in the course of translation studies, if they felt that they possessed the necessary skills and if they felt that the teaching had been sufficient. In this study I aim to find out how the translation students at UEF regard their own research skills, and how much the growth in these skills can be attributed to the methods taught in translation courses. My hypothesis is that most students can gain the necessary research skills during their translation studies, my second hypothesis is that the students do not feel that these skills have been taught sufficiently. The study aims to explore whether the translation courses could be further improved if necessary, especially in the areas that the students may feel they need further instruction.

This study does not aim to evaluate the translation process, or the teaching methods, but instead aims to focus on the students’ experiences on whether they feel that they have sufficient skills in translation research, how these skills have been obtained in the first place, and draw conclusions based on answers to these questions.

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Thus, the following research questions will be considered in this study:

1. How do the information seeking skills of a beginner student differ from those of a student on the verge of graduation, according to their own thoughts and opinions?

2. How do the information seeking skills of English translation students differ when compared to translators with other language majors, according to their own thoughts and opinions?

3. How do the students feel their research skills have developed during translation studies?

4. Do the students feel these skills are sufficient (for professional translation work)?

5. Could information gathering be taught more efficiently in the translation studies curriculum?

6. How have these skills been obtained in the first place?

A survey was chosen as the method to study how the students regard their own information seeking skills, and the results of the survey will be analyzed in the light of these research questions, as well as the general objectives the department of languages and translation of UEF sets for the students and the courses in its curriculum.

The material for this study incorporates an online survey aimed at active translation students at UEF in the spring of 2017 and contains both open and closed questions on the topic of information seeking as a part of translation studies. The questions explore the students’ own perceptions of their information seeking skills, the development of said skills and whether the students have confidence in these skills. Since the survey was an open online survey, translation students from all stages of their studies have taken part. Furthermore, as the survey maps the students’ major and minor subjects, this study compares the participants based on their language majors, to see if a difference exists in the information seeking skills of English translation majors in contrast with students of other language majors.

The analysis also takes into consideration how far along in their studies the participants are, and how the research skills of a beginner student may differ from the research skills of a more advanced translation student. Although the students are not strictly divided to beginners and advanced students in the study, a division has can be made based on which year the students

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have begun their studies and the material should allow for analysis related to the development based on the students’ own opinions.

The theoretical background for this thesis comprises the different theoretical standpoints concerning translation competences and focuses primarily on the information seeking competence to highlight the importance of research skills in translation studies. The translation competence models by EMT Expert Group (2009), Neubert (2000; 2004), PACTE Group (2010) and Göpferich (2009) will be further examined in light of how information seeking is taught generally and at UEF. In addition, the theory of information studies concerning information seeking will be utilized, with a general model of information seeking for professionals (Haasio & Savolainen 2004, Leckie et al 1996.). At the time when this study was conducted, UEF took part in the EMT experts group’s project to develop uniform qualifications for graduating translation students, using the EMT framework model of translation competences. The new model by EMT Expert Group (2017) will be briefly examined and contrasted to the old model in the frame of this study, although the study will analyze the material based on the old model that was in effect at the time the material was gathered.

Previous research into the topic has been done focusing on the translation process itself (Jääskeläinen 2011), and Kumpulainen (2016) studied the gradual development of translation students’ translation skills during translation studies in her recent doctoral thesis. Closely related to the topic of this study is Alaoutinen’s master’s thesis (2015) on students’ perceptions on their translation competences and the translation process, conducted at UEF. Alaoutinen’s thesis covers all the different competences related to the translation process, therefore also discussing the results related to information retrieval skills. A master’s thesis on Wikipedia as a translation student’s source for information (Lahtinen 2013) touches upon the subject of students’ research skills. Vilokkinen’s (2002) thesis focuses on information seeking in translation studies, but the study is more theoretical in nature and focuses on compiling available literature on the subject. Therefore, as there is a clear gap in research concerning this topic, I believe that this study can satisfactorily answer some questions related to the information seeking skills of translation students and provide material and ideas for further studies surrounding this topic, as well as provide ideas into how information seeking as a subject could be further improved in the field of translation studies.

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This thesis adheres to the following structure: in section 2, I will define what information and information seeking mean in terms of this study and examine how the terms are defined in literature. In section 3 I will go over the theoretical models of translation competences, focusing especially on the information seeking competence. In section 4, the general UEF guidelines, and some translation course descriptions relevant to information seeking will be discussed, before examining translation studies and the acquisition of information seeking competence at UEF. In section 5 the data and methods used in the study will be introduced, and section 6 presents the results of the analysis of the data. The analysis of the data will be summed and discussed in section 7, followed with a conclusion in section 8.

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2 The science of information seeking

In this chapter I will define what information and information seeking mean in terms of this study and examine how the terms are defined in literature. I will also present a model for information seeking in a professional setting and apply the terms to the field of translation science.

According to Natasha Vilokkinen (2002: 25), translator’s information seeking and research are an under-researched area of study. There is a precedence, however, to information studies and its methods being applied as a basis for the theoretical framework in a few master’s theses written about translator’s research and information seeking (Vilokkinen 2002: 25). This study will explore the methods of information studies to further define what information seeking is and what the process entails to form a base for the analysis on how translation student’s research skills progress throughout their studies. I will discuss the acquisition of the information seeking competence in translation studies further, in chapter 4.1.

The word information is generally used to signify any kind of data, code or text that is stored, sent, or received in any way. According to Adriaans (2012) the exact meaning of information varies according to different philosophical traditions, geography, and context. Historically the concept of information can be understood as an effort to make human knowledge measurable.

In classical philosophy information was associated with the theory of knowledge: knowing the form of an object, or the information, was necessary in order to fully understand it.

Historically, at least three definitions for information are relevant: information as the process of being informed, where information is a part of a process where information is parted from one to another. Information as a state of an agent, where information is the result of the process of being informed. And information as the disposition to inform, where information is an object to inform an agent, something to be stored or measured (Adriaans 2012).

According to Haasio & Savolainen (2004: 15), information as a concept is complicated and can be understood in many ways. The information studies define information as something that is either given or received, but which should be interpreted for it to become knowledge.

Information consists of all the ideas, facts, and data that has been communicated in any form (Haasio & Savolainen 2004: 15). Information studies generally separates knowledge and

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information to further understand the information seeking which supports communication.

(Vakkari 2001: 19).

According to Savolainen (2016: 1), information studies focus on how individuals or groups recognize, choose, and use different information sources and information channels. In short, information studies focus on the need for information, information seeking and the use of information. Since information studies focus also on the communication of pictures and sounds, the philosophical understanding can be somewhat limited. According to Vakkari (2001:19), knowledge can be understood as structures of the consciousness that are expressed as text, pictures, or sounds. That which is communicated (the contents of a document) between people is information, and that which is created or acquired is a part of a person’s knowledge.

Reijo Savolainen (2016) defines information seeking broadly as observing one’s surroundings. This observation is based on the physical senses. The most important sources of information, according to Savolainen (2016: 1), are documented sources such as books or newspapers, human sources that might possess undocumented information, and different information channels such as the Internet.

The study of information seeking is one of the central ideas of information studies. According to Savolainen (2011: 73) there are three interconnected phenomena that need to be observed:

the need for information, information seeking, and the use of information. In fact, the whole branch of information studies can be understood as the science of information seeking.

Sometimes information seeking and information retrieval are used interchangeably, and although the two can be difficult to separate, they are in fact separate areas of study. According to Marchionini (1995: 5), information seeking is more human oriented. The word seeking emphasizes the act of acquiring the knowledge and is closer to the act of learning and problem solving. Marchionini (1995: 5–6) notes that the word retrieval connotes more strongly with database management, as machines cannot seek but can retrieve information. On the subject, Savolainen (2016: 2) agrees that information retrieval typically focuses on databases, where the information is retrieved for the user. A successful retrieval of information requires the right strategy and accurate framing of the search terms.

In other words, information retrieval is part of the information seeking process, which can be implemented with the use of a computer (Savolainen 2011: 75). Information seeking, on the

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other hand, is the whole process of turning to all sources and channels of information (and not just electronic ones).

For the sake of cohesion, I will use information seeking as a term to refer to the act of seeking information to benefit the translation process, in the study. It should be noted that the different translation competence models use different terms to refer to the process, and the University curriculum (in section 4) cover more specific aspects of the information seeking process (such as the critical use of dictionaries, the internet, parallel texts, translation software or electronic corpora, often without referring to the process as whole). In general conversation, the neutral term research skill is also utilized, but since information seeking implies the active seeking of knowledge for a specific purpose, it will be used for the purposes of this study.

In seeking information, the seeker can turn to many different sources or channels (Savolainen 2011: 77). One such source can be what the person has learned and experienced, and thus the process of restoring memories is the most natural and often the sufficient way to seek information. The information can also be gathered by observing one’s surroundings. If these sources are not sufficient, the seeker must turn to other sources and channels, which can be, for example, other people, colleagues, or experts of different areas of study, documented sources such as encyclopedias, periodicals, or the internet. Information studies is most interested in sources that are on the outside of the information seeker, whether they are people or documented sources. (Savolainen 2011: 77).

A model by McKenzie (2003) separates information practices into modes and phases. The main idea is that these modes (active seeking, active scanning, non-direct monitoring, or receiving information by proxy) can appear in different order. The phases, however, generally happen in the same order: 1) connecting with the information source and 2) interacting with the information source. Regarding McKenzie’s model, Savolainen and Haasio (2004: 35) observe that the active seeking of information is the most methodical of the modes. The information seeker gravitates to certain sources to find answers to clearly defined questions. For example, a translation student might turn to a specific source that would provide the most comprehensive answer for the problem. A structured idea of these sources is important so that this active seeking of information leads to a good result. A translator should have a repertoire of possible sources and utilize the one that best answers the problem at hand. Active scanning is less methodical and more loosely tied to a certain theme. Specific knowledge is not necessarily

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sought but scanned for future purposes. Asking experts is an important part of the active scanning mode.

Professional information seeking presumes that professional tasks define the need for information, which leads to information seeking (Haasio & Savolainen; 2004: 69). There are many kinds of models that try to analyze information seeking, but for the purposes of this study I will include a model specifically for analyzing professional information seeking. The model can be seen in Figure 1.

Figure 1: General model of the information seeking of professionals (Leckie et al. 1996)

This model assumes that information seeking is triggered by the need for information determined by individual’s professional role and tasks. The important thing is to note whether the process leads to a successful outcome. If the result is lacking in any way, based on feedback, the information seeking process is continued by using different sources of information. This may lead to the avoidance of insufficient sources. The model with its feedback-loops gives a dynamic representation of the information seeking process (Haasio & Savolainen 2004: 88).

Since this model observes information seeking on a general level, it can be used for analyzing diverse professional information seeking. Other factors not mentioned in the model also factor into the need for information, such as age, profession, and work experience. The seeker’s awareness of the available information guides the direction of information seeking. The

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familiarity of the sources, the obtainability and the successful use of the sources are all important to the success of the process (Haasio & Savolainen 2004: 87–88).

To apply the model to the information seeking process of a translator, it is assumed that a translator takes a role to translate a text from one language to another. The translator’s familiarity with the sources and the available information guides the information seeking process, and a translator is viable to use the sources that he/she is most familiar with, and in the past, have provided the best results. The translator evaluates the result of the first search, and based on experience and awareness subject information, determines if additional searches are needed. If the result on this first search is lacking, the translator continues the process by using alternative sources that might provide better results. This feedback-loop of a translator searching for the best possible result and then evaluating the result is repeated as is necessary, until a successful outcome, the best corresponding term, for example, is found.

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3 Information seeking and translation competences

The translation process consists of series of tasks that a translator needs to be aware of.

According to Albrecht Neubert (2000: 3), translation competences are what enable a

translator to cope with these tasks. Unlike in many other professions, translators are required to withhold specialized knowledge on several fields. Translators are also required, in addition to the knowledge of one or often multiple fields, to be language experts of their own language in addition to at least one working language (Neubert 2000: 3-4). The European Masters of Translation (EMT experts’ group 2009: 3) defines competence as a “combination of aptitudes, knowledge, behavior and know-how necessary to carry out a given (translation) task under given conditions”. In relation to this study, the competences are used to underline the importance of information seeking in the translation process.

In this section I will briefly go through the translation competences by Neubert in section 3.1, the PACTE Group in section 3.2, and Göpferich in section 3.3 and the EMT experts framework in 3.4. Lastly, I will discuss the differences and the similarities that these competence models have in section 3.5.

3.1 Neubert’s list of translation competences

According to Neubert (2000: 6) there are roughly five parameters of translation competence:

1) language competence, 2) textual competence, 3) subject competence, 4) cultural competence and 5) transfer competence. In Neubert’s list of competences, information seeking does not have a category of its own but is linked to many of the other competences, such as the language competence, textual competence, and subject competence.

A near perfect understanding of grammatical and lexical systems of both source and target languages, as well awareness of the continual changes that the languages go through, are basic parts of translator’s language competence according to Neubert (2004: 7). Translators are expected to master several textual fields during their translation career while working with specialized fields such as law, or technology for example. Neubert (2004: 8) ties language

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competence and textual competence together and adds that translators need to be able to acquire this textual know-how of several professional fields.

Closely related to textual competence is subject competence. Knowledge about the subject of the translated material is necessary for translators to be able to produce quality translations.

Neubert goes on to add (2004: 8) that due to the notable number of translatable materials, a translators’ knowledge on any given subject can never be complete; since translators are learners, they must be ready to dive into any subject if necessary. Instead for possessing complete active knowledge on different subjects, Neubert (2004: 9) emphasizes that translators do not need to know everything, but instead they need to possess untiring curiosity and the skill of knowing where and how this information is available – in other words, a translator needs sufficient skills in information seeking to be able to translate competently.

3.2 PACTE Group’s model of translation competences

PACTE Group (Process of Acquisition of Translation Competence and Evaluation) is a competitive research group which has been carrying out empirical research into translation competence and its acquisition since 1997 (2010: 31). PACTE Group defines translation competence as the underlying system of knowledge required to translate (2010: 33).

Translation competence is both expert and practical knowledge and consists of linked sub- competences. The Group especially highlights the importance of the strategic sub-competence in their translation competence model.

Of the PACTE group’s translation competences, the two most pertinent sub-competences in relation to information seeking are the instrumental sub-competence and the strategic sub- competence. Instrumental sub-competence consists of the use of information and the technologies applied to translation, such as dictionaries, encyclopedias, parallel texts, electronic corpora, search engines and so on. The strategic sub-competence is the knowledge a translator needs to guarantee the effectiveness of the translation process and solve the possible encountered problems. This sub-competence coordinates the other sub-competences and controls the overall translation process in the selection of the most appropriate method by evaluating the process, identifying problems, and applying procedures to solve those problems.

This can be intrinsically linked to information seeking which, as can be seen in the information seeking model (section 2, figure 1), is fundamentally a process that consists of identifying the

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problem, selecting an appropriate method to solve this problem, and further evaluating and improving this process.

Figure 2: Translation competence model (PACTE group 2003)

According to the PACTE group (2010: 34), the strategic sub-competence is the most important of all the sub-competences. The four competences (bilingual, extra-linguistic, instrumental and knowledge about translation) are linked to the strategic sub-competence and to one another, on the outer edge of the model (see also Göpferich’s model in Figure 3). The importance of the strategic sub-competence derives from the fact that it deals with problem solving, decision making, and the efficiency of the translation process (PACTE group 2010: 34). Kumpulainen (2016: 24) observes that the strategic sub-component acts as a sort of a skill set for the whole translation process.

The PACTE group (2010: 34) further says that since all bilinguals possess knowledge of two languages, and may possess extra-linguistic knowledge, sub-competences that are translation specific are the strategic competence, instrumental competence, and knowledge of translation.

Since these competences are translation specific, it would make sense that they can only be learned and improved in translation training. Translation training focuses on teaching the most

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important skills that are essential to the translation process, and since strategic competence and instrumental competence are both linked to information seeking, it can be concluded that information seeking is one of these essential skills.

3.4 Göpferich’s model of translation competences

Susanne Göpferich translation competence model was created for TransComp, a longitudinal study focusing on the development of translation competences. The model (Göpferich 2009:

21‒23) is based on Hönig’s model of an ideal translation process and the PACTE group’s translation competence model. Susan Göpferich differentiates translation competence into six sub-competences, and the sub-competence that is most pertinent to information seeking is the tools and research competence. This competence relates to the ability to use translation- specific tools, from dictionaries to databases, parallel texts, to the use of search engines, or machine translation systems, which are all tools in information seeking. Göpferich’s strategic competence (2009: 23) is similar in to PACTE group’s strategic competence, since it controls the use of the sub-competences and prioritizes the use of individual competences into a macro- strategy. The third competence that is considered to represent translation specific competences, and can also be linked to information seeking, is the translation routine activation competence, which consists of the abilities to recall and apply information which can lead to acceptable target language equivalents, skills essential to information seeking.

According to Göpferich (2009: 23), the sub-competences are also ruled by three other factors, which form the basis for the model. These factors are 1) the translation assignment and the translation norms, 2) the translator’s concept of self and of the profession (in which the translator’s training can have a great effect), and 3) the translator’s psycho-physical disposition, which covers things like intelligence, perseverance, self-confidence and so on (Göpferich 2008:

23).

A representation of Göpferich’s model of translation competences can be seen in figure 3.

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14 Figure 3: Göpferich’s translation competence model (2009)

3.4 EMT experts group’s framework for translation competences

The EMT experts group (European Masters of Translation) was set up by the DGT (The Directorate-General for Translation) in 2007 in order to implement a framework of translation competences for training throughout the EU (EMT 2009: 2). This framework contains six competences, which are interdependent and represent the minimum requirements to which other more specific competences may be added. When this study was conducted, UEF was a member of the EMT network with altogether 64 European master’s level programs that complied with EMT policies and standards in their translator training.

A graphic representation of the competences is shown in Figure 4.

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Figure 4: Translation framework for translation competences (EMT experts group 2009)

EMT lists info mining as its own competence, equally important to the other competences.

According to the EMT experts group (2009: 6–7), the information mining competence consists of a translator being able to identify their needs for information and know how to develop strategies for research, as well as knowing when to approach experts if necessary.

Other aspects include knowing how to extract and process the relevant information and being able to evaluate the reliability of the information sources (EMT experts group 2009: 6).

Knowing how to use tools and search engines such as online dictionaries, corpora or terminology software is also linked to the information mining competence. Technological competence, which has some aspects that can be linked to information seeking as well, relates knowing how to effectively use a range of tools, such as the internet, to assist in the different phases of translation (EMT Expert Group 2009: 7).

In 2017, after my survey data had already been collected, the European Masters of Translation released an updated competence framework to embody the founding principles of the EMT network. This new competence framework incorporates the key competences needed by new translation graduates, while also taking technological and societal changes into consideration, focusing on how social media and machine translation have affected the translation market, and how to best equip new graduating translators to work with new technical translation tools.

(EMT Competence Framework 2017: 2). The Framework notes that it does not claim to provide a comprehensive model, nor does it include generic research skills in the framework, while admitting that these skills are an integral and important part of many translation study

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programs. Thus, the new framework omits the information mining portion from the new model completely, which is interesting since information seeking is clearly an essential part of translators competences, as can be seen in the other models. The EMT Framework provides a list of competences and skills that graduating master students are expected to possess and recognizes that some skills may have been acquired at previous stages in the study process (EMT Competence Framework 2017: 4–5). Since the new model was not in use at the time this study was conducted, it will not be discussed further.

3.5 Comparison between the different models

This section summarizes how information seeking is explored in the models presented above and discusses the similarities and differences between the four models.

In Neubert’s list of translation competences, information seeking does not have a category of its own (Neubert 2000:4). Instead, it is linked to the language, textual and subject competences.

These competences govern the mastery and textual know-how of different professional fields, such as law or medicine, and the knowledge of the translated material. Since translators are expected to have knowledge of the translated material, but also knowing that a translator’s knowledge on any material can never be complete, translators need to know where and how this information is available (Neubert 2004:8).

The competence that is closest to information seeking in PACTE Group’s model, is the instrumental sub-competence, which is linked to the use of documentation resources and technologies, such as dictionaries, parallel texts, electronic corpora and so on. The strategic sub-competence is the knowledge a translator needs to guarantee the effectiveness of the translation process and solve the possible encountered problems. The competences are linked to one-another and to the strategic sub-competence, and the strategic sub-competence deals with the problem solving and decision-making aspects of the translation process (PACTE group 2010:34).

Of Göpferich competences, the competence closest to information seeking is the tools and research sub-competence. According to Göpferich, this competence consists of the ability to use translation specific tools, such as parallel texts, and search engines, to machine translation systems to aid the translation process (Göpferich 2009: 21). Göpferich’s model is based on

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PACTE groups model, and much emphasis is placed on the strategic competence, which has a similar function to the PACTE group’s strategic sub-competence. The strategic competence in both models motivates all the other competences, maintains the efficiency of the translation process, and makes it possible to solve, evaluate and select the appropriate method during the translation process. This means that the strategic sub-competence is a vital aspect of the information seeking process as well.

Göpferich (2011: 60) and PACTE Group (2010: 34) agree that the tools and research competence, and instrumental sub-competence are translation-specific competencies, linking the competences to translation-specific training. According to Göpferich, the tools and research competence deals with the use of dictionaries, encyclopedias, term banks, parallel texts, search engines and corpora to machine translation systems. It is natural that many of these can only be satisfactorily learned and accessed in translation courses and training. Since we can assume that these competences can only be learned through translation training, it makes sense to inspect information seeking as part of translation training, to see if these skills have been satisfactorily imparted as a part of this training.

EMT experts group’s 2009 competence model (2009: 4) is the only competence model that lists information mining as a competence as important as the others. This competence consists of a translator being able to identify the need for information and know how to develop strategies for research, in addition to knowing how to use translation tools and search engines (2009:6). The technological competence can also be linked to information seeking, as it consists of knowing how to effectively use a range of tools to assist in the translation phases, such as the internet and terminology databases (2009: 7). These competences are inter-related and inter-dependent (EMT experts group 2009: 3), in a similar way to the competences in the PACTE and Göpferich’s models. Since the EMT experts group’s model was used as a framework at UEF when this study was conducted, it would make sense that information studies and information seeking taught to the translation students at the time would also follow the guidelines set by the EMT model.

What is common to all the competences linked to information seeking, is the belief that a translator must have knowledge of the subject that is being translated, and in relation, knowledge on how to access the information related to this subject. It seems that most of these models place special emphasis on the technological aspect of information mining, and the

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proficiency of using different dictionaries, translation tools, databases, parallel texts and so on.

The procedural aspect of information seeking is deliberated in the PACTE Group’s and Göpferich’s models, where the strategic sub-competence is implemented and is said to govern all the other sub-competences. The strategic sub-competence is linked to the problem-solving part of the translation process, where the translator needs to select the most appropriate method to solve the problems. When the strategic competence is linked to the information seeking competence, a parallel can be drawn between what PACTE Group says (2010: 33) and the information seeking model for professionals, where the process can be seen as a dynamic feedback loop (see Figure 1). A translator is first required to identify the problem and the possible strategies to solve the problem by using the available translation instruments, then apply these instruments in the correct way, evaluate this process and do any necessary adjustments to come to the right conclusion and the best possible translations.

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4 Translation studies and information seeking

In this section I cover the general guidelines for translation studies and list some translation course descriptions that are especially relevant to information seeking at UEF. These guidelines and course descriptions were in effect at the time the material for the study was gathered (2017).

I will also briefly discuss the new curriculum (from 2018 onwards) and pay attention to how information seeking has been incorporated into the new curriculum, and what changes the new curriculum has made in translation training.

4.1 Translator training and competences in translation education

In recent years, translator training has adopted a more constructivist approach to translation training. Donald Kiraly is one of the proponents of constructivism. According to Kiraly (2003:

8), the generally used model of teachers amassing knowledge and the students absorbing this knowledge cannot apply to translation studies. Translation teaching should instead put the emphasis on the students and collaborative learning. Kiraly uses social constructivism as a basis, to highlight the fact that a teacher’s knowledge cannot be transferred to the student as it is (Kiraly 2003: 10). In other words, no one can have all the right answers. A translation student must come up with answers that they feel are the correct ones, weighed against their own personal experiences and knowledge. A student must learn to use the existing strategies and procedures to be able to become an expert of a field, these skills cannot be simply transferred from an expert to a novice

Kiraly (2003: 7) observes that due to the technological advances of the recent decades, translators can no longer be regarded as mere bilingual scribes. Instead, translators are seen as inter-lingual mediators with a broad range of skills and efficient text producing capabilities (Kiraly 2003: 13). Each translation is unique to the other in terms of time, expectations, available information, and translator’s knowledge of the topic. There is no single way to reach a solution, nor is there a single solution available (Kiraly 2003: 14). Kiraly (2003: 18) wishes to see professional empowerment in the translation field, where graduating translators can acquire enough self-reliance and expertise to enable them to leave the institutions as professional translators. Kiraly presents a model, which underlines the importance of learning to work in pairs and groups, instead of in isolation, as well as having the learners do authentic

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translation work that can best prepare them for translations that they may encounter in the future (Kiraly 2003: 19).

In his 2013 article, Kiraly contemplates translator training through the translation competence models by PACTE group, Göpferich, and EMT experts group, but criticizes the models for not suggesting anything about the learning process (2013: 201). Instead, according to Kiraly, the models present an idealized list that translators are expected to possess. Kiraly wants to refer to translation competence acquisition as the emergence of translation competence, where the competence creates itself through the translator’s experiences (Kiraly 2013: 203).

However, I believe that since both PACTE group (2010: 34) and Göpferich (2011: 60) agree that certain competences (tools and research competence, the instrumental sub-competence) are translation-specific competencies, these competencies can indeed be linked to translation- specific training and the learning process. Furthermore, since these particular translation- specific competencies are related to information seeking, one can assume that the competences related to information seeking can only best be acquired in translation studies. Also, since the EMT model was developed to present uniform qualifications for graduating translation students in Europe, and since it was used at UEF at the time this study was conducted, using the EMT framework model of translation competences as a basis in this study to examine information seeking in UEF is warranted.

4.2 Translation studies in the University of Eastern Finland

The University of Eastern Finland has a set of guidelines for both the Bachelor of Arts degree and the Master of Arts degree, which lists the general goals of learning for all students. The following excerpts are gathered from the syllabus for the foreign languages and cultures program of 2014—2017 in UEF, which was in use at the time the survey was conducted. The syllabus was accessed online, along with the course descriptions for the curriculum, partly translated in the WebOodi portal of UEF, as well as in the curriculum that was accessed online in Finnish (Curriculum for the foreign languages and translation 2014—2017). Since the university updates the syllabus every three to four years, the older students taking part in the survey entered the study program when the previous syllabus was in effect. Since the 2014—

2017 syllabus is more relevant for the majority of the students participating in the study, however, it will remain as the focus. I will summarize these guidelines and briefly consider

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how much the current curriculum emphasizes the importance of information gathering skills for translation students, and whether this can be seen in the results of the study.

The new curriculum (from 2018—) has also brought major changes to the English Language and Translation major, and I will summarize these changes further in this section. Since the change in curriculum took place after the material for this thesis was gathered, no direct comparison to the material can be made, however. I will discuss how information seeking has been incorporated, to determine the possible affects it may have on current and future information seeking in terms of translation studies at UEF, although any comparisons will necessarily be qualitative in nature.

In regard to information seeking, a Bachelor of Arts (BA) must be able to master the basic principles of information seeking and evaluate information critically. Furthermore, as a requirement for the degree, a student must also recognize the role of theoretical information in the specialized tasks and know how to use the essential tools of the field, such as dictionaries and translation technologies. For a Master of Arts (MA), a student is expected to master the effective and critical use of a translators’ and interpreters’ tools. This list of guidelines is a general tool that students and teachers of translation studies can use to evaluate and self- evaluate the learning and works as a general basis of the syllabus (accessed from WebOodi 25.4.2017).

The structure of the degree for a BA in translation consists of the basic and intermediate studies for the major subject. In addition, the students are expected to complete the mandatory translation minor subject unit as well as the Finnish language and translation studies minor unit. The students are free to select other minor subjects as well, to complete the degree. Since the translation courses are mandatory in the language and translation major, many of these courses are taken in the first study year. For example, the Communication Skills for Translators 1 is part of the basic studies unit for the English language and translation studies.

The syllabus for English Language and Translation for the academic year of 2016—2017 (accessed from WebOodi 2017) includes the following translation courses in the basic studies section: Translation Technology, Communication Skills for Translators 1 (English-Finnish) and (Finnish-English), Introduction to Professional Translation Practices. In the course descriptions for these courses, the students are required to know the basic principles of efficient

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information retrieval, practice the critical use of translation aids such as electronic and print dictionaries, and the internet. The students are also expected to be able to utilize appropriate translation strategies and be familiar with basic principles of terminology work.

The following translation courses are part of the intermediate studies of the English Language and translation 2016-2017 (accessed from WebOodi 2017) curriculum: Communication Skills for Translators 2 (English-Finnish) and (Finnish-English), Special Field Translation 1 (English-Finnish) and (Finnish-English). In the course description for these courses, the students should be able to use translation tools, such as electronic and printed dictionaries and the internet in a critical manner. The students should also be able to utilize parallel texts critically, as well as be familiar with a translation software and apply the basic principles of terminology (such as the use of electronic corpora) in their work.

It is important to note that all the translation courses list understanding the different aspects of information seeking as main objectives in the course descriptions. Thus, we can conclude that information seeking is indeed included in the syllabus itself and considered a major facet of the translation degree and a very important part of a translation student’s skill set. Also, since information seeking is an important part of the current translation courses, it can be assumed that the students have sufficient skills in the area and confidence in their skills. Even more so when considering the more advanced students. On the other hand, discrepancies in the results of the survey could attest to a more decisive emphasis for information seeking in the new curriculum; a divide between answers by more advanced students compared to the answers of the beginner translators might show that a positive change has happened considering the subject in the recent years.

In the German language and translation curriculum for 2016—2017, translation courses included in basic and intermediate studies are the Basics of interpreting for German, three translation courses with the Finnish-German language pair in the mandatory studies section, as well as the Introduction to Methods in Translation Studies in the elective studies unit. In the corresponding Russian language and translation curriculum are the Basics of Translation for Russian, Oral skills and interpreting for Russian, as well as three translation courses for the Finnish-Russian pair. In comparison with the English language and translation degree, the number of translation courses for both Russian and German is fewer.

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In the WebOodi study guide, according to the goals for the Russian translation BA and MA degree, the students are expected to be able to evaluate information critically and master the methods of information seeking. The graduating students are also expected to possess the necessary professional skills that include information seeking and technological skills. These types of goals are not mentioned in the German study guide for German language and translation studies at the moment.

At the time when this study was conducted, UEF was a member of the EMT network with altogether 64 European master’s level programs that complied with EMT policies and standards in their translator training. This framework model of translation competences is discussed in section 3.4. According to the EMT experts framework, the students are expected to be able to identify information requirements, develop necessary strategies and extract the information necessary for the translation. The students are also expected to critically evaluate the reliability of information and use tools and search engines effectively (EMT experts group 2009: 6).

In the new syllabus (from 2018—), the students of English language and translation share the basic studies with students of English language and culture. The English translation training has also become more unified with other languages’ translator training, where translation as a specialization is selected later in the master’s phase. The ‘study path’, or the study major of English Language and Translation in the new syllabus is chosen in the spring of the first study year, and 25 students are chosen based on academic performance of the completed basic studies. Since the translation studies major is selected for the second study year, generally the students do not participate in translation studies on their first year. It is possible, however, to complete one of the translation courses on the first study year (Introduction to Translation and Interpreting).

According to the summary of the newest English Language and Translation Studies syllabus, Translation Studies provide the students with both excellent theoretical and practical expert competencies in communication in the English-Finnish language pair. The study guide for the minor of Translation studies (2020—2021) is only available in Finnish, but it briefly points out that the understanding and mastery of translation technologies forms the core of translation training.

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The new English Language and Translation study guide lists the following academic skills relating to information seeking for BAs and MAs in the English Language and Translation department. A BA should master the basic principles of information seeking and evaluate information critically. A BA should also be able to use the basic tools of the translation trade (monolingual and bilingual dictionaries, translation technologies). A MA should master the effective and critical use of tools in the translation trade. In this case, the new curriculum is identical to the old in the academic expectations of both bachelor and master’s graduates, and no additions or subtractions have been made in terms of information seeking to the list of academic skills for new students in the new curriculum.

It can be assumed that the contents of the translation courses have not gone through a major change in terms of addressing the importance of information seeking. One distinct difference that can be observed in the course descriptions is the omitting of printed dictionaries in the new curriculum.

Since translation studies are not part of the basic studies for first year students in the new curriculum, the contents of translation courses have likely gone through some modification and condensation. These changes are especially evident in intermediate studies, as the translation courses now start in the intermediate studies, and the number of courses has been reduced. The advanced studies have mainly remained the same in terms of the number and contents of the translation courses, so the greatest difference can most likely be seen in the translation skills between bachelor’s students and master’s degree students. This may have a negative effect in the teaching of information seeking as a part of translation studies, but further study and comparison would be necessary to make any further claims in that direction.

When the material for this study was gathered, German was still offered as part of the translation training at UEF. Although the majority of students who took part in the study are English majors (33 students), five were German language majors and one was a Russian language major. One student listed Swedish as their minor. In the new curriculum Swedish language students may opt to specialize in Swedish translation, and although German is still offered as a language minor, no new students are selected for the German translation major and the current German translation studies will end in 2023. One other important change in terms of Russian and Swedish students is that the students can now choose to specialize in translation much later, in the master’s stage of the study program. These changes have a greater impact in

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terms of translation teaching and the amount of translation courses offered by the University, and in turn have an impact on the future learning of translation competences and information seeking.

In brief summary, information seeking is an important aspect of translation studies, and the growing need for translation aids and the understanding of current translation technologies necessitates the mastery of these skills for future professional work. Due to the changes in the new curriculum, and the fewer translation courses offered to students in the new curriculum, the necessary information has been condensed in possible detriment to information seeking as a part of translation studies. However, at the time the material for this study was gathered, information seeking was indeed an integral part of translation studies and will be the focus of this study inasmuch as the students might refer back to the courses themselves.

4.3 The acquisition of information seeking competence at UEF

This section attempts to answer the question of how students develop necessary information seeking skills during their translation studies at UEF. As discussed before, due to the changes made to the curriculum since 2018, and the material for this study covering students that begun their studies before that change was implemented, clear differences exist in the contents of the current and previous translation studies degree. In this section I will focus on the previous curriculum, making only brief comparisons to the new one.

The acquisition of information seeking skills generally begins with the practical translation courses and the assignments, where students independently or in groups research and translate different projects and texts. As can be seen mentioned in the study courses Communication Skills for Translators 1 (English-Finnish and Finnish-English) in section 4.2, the students are expected to be able to utilize appropriate translation strategies and various translation aids, such as dictionaries. On these courses, teachers provide useful links and resources, which the students supplement as they find new sources for information during the translation process.

These resources and techniques are further compounded during the studies, as fellow students and different teachers offer new sources, and as the students independently strengthen their research skills through various translation assignments.

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As discussed in section 2, Haasio & Savolainen point out that the translator’s familiarity with the sources guides the information seeking process, and a translator is more likely to use the sources that he/she is most familiar with, and in the past, have provided the best results. This can be seen in the analysis portion of this study, where ‘newer’ students cited using simple and familiar search methods in comparison with older students. Students are also required to provide translation commentaries to accompany each translation, in which the students reflect on the translation process, discuss, and defend their translation choices and present the most useful sources utilized. As these commentaries force the students to reflect on the translation process, it also helps to internalize the various aids used in the process. These commentaries also guide the teachers in helping the students find more appropriate aids in the future. Self- evaluation is an important part of this process, and making mistakes is essential in discovering new resources through which the students can find better alternatives.

The University used to offer a course for first-year students as part of the first year’s mandatory orientation on how to utilize the University Library in the research process. In the current curriculum, the university offers a mandatory course in information skills (e.g., study unit 8020080 Information skills in English language and literature studies), for each separate study field in the use of databases, analysis, and ethical information usage that is usually completed in concurrence with the bachelor’s seminar.

Since graduate MA students are expected to master the effective and critical use of a translators’ and interpreters’ tools and BA students are expected to master the basic principles of information seeking, it can be assumed that the basics of information seeking are taught early, in the first courses of the translation study program, and later further improved by the teachers and the students themselves.

It is natural that the experiences may vary, as differences in the curriculum, teachers, other students, study environment, and so on can have a major effect on the acquisition of the information seeking competence. Some teachers might emphasize information seeking more than others (based on their own interests or proficiencies), or offer different sources based on their own experience. Based on my own experience, and in accordance with what Haasio points out, a translator’s familiarity with the sources guides the information seeking process. During the translation courses, unless it is specifically requested by the teacher, it is easier to fall back to familiar sources and techniques, since it speeds up the translation process. Knowing how to

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evaluate the reliability of a source is a skill that comes with time but is especially important to translators who often due to the nature of their work come across varying subject matters. In these cases, learning to compare and contrast different sources in order to find the right answer is an important part of information seeking, which develops in the course of the studies.

Since we can assume that translation training is constantly evaluated and improved upon, it is natural that this would have an effect on the information seeking skills of the translation students. For example, in the case of the EMT experts group’s competence model, the students who begin their studies later would reap the benefits when the framework is implemented, since the groundwork is easier to lay in the introductory translation courses.

4.4 Students’ Perceptions of Information seeking in Alaoutinen

(2015)

Mika Alaoutinen conducted a survey on students’ perceptions of their translation competencies and translation process and analyzed the results in his 2015 MA thesis. In this subsection I will briefly discuss Alaoutinen’s study, contrast the study with my own and discuss the findings pertaining to the information seeking competence.

The aim of the Alaoutinen’s study (2015: 2) was to find out how the students of English Language and translation at UEF evaluate their own translation competences and the translation process. The material consisted of an online survey with closed and open questions, and the participants were English translation students. Alaoutinen’s study discusses students’

perceptions regarding all of the translation competences, as well as the translation process.

In many regards Alaoutinen’s (2015) study is similar to this one and mirrors some aspects closely. In both studies the participants are students at UEF, with similar study backgrounds since most are English language and translation students. Both studies have divided the students into groups based on how far along the students are in their studies. Both studies were conducted using a survey which investigates the impressions of the students themselves, and both studies aim to evaluate how UEF teaches translation studies to their students, and if the training could be improved upon. Due to these similarities the results will be easier to compare, when compared to similar studies conducted elsewhere. Since the objective of my study is more defined, it may be able to observe the topic of information seeking in particular more closely, however. This study also includes students from other language majors, and it may be

Acquiring information seeking skills in translator training: A survey of translation students’ perceptions at the University of Eastern Finland

UNIVERSITY OF EASTERN FINLAND PHILOSOPHICAL FACULTY

SCHOOL OF HUMANITIES English language and translation

Saara Suvi Päivikki Muroma

Acquiring information seeking skills in translator training:

A survey of translation students’ perceptions at the University of Eastern Finland

MA Thesis

May 2021

ITÄ-SUOMEN YLIOPISTO – UNIVERSITY OF EASTERN FINLAND

ITÄ-SUOMEN YLIOPISTO – UNIVERSITY OF EASTERN FINLAND

Abbreviations

UEF University of Eastern Finland OTL Other Language

EMT European Masters of Translation

PACTE Process of Acquisition of Translation Competence and Evaluation

Contents

1 Introduction

2 The science of information seeking

3 Information seeking and translation competences

4 Translation studies and information seeking

(2015)