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Article published In: Target
Vol. 22:2 (2010) ► pp.177–193

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Cognates as lexical choices in translation

Interference in space-constrained environments

 | Universidad de Granada
Published online: 12 January 2011
DOI logo with link
https://doi.org/10.1075/target.22.2.01ter
This article approaches the issue of lexical choices in translation that result from the presence of cognates. It analyzes methodological issues regarding cognate production in translation tasks carried out in technical contexts. Specifically, we studied the presence of cognates as a lexical manifestation of interference (Toury 1995), concentrating on cognates as part of phraseological and terminological units. We report on empirical data on cognate production by advanced students of translation working from English into Spanish in reduced-segments and space-constrained contexts. Additionally, we studied advanced learners of Spanish’s production in an experimental task.
Résumé
Cet article essaye de répondre méthodologiquement à la difficulté posée par les choix lexicaux qui résultent de la présence de mots de même origine (cognate words). L’analyse porte sur la production de ce type de mots dans le domaine de la traduction technique. Concrètement, notre approche privilégie l’idée de cognatewordscomme des manifestations lexicales de l’interférence (Toury 1995), et pourtant comme des unités phraséologiques et terminologiques. Nous présentons les résultats d’un travail empirique portant sur la production de cognatewords dans un groupe d’étudiants de traduction (niveau avancé) qui traduisent dans la combinaison anglais/ espagnol et qui sont contraints en termes d’espace et de contexte. Pour terminer, nous présentons les résultats d’un travail expérimental dans un groupe d’étudiants d’espagnol (niveau avancé).
Article outline
  • 1.Introduction
  • 2.The study
    • 2.1Production of cognates by students of translation
      • 2.1.1Participants
      • 2.1.2Taskandpresentation
      • 2.1.3Results and discussion
    • 2.2Production of cognates by advanced learners of Spanish
      • 2.2.1Participants
      • 2.2.2Stimuli and presentation
      • 2.2.3Results and discussion
  • 3.Concluding remarks
  • Acknowledgements
  • Notes
  • References
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