Prosessikirjoittaminen kaunokirjallisuuden kääntämisen ohjaamisessa

Abstract

This dissertation describes the process of teaching/guiding university students without previous experience through the basics of literary translation. Most of the students were studying the writing and literature program in the University of Jyväskylä. Many also studied Finnish, English, art history, philosophy, and social sciences. The study provides necessary background on issues connected with translation and translation theories, for example: interference, the translator`s competence, source language and target language, and equivalence and explores these notions in practice in relation to our students` texts and remarks. The material consists of students` source texts and translated texts. I have also included students´ emails and comments during the lessons as well as material from interviews and surveys conducted in person or by email. The scientific basis of my research consists of phenomenological and hermeneutic interpretations, observations, and meanings. I have also used close reading as one of the methods of analysis in my work. The period covered was 2005 to 2019. The course, titled Translation and Adaptation, ran from September to Christmas. Groups met 15 times in about three months. The dissertation outlines the model of the writing program which is also the format of this course. The role of the instructor is explained, and examples given of students` translations focusing on drama, poetry, classics and translating via bridge languages. There is a translation exercise conceived and conducted 2017. Guidance for students is based on a constructive learning model and I write here a good deal about mutual support, collaboration, and social interaction because experience shows that discussions, interactivity, social communication, feedback and a strong feeling of being a member of a team confirm and make it possible to achieve best results. The study shows that to meet every week face-to-face to deal with the experiences of everyone´s translations and to give feedback were highly valuated by our students. The study demonstrates that when we are talking about writing and rewriting, creativity is a topic that cannot be avoided. It considers the act of literary translation as a creative act comparable with writing itself. Finally, I ponder the ways how to give feedback and referring this to students´ reflections of each other’s and their own feedback. Keywords: close reading, collaboration, constructive learning, creativity, experience, feedback, guiding, hermeneutics, interactivity, phenomenology, rewriting, scaffolding, translation, writing process.