Notre travail rend compte de la double articulation d’analyse d’Antoine Berman dans Pour une critique des traductions: John Donne. La méthode bermanienne intègre tant une histoire, événementielle et individuelle, des traductions qu’une analyse des textes à la lumière de leurs entours (paratextes, projets de traduction, etc.). Dans une première partie, nous tenterons de décrire à l’aide d’un panorama historique l’importation de la poésie de Rilke en traduction française, des premières versions du début du XXe siècle aux dernières traductions des Élégies de Duino. Nous nous attacherons à l’identité des différents (re-)traducteurs et à l’horizon général de leur travail. Dans une seconde partie, nous comparerons plusieurs versions françaises de la première Élégie de Duino, oeuvre poétique de Rilke la plus retraduite en français. A travers différents critères touchant à la forme et au sens, nous saisirons l’apport de ces traductions et le lien qui les unit, afin de constater in fine si les comportements socio-culturels observés dans la première partie se matérialisent aussi dans la pratique des (re-)traducteurs duinésiens / This dissertation rests on the double articulation of Antoine Berman’s analysis of translation in Toward a translation criticism: John Donne. Indeed, Berman’s method integrates as well a macroscopic and individual history of translations as an analysis of texts, considering their peripheral features (paratexts, translation projects, etc.). In the first part, we will depict through a historical panorama the import of Rilke’s poetry in French, from the first versions of the early 20th century to the latest translations of the Duino Elegies. We will thereby give heed to the identity of the different (re-)translators and to the general horizon of their translations. In the second part, we will compare several French versions of the first Duino Elegy, Rilke’s most retranslated poetical opus in French. Through various criteria dealing with form and sense, it will be a question of comprehending what these translations bring and the kind of bond holding them together. We intend eventually to find out whether the sociocultural behaviors we noticed in the first part are also observable in the practices of the Duinesian (re-)translators.

Text in English / Undergraduate students at the Eduardo Mondlane University (UEM) experience great difficulty in developing their translation competence during their training period. On the one hand, they show many signs of poor quality during their training when they accomplish practical translation assignments on and off-campus. On the other hand, the quality of the final work submitted in partial fulfilment of the requirements for the Bachelor Honours Degree (Licenciatura) suggests that most students fail to go beyond the minimum standards with regard to translation competence. Yet, comprehensive research aimed at understanding factors hindering translation competence at the UEM has been scanty. Besides, the few studies available have some significant lacunae, for they focus on Portuguese language development; are limited to error analysis, and often ignore students‟ perspectives. Consequently, the problem of finding a balanced approach to developing students‟ translation competence has remained unaddressed. Therefore, this study has been conducted with the purpose of investigating the translation competence of the UEM undergraduates in order to establish the major obstacles to their translation competence development, and consequently come up with suggestions for improving the current translator-training degree programme. The study design uses qualitative methods translated into a case study approach. First, questionnaire data is analysed to gain lecturers‟ and students‟ perspectives on translation competence at the UEM. Second, a students‟ error typology is developed following a macro- and micro-textual analysis of their translations. The study concludes that substandard bilingual skills, compounded by curricular, attitudinal/motivational, pedagogical and infrastructural/instrumental factors, negatively impact the students‟ development of translation competence at the UEM and that addressing these may pave the way towards improving the current translation-training programme. / Linguistics and Modern Languages / M.A. (Linguistics)

Text in English / Undergraduate students at the Eduardo Mondlane University (UEM) experience great difficulty in developing their translation competence during their training period. On the one hand, they show many signs of poor quality during their training when they accomplish practical translation assignments on and off-campus. On the other hand, the quality of the final work submitted in partial fulfilment of the requirements for the Bachelor Honours Degree (Licenciatura) suggests that most students fail to go beyond the minimum standards with regard to translation competence. Yet, comprehensive research aimed at understanding factors hindering translation competence at the UEM has been scanty. Besides, the few studies available have some significant lacunae, for they focus on Portuguese language development; are limited to error analysis, and often ignore students‟ perspectives. Consequently, the problem of finding a balanced approach to developing students‟ translation competence has remained unaddressed. Therefore, this study has been conducted with the purpose of investigating the translation competence of the UEM undergraduates in order to establish the major obstacles to their translation competence development, and consequently come up with suggestions for improving the current translator-training degree programme. The study design uses qualitative methods translated into a case study approach. First, questionnaire data is analysed to gain lecturers‟ and students‟ perspectives on translation competence at the UEM. Second, a students‟ error typology is developed following a macro- and micro-textual analysis of their translations. The study concludes that substandard bilingual skills, compounded by curricular, attitudinal/motivational, pedagogical and infrastructural/instrumental factors, negatively impact the students‟ development of translation competence at the UEM and that addressing these may pave the way towards improving the current translation-training programme. / Linguistics and Modern Languages / M. A. (Linguistics)

[pt] Esta dissertação se insere no contexto das discussões contemporâneas sobre abordagens às tecnologias da tradução na formação universitária de tradutores profissionais. Este estudo parte de uma análise de um afastamento percebido entre ensino universitário e prática profissional no âmbito estrito da formação de tradutores para investigar o papel do tratamento dispensado às tecnologias da tradução nessa conjuntura. Para tanto, como base teórica e metodológica, este trabalho usa postulados dos Estudos da Tradução sobre o objeto de seus ramos descritivos e aplicados e os estudos desenvolvidos pela pedagogia da tradução em torno do que seriam competências tradutórias para, então, propor um modo de inserção da tecnologia no processo de formação de tradutores. É feita, então, uma inclusão das tecnologias da tradução no contexto dos modernos Estudos de Ciência e Tecnologia em seus aspectos descritivos - notadamente os trabalhos sobre Ciência, Tecnologia e Sociedade (CTS) e a Teoria Ator-Rede (TAR) - para verificar expectativas sobre processos e resultados da tradução por causa da presença intensiva da tecnologia. Por fim, com base nas inter-relações expostas pelo exame anterior, este estudo sugere uma forma de abordagem às tecnologias da tradução na universidade que contribua para valorizar a universidade, reduzir o afastamento percebido entre ensino universitário e prática da tradução e destacar as pesquisas acadêmicas da tradução como protagonistas no âmbito das Humanidades Digitais. / [en] This work follows the contemporary discussions on how to approach the translation technologies in the education of professional translators. This study starts with an analysis of a perceived distance between university education and professional practice in the strict framework of translators training and education, and then investigates the role that current approaches to translation technology play in that scenario. Therefore, as a theoretical and methodological basis, this work uses postulates from Translation Studies on the object of their descriptive and applied branches, and from the translation pedagogy studies on translational competences, to propose a mode of inserting technology in the translator education process. Then, the translation technologies are included in the modern context of Science and Technology Studies in their descriptive aspects - notably the Science, Technology and Society (STS) studies, and the Actor-Network Theory (ANT) approach - in order to check expectations on translation processes and results associated with the intensive presence of translation technologies. Finally, based on the interrelations found during investigations, this study suggests an approach to translation technology at the university that would contribute to distinguish the university, reduce the distance perceived between university education and translation practice, and highlight the academic translation research as protagonist within the Digital Humanities studies.