The Adaptation Of Berman’s Model Of Translation Criticism To Formative Literary Translation Evaluation

This article is concerned with formative translation evaluation. Classroom formative translation evaluation is based on the teachers’ feedback given to students about their translations. We tried first to contextualize classroom formative translation evaluation in the broader context of translation evaluation and delimit literary translation as a kind which requires special attention. Second, we presented translation criticism forms, with a particular reference to Berman’s method of translation criticism. Third, we proceeded to the adaptation of Berman’s method of translation criticism for future application in formative literary translation evaluation. We would have -theoretically- tackled two points: to account for the specific nature of the literary text which most translation evaluation methods failed to, and to introduce Berman’s ‘constructive criticism’ elements into the teaching of literary translation.