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Introduction 9 Overview of the contents 11 Chapter 1: Psychological Literature Review 13 1.1 Constructivist views on education 13 1.2 Social Cognitive Theory (SCT) 14 1.2.1 Behaviourist vs. social cognitive approach to learning 14 1.2.2 Bandura's agentic theory of the self 16 1.2.3 Self-efficacy 17 1.2.4 Self-regulation 19 1.2.5 Social cognitive career theory 20 1.3 Affective factors 22 1.3.1 Motivation and needs 22 1.3.2 Attribution style 22 1.4 Cognitive enquiry into knowledge acquisition 23 1.4.1 Gestalt antecedents 24 1.4.2 Memory 24 1.4.3 Transfer and problem solving 26 1.4.4 Expert performance 26 1.4.4.1 Conditions necessary but not sufficient: memory, experience and automaticity 27 1.4.4.2 Essential condition of expertise: deliberate practice 29 1.5 Concepts describing self-intervention in the learning process 30 1.5.1 Metacognition and cognitive monitoring 30 1.5.2 Self-direction. From Pedagogy to Andragogy 32 1.5.3 Heutagogy 34 1.5.4 The development of metacognitive knowledge and skills 35 Chapter 2: Translation Studies literature review 37 2.1 Historical changes in the concept of translation competence 37 2.1.1 Linguistic approaches to translation 37 2.1.2 Componential models of translation competence 38 2.1.3 PACTE holistic model of competence 40 2.1.4 Pym's minimalist approach to competence 42 2.1.5 Kiraly's translator competence vs. translation competence 43 2.1.6 Contributions emphasising affective and metacognitive factors 2.2 From TC to expertise and capability concepts 46 2.2.1 Social constructivism applied to translation and interpreting training 46 2.2.2 Capability and transferable skills 50 2.2.3 TC as a source vs. TC as a product of professional performance 51 2.2.4 Expert theories applied to TS 52 2.3 Epistemic debate in TS 53 2.3.1 Objectivist vs. constructivist epistemology 53 2.3.2 Observation vs. introspection 54 2.3.3 Dealing with methodological conflict 55 2.3.4 Introspective and experimental cognitive studies in TS 57 Chapter 3: Aims of the Study and Research Hypotheses 61 Chapter 4: Methodology 63 4.1 Basis of the study design 63 4.2 Questionnaire 64 4.3 Universe and Sample 65 4.4 Terminology 68 4.5 Method of analysis 68 Chapter 5: Analysis of results 71 5.1 Demographic data 71 5.1.1 Gender 71 5.1.2 University, master's degree studies, year of graduation and years of experience 71 5.2 Market evaluation 72## 5.2.1 Moonlighting 72 5.2.2 Working languages 73 5.2.3 Translation out of Polish 73 5.2.4 Types of translation 73 5.2.5 Exclusiveness score 74 5.3 Education evaluation 78 5.3.1 Self-efficacy upon graduation 78 5.3.2 Causes of poor preparation 78 5.4 Self-efficacy 79 5.4.1 Currently perceived overall self-efficacy 79 5.4.2 Skills 79 5.4.3 The skill missed most 80 5.4.4 Evaluation criteria 81 5.4.5 Sources of competence 5.5 Affective factors 84 5.5.1 Failure attribution 84 5.5.2 Attitude in face of new assignments 85 5.5.3 Attitude in negotiation, accountancy and promotion situations 86 5.6 Learning strategies 89 5.6.1 Specialisation strategies 91 5.6.2 Evaluation strategies 91 5.6.3 Planning strategies 92 5.6.4 Community strategies 92 5.6.5 Strategic score 93 5.6.6 More analysis drawn from strategies results 93 Chapter 6: Discussion and Implications 97 6.1 Hypothesis 1 97 6.1.1 Who is a translator and who is not 97 6.1.2 Self-directed learning exists 98 6.1.3 Strategies 99 6.2 Hypothesis 2 102 6.2.1 Specialisation as shaping competence 102 6.2.2 Competence as a result of specialising 6.3 Directions for further research 109 6.3.1 Demography 109 6.3.2 Affective factors 110 6.3.3 Specialisation 111 6.3.4 Environmental aspects 111 References 113 List of Figures 127 List of Tables 147

Translation science --- Higher education --- Übersetzer --- Lebenslanges Lernen --- Didactische werkvormen --- Vertalers --- Leerstrategieën --- beroep --- Übersetzer. --- Lebenslanges Lernen. --- Didactische werkvormen. --- Leerstrategieën. --- beroep. --- Beroep.

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Documentatie voor literair vertalen. --- Informationsbedarf. --- Literair vertalen --- Literaire vertaling. --- Literatur. --- Spezialbibliothek. --- Übersetzer. --- Bibliografie --- Documentatie.

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Biografie. --- Geschichte 1866-1900. --- Literature --- Prosa. --- Translating and interpreting --- Translating and interpreting. --- Übersetzer. --- Übersetzung. --- Translations into Swedish --- History and criticism. --- History --- Schweden. --- Schwedisch. --- Sweden.

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Zwei hier vorliegende Beiträge suchen den Zugang zum Fortwirken einer zeitweise verschütteten Petersburger Überlieferung in einem europäischen Raum am Beispiel des deutschsprachigen Dichters Henry von Heiseler. Daß "sein" Puškin in diesem Interpretationssrahmen als ein kulturelles Symbol mit identitätsstiftendem und dialogischem Potential und nicht nur als ein "Translat" aufzufassen ist, spiegelt die Positionen des genannten Übersetzers wider.

translator --- 1875 --- 1928 --- Arthur Luther --- europäischer --- Heiselers --- Henry --- Johannes von Guenther --- Kultur --- Petersburger --- Poljakov --- Puškin --- Puskin-Übersetzer --- Reinhold von Walter --- Russisch-Deutsch Übersetzung --- Übersetzungswerk --- Wirkungsraum

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GOETHE (JOHANN WOLFGANG VON), 1749-1832 --- CORNEILLE (PIERRE), POETE DRAMATIQUE FRANCAIS, 1606-1684 --- BEZIEHUNGEN ZWISCHEN DEUTSCHLAND UND FRANKREICH --- FRANCE ET ALLEMAGNE --- RELATIONS CULTURELLES --- FRANZÖSISCHE LITERATUR --- ÜBERSETZER --- TRADUCTION --- RELATIONS INTELLECTUELLES --- FRANCE-ALLEMAGNE --- EINFLUSS --- GOETHE (JOHANN WOLFGANG VON), 1749-1832 --- CORNEILLE (PIERRE), POETE DRAMATIQUE FRANCAIS, 1606-1684 --- BEZIEHUNGEN ZWISCHEN DEUTSCHLAND UND FRANKREICH --- FRANCE ET ALLEMAGNE --- RELATIONS CULTURELLES --- FRANZÖSISCHE LITERATUR --- ÜBERSETZER --- TRADUCTION --- RELATIONS INTELLECTUELLES --- 18E SIECLE --- FRANCE-ALLEMAGNE --- EINFLUSS --- DEUTSCHE LITERATUR