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This book brings together an international team of leading translation
teachers and researchers to address concerns that are central in
translation pedagogy. The authors address the location and weighting in
translation curricula of learning and training, theory and practice, and
the relationships between the profession, its practitioners, its professors
and scholars. They explore the concepts of translator competence, skills
and capacities and two papers report empirical studies designed to explore
effects of the use of translation in language teaching. These are
complemented by papers on student achievement and attitudes to translation
in programmes that are not primarily designed with prospective translators
in mind, and by papers that discuss language teaching within dedicated
translation programmes. The introduction and the closing paper consider
some causes and consequences of the odd relationships that speakers of
English have to other languages, to translation and ultimately, perhaps, to
their "own" language.
Table of contents
Introduction: Translation as an academic discipline
Kirsten Malmkjær 1-7
Translation studies: A didactic approach
Wolfram Wilss 9-15
The theory behind the practice: Translator training or translator education?
Silvia Bernardini 17-29
The competencies required by the translator's roles as professional
Rosemary Mackenzie 31-38
Language learning for translators: Designing as syllabus
Allison Beeby 39-65
Undergraduate and postgraduate translation degrees: Aims and expectations
Maria González Davies 67-81
The role of translation studies within the framework of linguistic and
literary studies
Sona Prelozníková and Conrad Toft 83-96
Corpus-aided language pedagogy for translator education
Silvia Bernardini 97-111
Developing professional translation competence without a notion of translation
Christina Schäffner 113-125
Are L2 learners more prone to err when they translate?
Anne Schjoldager 127-149
Students buzz round the translation class like bees round the honey pot - why?
Penelope Sewell 151-162
The effect of translation exercises versus gap-exercises on the learning of
difficult L2 structures: Preliminary results of an empirical study
Marie Källkvist 163-184
Do English-speakers really need other languages?
Stephen Barbour 185-195
Index 197-202
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