182017758 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code BCT 90 Hb 15 9789027242785 06 10.1075/bct.90 13 2017012869 00 BB 08 435 gr 10 01 JB code BCT 02 1874-0081 02 90.00 01 02 Benjamins Current Topics Benjamins Current Topics 01 01 Translation and Interpreting Pedagogy in Dialogue with Other Disciplines Translation and Interpreting Pedagogy in Dialogue with Other Disciplines 1 B01 01 JB code 832283317 Sonia Colina Colina, Sonia Sonia Colina The University of Arizona 07 https://benjamins.com/catalog/persons/832283317 2 B01 01 JB code 18283318 Claudia V. Angelelli Angelelli, Claudia V. Claudia V. Angelelli Heriot-Watt University 07 https://benjamins.com/catalog/persons/18283318 01 eng 11 160 03 03 v 03 00 154 03 01 23 418/.02071 03 2017 P306.5 04 Translating and interpreting--Study and teaching. 04 Language arts (Higher)--Correlation with content subjects. 04 Interdisciplinary approach in education. 10 LAN023000 12 CFP 24 JB code LIN.EDUC Language teaching 24 JB code TRAN.TRANSL Translation Studies 01 06 02 00 This volume offers a collection of original articles on the teaching of translation and interpreting, responding to the increased interest in this area not only within translation and interpreting studies but also in related fields. Originally published as a special issue of Translation and Interpreting Studies 10:1 (2015). 03 00 This volume offers a collection of original articles on the teaching of translation and interpreting, responding to the increased interest in this area not only within translation and interpreting studies but also in related fields. It contains empirical, theoretical and state-of-the-art original pieces that address issues relevant to translation and interpreting pedagogy, such as epistemology, technology, language proficiency, and pedagogical approaches (e.g., game-based, task-based). All of the contributors are researchers and educators of either translation or interpreting – or both. The volume should be of interest to researchers and teachers of translation and interpreting, second language acquisition and language for specific purposes. An introduction by the editors – both distinguished scholars in translation & interpreting pedagogy – provides the necessary context for the contributions. Originally published as a special issue of Translation and Interpreting Studies 10:1 (2015), edited by Brian James Baer and Christopher D. Mellinger. 01 00 03 01 01 D503 https://benjamins.com/covers/475/bct.90.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027242785.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027242785.tif 01 01 D503 https://benjamins.com/covers/1200_front/bct.90.hb.png 01 01 D503 https://benjamins.com/covers/125/bct.90.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/bct.90.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/bct.90.hb.png 01 01 JB code bct.90.s1 06 10.1075/bct.90.s1 Section header 1 01 04 Articles Articles 01 eng 01 01 JB code bct.90.01ang 06 10.1075/bct.90.01ang 1 6 6 Article 2 01 04 Translation and interpreting pedagogy in dialogue with other disciplines Translation and interpreting pedagogy in dialogue with other disciplines 1 A01 01 JB code 151293668 Sonia Colina Colina, Sonia Sonia Colina 07 https://benjamins.com/catalog/persons/151293668 2 A01 01 JB code 456293669 Claudia V. Angelelli Angelelli, Claudia V. Claudia V. Angelelli 07 https://benjamins.com/catalog/persons/456293669 01 eng 01 01 JB code bct.90.02kir 06 10.1075/bct.90.02kir 7 30 24 Article 3 01 04 Occasioning translator competence Occasioning translator competence 01 04 Moving beyond social constructivism toward a postmodern alternative to instructionism Moving beyond social constructivism toward a postmodern alternative to instructionism 1 A01 01 JB code 269293670 Donald C. Kiraly Kiraly, Donald C. Donald C. Kiraly 07 https://benjamins.com/catalog/persons/269293670 01 eng 30 00

For the past thirty years, as the translator’s profession has undergone a radical metamorphosis from a sort of bilingual craft to a highly technologized profession, translator education has been undergoing a comparatively slow evolution. From pervasive chalk-and-talk transmissionist practice just a few decades ago, the contemporary literature on translator education reveals a plethora of theoretical and practical approaches to the study and teaching of translation-related skills. In this article, the author reviews some key trends in this development within the translator education domain on the basis of his own evolution as a translator educator over the past three decades. A key focus will be placed on the role of epistemology, a mainstay of educational philosophy and learning theory, but a topic that he feels can help elucidate pedagogical practices of the past and guide the way toward ones better suited to educating translators today … and in the future.

01 01 JB code bct.90.03jim 06 10.1075/bct.90.03jim 31 54 24 Article 4 01 04 The Internet in translation education The Internet in translation education 01 04 Two decades later Two decades later 1 A01 01 JB code 453293671 Miguel A. Jiménez-Crespo Jiménez-Crespo, Miguel A. Miguel A. Jiménez-Crespo 07 https://benjamins.com/catalog/persons/453293671 01 eng 30 00

Within the context of the global digital revolution, translation in professional settings cannot be understood without the Internet, as a communicative, documentary, and productivity tool (Cronin 2013; Jimenez-Crespo 2013). Similarly, translation training has been revolutionized by the wide range of possibilities afforded by the Internet. This paper reviews the impact of the Internet on translation research within the framework of translation competence models (PACTE 2005; Göpferich 2009), as well as socio-constructivist approaches to translation education (Kiraly 2012; 2000). Its impact has been felt in two areas: (1) how translation is taught and (2) how the world of translation has been changed by the Internet. Related to the first area is the rapid increase in the number of online and hybrid programs offered and in the use of online teaching platforms in classroom-based contexts. Related to the second area, a wide range of new opportunities has arisen, such as: (1) those related to the Internet as a communicative platform, (2) those related to the use of the Internet during translation tasks, both in terms of cloud-based translation memory and human-aided machine translation, as well as the use of the Internet for ‘external support’ (Alves and Liparini 2009) to solve translation problems, and (3) the emergence of new translation modalities such as web localization, new textual genres, such as social networking sites or tweets, as well as new translation practices, such as online crowdsourcing and volunteer translation communities.

01 01 JB code bct.90.04ino 06 10.1075/bct.90.04ino 55 82 28 Article 5 01 04 Applying Task-Based Learning to translator education Applying Task-Based Learning to translator education 01 04 Assisting the development of novice translators' problem-solving expertise Assisting the development of novice translators’ problem-solving expertise 1 A01 01 JB code 49293672 Izumi Inoue Inoue, Izumi Izumi Inoue 07 https://benjamins.com/catalog/persons/49293672 2 A01 01 JB code 371293673 Christopher N. Candlin Candlin, Christopher N. Christopher N. Candlin 07 https://benjamins.com/catalog/persons/371293673 01 eng 30 00

This paper reports and discusses the outcomes of an innovative pilot training program using Task-Based Learning (TBL) in the context of translator education. The objectives were twofold: to investigate the extent to which the use of TBL helped novice participants develop their problem-solving skills, and to examine learner perceptions of the usefulness of TBL. The training program incorporates key characteristics of TBL, including tasks consisting of pedagogically sequenced stages, guided by the overall objective of achieving learner autonomy. In this study, six postgraduate students majoring in translation and interpreting in Australian universities participated in the program. The process and product of five tasks were evaluated by two professional translators using a set of rubrics. A series of interviews was conducted to identify learner perceptions of the usefulness of TBL. Overall, learners showed progress in recognizing differences between novices and professionals and in solving key problems. In terms of the second research objective, the learners perceived TBL to be a useful learning methodology, facilitating awareness of novice-professional differences, appreciation of the critical consequences derived from risks and problems, and development of interpersonal skills, including the discovery of new approaches to resolving translation challenges through peer interaction.

01 01 JB code bct.90.05moe 06 10.1075/bct.90.05moe 83 102 20 Article 6 01 04 I know languages, therefore, I can translate? I know languages, therefore, I can translate? 01 04 A comparison between the translation competence of foreign language and Interlingual Mediation students A comparison between the translation competence of foreign language and Interlingual Mediation students 1 A01 01 JB code 951293674 Marija Zlatnar Moe Zlatnar Moe, Marija Marija Zlatnar Moe 07 https://benjamins.com/catalog/persons/951293674 2 A01 01 JB code 241293675 Tamara Mikolič Južnič Mikolič Južnič, Tamara Tamara Mikolič Južnič 07 https://benjamins.com/catalog/persons/241293675 3 A01 01 JB code 260293676 Tanja Žigon Žigon, Tanja Tanja Žigon 07 https://benjamins.com/catalog/persons/260293676 01 eng 30 00

There is a large presence of translators without formal education in the Slovene market, partly because until the 1990s there were no independent translation programs, but also because of the popular notion that anybody who speaks a foreign language well, or has a degree in it, can translate. In this paper we present a comparison of four B.A. programs at the University of Ljubljana (in three foreign language departments and one department of translation) to shed light on what knowledge and competences are expected at the end of the B.A. studies, and to find out whether these departments actually train people to be translators. The paper also reports the results of a translation quality assessment of third-year students of those departments, who were given the task of translating a text into their L1. The students approached the task in different ways and produced very different results, which indicates that language competences alone are not enough for translation, and that specific additional instruction can give them a considerable advantage at the beginning of their careers.

01 01 JB code bct.90.06bla 06 10.1075/bct.90.06bla 103 127 25 Article 7 01 04 L2 proficiency as predictor of aptitude for interpreting L2 proficiency as predictor of aptitude for interpreting 01 04 An empirical study An empirical study 1 A01 01 JB code 211293677 Maria Jesus Blasco Mayor Blasco Mayor, Maria Jesus Maria Jesus Blasco Mayor 07 https://benjamins.com/catalog/persons/211293677 01 eng 30 00

This study reports findings from an experiment that was conducted to investigate language proficiency as an indicator of future interpreting performance. The initial assumption was that Spanish undergraduate translation and interpreting students had an insufficient command of L2 skills to start interpreter training. We hypothesized that an intensive teaching module on L2 phonology and listening comprehension would improve their academic performance in interpreting. Several tests were used to evaluate participant L2 listening comprehension (TOEFL), L2 reading comprehension (TOEFL), L2 grammar (TOEFL), and L1 verbal fluency (WAIS-III). Only those related to L2 are reported here. A consecutive interpreting test was given at the end of the first interpretation module. The students’ self-perception regarding L2 issues was assessed using two questionnaires and an interview. The results suggest that L2 listening comprehension training aided in consecutive interpreting performance. Language proficiency was also found to correlate with interpreting scores. A base level of L2 proficiency for interpreting training is suggested. We conclude that L2 listening comprehension proficiency has a significant effect on undergraduate students’ interpreting ability and is therefore a suitable predictor for interpreting aptitude. Consequently, L2 listening skills should be included in the interpreting program curriculum, preferably before interpretation classes start.

01 01 JB code bct.90.07dol 06 10.1075bct.90.07dol 129 148 20 Article 8 01 04 Reacting to Translations Past Reacting to Translations Past 01 04 A game-based approach to teaching translation studies A game-based approach to teaching translation studies 1 A01 01 JB code 426293678 Julie McDonough Dolmaya McDonough Dolmaya, Julie Julie McDonough Dolmaya 07 https://benjamins.com/catalog/persons/426293678 01 eng 30 00

Reacting to the Past is a pedagogical approach that incorporates historical role-playing games into the classroom. In this paper I discuss this approach and demonstrate how it could be adapted for translation studies courses. Two games are described: one is set in England in the early 1500s and focuses on William Tyndale’s English translation of the Bible, while the other is set in Canada in 2007 and focuses on the development of the Canadian standard for translation services. Finally, to shed some light on the experiences and reactions of students who are taught using the Reacting to the Past approach, I briefly discuss the results of a survey of translation students who played the two games in an undergraduate theory of translation course during the Fall 2012 term.

01 01 JB code bct.90.08con 06 10.1075bct.90.08con 149 151 3 Article 9 01 04 Notes on contributors Notes on contributors 01 eng 01 01 JB code bct.90.09ind 06 10.1075bct.90.09ind 153 154 2 Miscellaneous 10 01 04 Index Index 01 eng
01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com 02 https://benjamins.com/catalog/bct.90 Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20170630 C 2017 John Benjamins D 2017 John Benjamins 02 WORLD WORLD US CA MX 09 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 21 62 32 01 00 Unqualified price 02 JB 1 02 80.00 EUR 02 00 Unqualified price 02 67.00 01 Z 0 GBP GB US CA MX 01 01 JB 2 John Benjamins Publishing Company +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 21 62 32 01 00 Unqualified price 02 JB 1 02 120.00 USD
881018214 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code BCT 90 GE 15 9789027265203 06 10.1075/bct.90 13 2017027537 00 EA E133 10 01 JB code BCT 02 JB code 1874-0081 02 90.00 01 02 Benjamins Current Topics Benjamins Current Topics 01 01 Translation and Interpreting Pedagogy in Dialogue with Other Disciplines Translation and Interpreting Pedagogy in Dialogue with Other Disciplines 1 B01 01 JB code 832283317 Sonia Colina Colina, Sonia Sonia Colina The University of Arizona 2 B01 01 JB code 18283318 Claudia V. Angelelli Angelelli, Claudia V. Claudia V. Angelelli Heriot-Watt University 01 eng 11 160 03 03 v 03 00 154 03 24 JB code LIN.EDUC Language teaching 24 JB code TRAN.TRANSL Translation Studies 10 LAN023000 12 CFP 01 06 02 00 This volume offers a collection of original articles on the teaching of translation and interpreting, responding to the increased interest in this area not only within translation and interpreting studies but also in related fields. Originally published as a special issue of Translation and Interpreting Studies 10:1 (2015). 03 00 This volume offers a collection of original articles on the teaching of translation and interpreting, responding to the increased interest in this area not only within translation and interpreting studies but also in related fields. It contains empirical, theoretical and state-of-the-art original pieces that address issues relevant to translation and interpreting pedagogy, such as epistemology, technology, language proficiency, and pedagogical approaches (e.g., game-based, task-based). All of the contributors are researchers and educators of either translation or interpreting – or both. The volume should be of interest to researchers and teachers of translation and interpreting, second language acquisition and language for specific purposes. An introduction by the editors – both distinguished scholars in translation & interpreting pedagogy – provides the necessary context for the contributions. Originally published as a special issue of Translation and Interpreting Studies 10:1 (2015), edited by Brian James Baer and Christopher D. Mellinger. 01 00 03 01 01 D503 https://benjamins.com/covers/475/bct.90.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027242785.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027242785.tif 01 01 D503 https://benjamins.com/covers/1200_front/bct.90.hb.png 01 01 D503 https://benjamins.com/covers/125/bct.90.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/bct.90.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/bct.90.hb.png 01 01 JB code bct.90.s1 06 10.1075/bct.90.s1 Section header 1 01 04 Articles Articles 01 01 JB code bct.90.01ang 06 10.1075/bct.90.01ang 1 6 6 Article 2 01 04 Translation and interpreting pedagogy in dialogue with other disciplines Translation and interpreting pedagogy in dialogue with other disciplines 1 A01 01 JB code 151293668 Sonia Colina Colina, Sonia Sonia Colina 2 A01 01 JB code 456293669 Claudia V. Angelelli Angelelli, Claudia V. Claudia V. Angelelli 01 01 JB code bct.90.02kir 06 10.1075/bct.90.02kir 7 30 24 Article 3 01 04 Occasioning translator competence Occasioning translator competence 01 04 Moving beyond social constructivism toward a postmodern alternative to instructionism Moving beyond social constructivism toward a postmodern alternative to instructionism 1 A01 01 JB code 269293670 Donald C. Kiraly Kiraly, Donald C. Donald C. Kiraly 01 01 JB code bct.90.03jim 06 10.1075/bct.90.03jim 31 54 24 Article 4 01 04 The Internet in translation education The Internet in translation education 01 04 Two decades later Two decades later 1 A01 01 JB code 453293671 Miguel A. Jiménez-Crespo Jiménez-Crespo, Miguel A. Miguel A. Jiménez-Crespo 01 01 JB code bct.90.04ino 06 10.1075/bct.90.04ino 55 82 28 Article 5 01 04 Applying Task-Based Learning to translator education Applying Task-Based Learning to translator education 01 04 Assisting the development of novice translators' problem-solving expertise Assisting the development of novice translators’ problem-solving expertise 1 A01 01 JB code 49293672 Izumi Inoue Inoue, Izumi Izumi Inoue 2 A01 01 JB code 371293673 Christopher N. Candlin Candlin, Christopher N. Christopher N. Candlin 01 01 JB code bct.90.05moe 06 10.1075/bct.90.05moe 83 102 20 Article 6 01 04 I know languages, therefore, I can translate? I know languages, therefore, I can translate? 01 04 A comparison between the translation competence of foreign language and Interlingual Mediation students A comparison between the translation competence of foreign language and Interlingual Mediation students 1 A01 01 JB code 951293674 Marija Zlatnar Moe Zlatnar Moe, Marija Marija Zlatnar Moe 2 A01 01 JB code 241293675 Tamara Mikolič Južnič Mikolič Južnič, Tamara Tamara Mikolič Južnič 3 A01 01 JB code 260293676 Tanja Žigon Žigon, Tanja Tanja Žigon 01 01 JB code bct.90.06bla 06 10.1075/bct.90.06bla 103 127 25 Article 7 01 04 L2 proficiency as predictor of aptitude for interpreting L2 proficiency as predictor of aptitude for interpreting 01 04 An empirical study An empirical study 1 A01 01 JB code 211293677 Maria Jesus Blasco Mayor Blasco Mayor, Maria Jesus Maria Jesus Blasco Mayor 01 01 JB code bct.90.07dol 06 10.1075bct.90.07dol 129 148 20 Article 8 01 04 Reacting to Translations Past Reacting to Translations Past 01 04 A game-based approach to teaching translation studies A game-based approach to teaching translation studies 1 A01 01 JB code 426293678 Julie McDonough Dolmaya McDonough Dolmaya, Julie Julie McDonough Dolmaya 01 01 JB code bct.90.08con 06 10.1075bct.90.08con 149 151 3 Article 9 01 04 Notes on contributors Notes on contributors 01 01 JB code bct.90.09ind 06 10.1075bct.90.09ind 153 154 2 Miscellaneous 10 01 04 Index Index 01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20170630 C 2017 John Benjamins D 2017 John Benjamins 02 WORLD 13 15 9789027242785 WORLD 03 01 JB 17 Google 03 https://play.google.com/store/books 21 01 00 Unqualified price 00 80.00 EUR 01 00 Unqualified price 00 67.00 GBP 01 00 Unqualified price 00 120.00 USD 970017759 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code BCT 90 Eb 15 9789027265203 06 10.1075/bct.90 13 2017027537 00 EA E107 10 01 JB code BCT 02 1874-0081 02 90.00 01 02 Benjamins Current Topics Benjamins Current Topics 11 01 JB code jbe-all 01 02 Full EBA collection (ca. 4,200 titles) 11 01 JB code jbe-2017 01 02 2017 collection (152 titles) 05 02 2017 collection 01 01 Translation and Interpreting Pedagogy in Dialogue with Other Disciplines Translation and Interpreting Pedagogy in Dialogue with Other Disciplines 1 B01 01 JB code 832283317 Sonia Colina Colina, Sonia Sonia Colina The University of Arizona 07 https://benjamins.com/catalog/persons/832283317 2 B01 01 JB code 18283318 Claudia V. Angelelli Angelelli, Claudia V. Claudia V. Angelelli Heriot-Watt University 07 https://benjamins.com/catalog/persons/18283318 01 eng 11 160 03 03 v 03 00 154 03 01 23 418/.02071 03 2017 P306.5 04 Translating and interpreting--Study and teaching. 04 Language arts (Higher)--Correlation with content subjects. 04 Interdisciplinary approach in education. 10 LAN023000 12 CFP 24 JB code LIN.EDUC Language teaching 24 JB code TRAN.TRANSL Translation Studies 01 06 02 00 This volume offers a collection of original articles on the teaching of translation and interpreting, responding to the increased interest in this area not only within translation and interpreting studies but also in related fields. Originally published as a special issue of Translation and Interpreting Studies 10:1 (2015). 03 00 This volume offers a collection of original articles on the teaching of translation and interpreting, responding to the increased interest in this area not only within translation and interpreting studies but also in related fields. It contains empirical, theoretical and state-of-the-art original pieces that address issues relevant to translation and interpreting pedagogy, such as epistemology, technology, language proficiency, and pedagogical approaches (e.g., game-based, task-based). All of the contributors are researchers and educators of either translation or interpreting – or both. The volume should be of interest to researchers and teachers of translation and interpreting, second language acquisition and language for specific purposes. An introduction by the editors – both distinguished scholars in translation & interpreting pedagogy – provides the necessary context for the contributions. Originally published as a special issue of Translation and Interpreting Studies 10:1 (2015), edited by Brian James Baer and Christopher D. Mellinger. 01 00 03 01 01 D503 https://benjamins.com/covers/475/bct.90.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027242785.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027242785.tif 01 01 D503 https://benjamins.com/covers/1200_front/bct.90.hb.png 01 01 D503 https://benjamins.com/covers/125/bct.90.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/bct.90.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/bct.90.hb.png 01 01 JB code bct.90.s1 06 10.1075/bct.90.s1 Section header 1 01 04 Articles Articles 01 eng 01 01 JB code bct.90.01ang 06 10.1075/bct.90.01ang 1 6 6 Article 2 01 04 Translation and interpreting pedagogy in dialogue with other disciplines Translation and interpreting pedagogy in dialogue with other disciplines 1 A01 01 JB code 151293668 Sonia Colina Colina, Sonia Sonia Colina 07 https://benjamins.com/catalog/persons/151293668 2 A01 01 JB code 456293669 Claudia V. Angelelli Angelelli, Claudia V. Claudia V. Angelelli 07 https://benjamins.com/catalog/persons/456293669 01 eng 01 01 JB code bct.90.02kir 06 10.1075/bct.90.02kir 7 30 24 Article 3 01 04 Occasioning translator competence Occasioning translator competence 01 04 Moving beyond social constructivism toward a postmodern alternative to instructionism Moving beyond social constructivism toward a postmodern alternative to instructionism 1 A01 01 JB code 269293670 Donald C. Kiraly Kiraly, Donald C. Donald C. Kiraly 07 https://benjamins.com/catalog/persons/269293670 01 eng 30 00

For the past thirty years, as the translator’s profession has undergone a radical metamorphosis from a sort of bilingual craft to a highly technologized profession, translator education has been undergoing a comparatively slow evolution. From pervasive chalk-and-talk transmissionist practice just a few decades ago, the contemporary literature on translator education reveals a plethora of theoretical and practical approaches to the study and teaching of translation-related skills. In this article, the author reviews some key trends in this development within the translator education domain on the basis of his own evolution as a translator educator over the past three decades. A key focus will be placed on the role of epistemology, a mainstay of educational philosophy and learning theory, but a topic that he feels can help elucidate pedagogical practices of the past and guide the way toward ones better suited to educating translators today … and in the future.

01 01 JB code bct.90.03jim 06 10.1075/bct.90.03jim 31 54 24 Article 4 01 04 The Internet in translation education The Internet in translation education 01 04 Two decades later Two decades later 1 A01 01 JB code 453293671 Miguel A. Jiménez-Crespo Jiménez-Crespo, Miguel A. Miguel A. Jiménez-Crespo 07 https://benjamins.com/catalog/persons/453293671 01 eng 30 00

Within the context of the global digital revolution, translation in professional settings cannot be understood without the Internet, as a communicative, documentary, and productivity tool (Cronin 2013; Jimenez-Crespo 2013). Similarly, translation training has been revolutionized by the wide range of possibilities afforded by the Internet. This paper reviews the impact of the Internet on translation research within the framework of translation competence models (PACTE 2005; Göpferich 2009), as well as socio-constructivist approaches to translation education (Kiraly 2012; 2000). Its impact has been felt in two areas: (1) how translation is taught and (2) how the world of translation has been changed by the Internet. Related to the first area is the rapid increase in the number of online and hybrid programs offered and in the use of online teaching platforms in classroom-based contexts. Related to the second area, a wide range of new opportunities has arisen, such as: (1) those related to the Internet as a communicative platform, (2) those related to the use of the Internet during translation tasks, both in terms of cloud-based translation memory and human-aided machine translation, as well as the use of the Internet for ‘external support’ (Alves and Liparini 2009) to solve translation problems, and (3) the emergence of new translation modalities such as web localization, new textual genres, such as social networking sites or tweets, as well as new translation practices, such as online crowdsourcing and volunteer translation communities.

01 01 JB code bct.90.04ino 06 10.1075/bct.90.04ino 55 82 28 Article 5 01 04 Applying Task-Based Learning to translator education Applying Task-Based Learning to translator education 01 04 Assisting the development of novice translators' problem-solving expertise Assisting the development of novice translators’ problem-solving expertise 1 A01 01 JB code 49293672 Izumi Inoue Inoue, Izumi Izumi Inoue 07 https://benjamins.com/catalog/persons/49293672 2 A01 01 JB code 371293673 Christopher N. Candlin Candlin, Christopher N. Christopher N. Candlin 07 https://benjamins.com/catalog/persons/371293673 01 eng 30 00

This paper reports and discusses the outcomes of an innovative pilot training program using Task-Based Learning (TBL) in the context of translator education. The objectives were twofold: to investigate the extent to which the use of TBL helped novice participants develop their problem-solving skills, and to examine learner perceptions of the usefulness of TBL. The training program incorporates key characteristics of TBL, including tasks consisting of pedagogically sequenced stages, guided by the overall objective of achieving learner autonomy. In this study, six postgraduate students majoring in translation and interpreting in Australian universities participated in the program. The process and product of five tasks were evaluated by two professional translators using a set of rubrics. A series of interviews was conducted to identify learner perceptions of the usefulness of TBL. Overall, learners showed progress in recognizing differences between novices and professionals and in solving key problems. In terms of the second research objective, the learners perceived TBL to be a useful learning methodology, facilitating awareness of novice-professional differences, appreciation of the critical consequences derived from risks and problems, and development of interpersonal skills, including the discovery of new approaches to resolving translation challenges through peer interaction.

01 01 JB code bct.90.05moe 06 10.1075/bct.90.05moe 83 102 20 Article 6 01 04 I know languages, therefore, I can translate? I know languages, therefore, I can translate? 01 04 A comparison between the translation competence of foreign language and Interlingual Mediation students A comparison between the translation competence of foreign language and Interlingual Mediation students 1 A01 01 JB code 951293674 Marija Zlatnar Moe Zlatnar Moe, Marija Marija Zlatnar Moe 07 https://benjamins.com/catalog/persons/951293674 2 A01 01 JB code 241293675 Tamara Mikolič Južnič Mikolič Južnič, Tamara Tamara Mikolič Južnič 07 https://benjamins.com/catalog/persons/241293675 3 A01 01 JB code 260293676 Tanja Žigon Žigon, Tanja Tanja Žigon 07 https://benjamins.com/catalog/persons/260293676 01 eng 30 00

There is a large presence of translators without formal education in the Slovene market, partly because until the 1990s there were no independent translation programs, but also because of the popular notion that anybody who speaks a foreign language well, or has a degree in it, can translate. In this paper we present a comparison of four B.A. programs at the University of Ljubljana (in three foreign language departments and one department of translation) to shed light on what knowledge and competences are expected at the end of the B.A. studies, and to find out whether these departments actually train people to be translators. The paper also reports the results of a translation quality assessment of third-year students of those departments, who were given the task of translating a text into their L1. The students approached the task in different ways and produced very different results, which indicates that language competences alone are not enough for translation, and that specific additional instruction can give them a considerable advantage at the beginning of their careers.

01 01 JB code bct.90.06bla 06 10.1075/bct.90.06bla 103 127 25 Article 7 01 04 L2 proficiency as predictor of aptitude for interpreting L2 proficiency as predictor of aptitude for interpreting 01 04 An empirical study An empirical study 1 A01 01 JB code 211293677 Maria Jesus Blasco Mayor Blasco Mayor, Maria Jesus Maria Jesus Blasco Mayor 07 https://benjamins.com/catalog/persons/211293677 01 eng 30 00

This study reports findings from an experiment that was conducted to investigate language proficiency as an indicator of future interpreting performance. The initial assumption was that Spanish undergraduate translation and interpreting students had an insufficient command of L2 skills to start interpreter training. We hypothesized that an intensive teaching module on L2 phonology and listening comprehension would improve their academic performance in interpreting. Several tests were used to evaluate participant L2 listening comprehension (TOEFL), L2 reading comprehension (TOEFL), L2 grammar (TOEFL), and L1 verbal fluency (WAIS-III). Only those related to L2 are reported here. A consecutive interpreting test was given at the end of the first interpretation module. The students’ self-perception regarding L2 issues was assessed using two questionnaires and an interview. The results suggest that L2 listening comprehension training aided in consecutive interpreting performance. Language proficiency was also found to correlate with interpreting scores. A base level of L2 proficiency for interpreting training is suggested. We conclude that L2 listening comprehension proficiency has a significant effect on undergraduate students’ interpreting ability and is therefore a suitable predictor for interpreting aptitude. Consequently, L2 listening skills should be included in the interpreting program curriculum, preferably before interpretation classes start.

01 01 JB code bct.90.07dol 06 10.1075bct.90.07dol 129 148 20 Article 8 01 04 Reacting to Translations Past Reacting to Translations Past 01 04 A game-based approach to teaching translation studies A game-based approach to teaching translation studies 1 A01 01 JB code 426293678 Julie McDonough Dolmaya McDonough Dolmaya, Julie Julie McDonough Dolmaya 07 https://benjamins.com/catalog/persons/426293678 01 eng 30 00

Reacting to the Past is a pedagogical approach that incorporates historical role-playing games into the classroom. In this paper I discuss this approach and demonstrate how it could be adapted for translation studies courses. Two games are described: one is set in England in the early 1500s and focuses on William Tyndale’s English translation of the Bible, while the other is set in Canada in 2007 and focuses on the development of the Canadian standard for translation services. Finally, to shed some light on the experiences and reactions of students who are taught using the Reacting to the Past approach, I briefly discuss the results of a survey of translation students who played the two games in an undergraduate theory of translation course during the Fall 2012 term.

01 01 JB code bct.90.08con 06 10.1075bct.90.08con 149 151 3 Article 9 01 04 Notes on contributors Notes on contributors 01 eng 01 01 JB code bct.90.09ind 06 10.1075bct.90.09ind 153 154 2 Miscellaneous 10 01 04 Index Index 01 eng
01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com 02 https://benjamins.com/catalog/bct.90 Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20170630 C 2017 John Benjamins D 2017 John Benjamins 02 WORLD 13 15 9789027242785 WORLD 09 01 JB 3 John Benjamins e-Platform 03 https://jbe-platform.com 29 https://jbe-platform.com/content/books/9789027265203 21 01 00 Unqualified price 02 80.00 EUR 01 00 Unqualified price 02 67.00 GBP GB 01 00 Unqualified price 02 120.00 USD