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Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training: Methods, goals and perspectives
Edited by Olaf Immanuel Seel, Silvia Roiss and Petra Zimmermann-González
[Benjamins Translation Library 161] 2023
► pp. 240–262

Chapter 13
Using action-oriented methods in foreign language classes to enhance translation competence

An empirical study

| Johannes Gutenberg University Mainz , Germany
| Johannes Gutenberg University Mainz , Germany
This chapter presents an empirical study conducted in foreign language classes and in translator training classes (Spanish–German). The main aim of the study was twofold: (1) to show whether methods used in translation classes could be used in foreign language classes to enhance foreign language competence; and (2) to show whether, and if so how, translation competence could be enhanced by using action-oriented methods in translator training classes. So, instead of beginning class by analysing the source text’s features and then translating the source text right away, students first discussed the topics and culture-specific items mentioned in the source text. The resulting translations based on the respective action-oriented translator training classes were also better than those of students who attended “traditional” translation classes.
Keywords: action-oriented methods, foreign language classes, translation competence, translator training classes
Article outline
  • 1.Introduction
  • 2.Instrumentalising translation competence in foreign language classes
  • 3.Instrumentalising language competence in translation classes
    • 3.1Action-oriented teaching methods to enhance speaking skills
    • 3.2Methodological-didactic approach within the framework of the teaching unit: María, llena eres de gracia
    • 3.3Description of the first lesson in the second unit
    • 3.4Description of the second lesson in the second unit
    • 3.5Description of the third lesson in the second unit
    • 3.6Description of the fourth lesson in the second unit
  • 4.Applied activity-based teaching methods
    • 4.1Flash feedback or check-in method
    • 4.2Simulations
    • 4.3Talk shows
    • 4.4The discussion
    • 4.5Think-pair-share method
    • 4.6Hot-seat-method
    • 4.7Gallery walk
  • 5.Conclusion
  • Notes
  • References
Published online: 1 June 2023
DOI logo
https://doi.org/10.1075/btl.161.13sie
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