Translation in Undergraduate Degree Programmes

Editor
| Middlesex University
HardboundAvailable
ISBN 9789027216656 (Eur) | EUR 99.00
ISBN 9781588116000 (USA) | USD 149.00
 
e-Book
ISBN 9789027294975 | EUR 99.00 | USD 149.00
 
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.
[Benjamins Translation Library, 59]  2004.  vi, 202 pp.
Publishing status: Available
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?
J. Stephen Barbour
185–195
Index
197–202
“Those of us involved in teaching within Translation Studies have much to learn from the long and rich experience of those working in language acquisition; this volume is proof that our work in Translation Studies is now also producing results and feedback, hopefully of use not only to ourselves but also to those using translation for purposes other than educating future professionals in the classroom.”
Cited by

Cited by other publications

Carrasco Flores, José Andrés
2019. Analysing English for Translation and Interpreting materials: skills, sub-competences and types of knowledge. The Interpreter and Translator Trainer  pp. 1 ff. Crossref logo
Carreres, Ángeles
2014. Translation as a means and as an end: reassessing the divide. The Interpreter and Translator Trainer 8:1  pp. 123 ff. Crossref logo
Carreres, Ángeles & María Noriega-Sánchez
2011. Translation in language teaching: insights from professional translator training. The Language Learning Journal 39:3  pp. 281 ff. Crossref logo
Gambier, Yves
2012.  In Handbook of Translation Studies [Handbook of Translation Studies, 3],  pp. 163 ff. Crossref logo
Kelly, Dorothy, Marie-Louise Nobs, Dolores Sánchez & Catherine Way
2006. Reflections on Directionality in Translator Training1. FORUM 4:1  pp. 57 ff. Crossref logo
Kelly, Dorothy & Catherine Way
2007. Editorial: On the Launch ofITT. The Interpreter and Translator Trainer 1:1  pp. 1 ff. Crossref logo
Malmkjaer, Kirsten
2010.  In Handbook of Translation Studies [Handbook of Translation Studies, 1],  pp. 185 ff. Crossref logo
Marais, Kobus
2010. I Have Rhythm Therefore I Am. The Interpreter and Translator Trainer 4:1  pp. 33 ff. Crossref logo
Mossop, Brian, Sara Laviosa, Bogusława Whyatt, Yong Zhong & Esther Monzó
2011. Book Reviews. The Interpreter and Translator Trainer 5:2  pp. 359 ff. Crossref logo
Pym, Anthony
2018. Where Translation Studies lost the plot. Translation and Translanguaging in Multilingual Contexts 4:2  pp. 203 ff. Crossref logo
Sang, Zhonggang
2011. An Activity Theory approach to translation for a pedagogical purpose. Perspectives 19:4  pp. 291 ff. Crossref logo
Slatyer, Helen & Sarah Forget
2019.  In The Handbook of Informal Language Learning,  pp. 439 ff. Crossref logo
Stewart, Dominic, Alessandro Zannirato, Maria González Davies, Lucie Brione & Jody Byrne
2007. Book Reviews. The Interpreter and Translator Trainer 1:2  pp. 305 ff. Crossref logo
Takeda, Kayoko & Masaru Yamada
2019.  In The Evolving Curriculum in Interpreter and Translator Education [American Translators Association Scholarly Monograph Series, XIX],  pp. 53 ff. Crossref logo
Tan, Zaixi
2008. Towards a Whole-Person Translator Education Approach in Translation Teaching on University Degree Programmes 1. Meta 53:3  pp. 589 ff. Crossref logo
Tsang Fei-yue, Dawn
2017. Reflection of Translation Theory in Teaching Practical Translation: Legal Translation as Case Analysis. SSRN Electronic Journal Crossref logo
Washbourne, Kelly
2012.  In The Encyclopedia of Applied Linguistics, Crossref logo

This list is based on CrossRef data as of 05 september 2020. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects

Translation & Interpreting Studies

Translation Studies
BIC Subject: CFP – Translation & interpretation
BISAC Subject: LAN023000 – LANGUAGE ARTS & DISCIPLINES / Translating & Interpreting
U.S. Library of Congress Control Number:  2004057454