Overview

"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."

Full Product Details

Author:   Kirsten Malmkjær (Middlesex University)
Publisher:   John Benjamins Publishing Co
Imprint:   John Benjamins Publishing Co
Volume:   59
Weight:   0.515kg
ISBN:  

9789027216656

ISBN 10:   9027216657
Pages:   202
Publication Date:   23 December 2004
Audience:   Professional and scholarly ,  Professional and scholarly ,  Professional & Vocational ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

1. Introduction: Translation as an academic discipline (by Malmkjaer, Kirsten); 2. Translation studies: A didactic approach (by Wilss, Wolfram); 3. The theory behind the practice: Translator training or translator education? (by Bernardini, Silvia); 4. The competencies required by the translator's roles as professional (by Mackenzie, Rosemary); 5. Language learning for translators: Designing as syllabus (by Beeby, Allison); 6. Undergraduate and postgraduate translation degrees: Aims and expectations (by Gonzalez Davies, Maria); 7. The role of translation studies within the framework of linguistic and literary studies (by Preloznikova, Sona); 8. Corpus-aided language pedagogy for translator education (by Bernardini, Silvia); 9. Developing professional translation competence without a notion of translation (by Schaffner, Christina); 10. Are L2 learners more prone to err when they translate? (by Schjoldager, Anne); 11. Students buzz round the translation class like bees round the honey pot - why? (by Sewell, Penelope); 12. The effect of translation exercises versus gap-exercises on the learning of difficult L2 structures: Preliminary results of an empirical study (by Kallkvist, Marie); 13. Do English-speakers really need other languages? (by Barbour, J. Stephen); 14. Index

Reviews

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. -- Dorothy Kelly, Departamento de Traduccion e Interpretacion, Universidad de Granada, Spain, on Linguist List 16.151, 2005

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. -- Dorothy Kelly, Departamento de Traducción e Interpretación, Universidad de Granada, Spain, on Linguist List 16.151, 2005

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