Translation and Interpreting Pedagogy in Dialogue with Other Disciplines.

Intro -- Translation and Interpreting Pedagogy in Dialogue with Other Disciplines -- Editorial page -- Title page -- LCC data -- Table of contents -- T&amp -- I pedagogy in dialogue with other disciplines -- References -- Occasioning translator competence -- Prologue -- Introduction -- 1. The emergence of a community of practice in translator education -- 2. Situated translation -- 3. Modernism and positivist pedagogical epistemology -- 4. An initial step into postpositivism: From instruction to construction -- 5. Social constructivism: Another step on the path toward emergence and occasioning -- 6. Beyond instruction: Teaching from a postmodern perspective -- 7. A Heretical view of translation competence research -- 8. A fractal model of emerging translator competence -- References -- The Internet in translation education -- 1. Introduction -- 2. Online translation and interpreting education -- 2.1 Defining 'e-learning' and its different types -- 2.2 Research into the teaching of translation and interpreting competences, skills or fields of specialization -- 2.3 Didactics models on the Internet based on socio-constructivist approaches -- 2.4 Issues in online learning -- 3. The Internet in professional settings and its impact on translation education: models and interrelations -- 3.1 'Instrumental' or 'tools and resources' subcompetences and the use of the Internet -- 3.2 Web corpora and translation education -- 4. The Internet as the engine of new translation modalities and practices: From web localization to online crowdsourcing -- 4.1 Crowdsourced and volunteer translation on the WWW -- 5. Conclusions -- References -- Applying Task-Based Learning to translator education -- 1. Introduction -- 2. Literature review -- 3. Methodology -- Research questions -- 3.1 Profile of participants -- 3.2 Research design -- 4. Findings and discussion.

4.1 Learner developments in identifying and addressing key challenges -- 4.1.1 Overall between-group differences -- 4.1.2 Improvements in ST comprehension -- 4.1.3 Research skills -- 4.1.4 Building a relationship with a client -- 4.1.5 Appropriate readability in a TT -- 4.2 Learner perceptions of the usefulness of Task-Based Learning -- 5. Concluding remarks -- References -- Appendix 1. Outline of the pilot program carried out after the earlier studies -- Appendix 2. A holistic rubric used for feedback by professionals -- Information about a descriptor of each scale -- Appendix 3 Source texts and translation briefs for tasks and report stages -- I know languages, therefore, I can translate? -- Introduction -- Translation and language teaching -- Translation competence and translation quality assessment (TQA) in translation education -- Participants -- Method -- Results and discussion -- Translation working habits -- Use of translation aids -- Translation quality -- Conclusions -- References -- Secondary Sources -- Appendix -- Questionnaire -- L2 proficiency as predictor of aptitude for interpreting -- Introduction -- Research rationale -- L2 proficiency and interpreting -- Problems in comprehension -- Interpreting as process -- The current study -- Method -- Participants -- Tests -- Sociolinguistic profile questionnaire -- L2 listening comprehension test (TOEFL) -- Interpreting test -- Post-L2 intensive training interview -- Materials -- Length of training -- Procedures and equipment -- Results and discussion -- Qualitative data analysis -- L2 listening comprehension post-module questionnaire -- Post-intensive training interview -- Quantitative data analysis -- Consecutive interpreting test results -- Comparison between TOEFL higher and lower groups -- Triangulation -- Discussion and conclusions -- Acknowledgements -- References.

Reacting to Translations Past -- 1. Introduction: The Reacting to the Past model -- 2. Case study: Reacting to the Past in an undergraduate translation theory course -- 2.1 Game 1: William Tyndale and the English translation of the Bible -- 2.2 Game 2: CAN/CGSB-131.10-2008, The Canadian Standard for Translation Services -- 3. Survey results: Student reactions to the RTTP model -- 4. Conclusions -- References -- Notes on contributors -- Notes on contributors.

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).

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.