Chapter 2. Advantages of cognitive linguistics in the teaching and learning of foreign languages in TI programmes

Chapters in this book

1. Prelim pages i
2. Table of contents v
3. List of abbreviations viii
4. Introduction 1
5. Part I. Theory-oriented approaches
6. Chapter 1. Basic translation competence 12
7. Chapter 2. Advantages of cognitive linguistics in the teaching and learning of foreign languages in TI programmes 23
8. Chapter 3. Foreign language teaching in translator and interpreter training 40
9. Part II. Practice-oriented approaches
10. Chapter 4. Free voluntary reading as a language and knowledge enhancement tool and its impact on interpreting students’ self-perceived B language fluency 54
11. Chapter 5. Listening comprehension in translation and interpreting programs 76
12. Chapter 6. Combining subtitle creation and subtitle alignment in foreign language teaching 97
13. Chapter 7. Redefining English language teaching in translator training through corpus-based tasks 112
14. Chapter 8. The scaffolded language emergence approach in translation programs 138
15. Chapter 9. Teaching contrastive legal grammar for translators 156
16. Chapter 10. Task-based L2 skill development for TI trainees 177
17. Chapter 11. Do translators need a different knowledge of their target language? 196
18. Chapter 12. Foreign language acquisition writing exercises fostering translation trainees’ language and translation competence 215
19. Chapter 13. Using action-oriented methods in foreign language classes to enhance translation competence 240
20. Chapter 14. Developing translation sub-competences by implementing Content and Language Integrated Learning (CLIL) 263
21. Index 287