Home Linguistics & Semiotics Chapter 7. Redefining English language teaching in translator training through corpus-based tasks
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Chapter 7. Redefining English language teaching in translator training through corpus-based tasks

  • Eleonora Fois
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Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training
This chapter is in the book Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training

Abstract

Given that professional translators utilise English as a tool to attain a professional goal, English language teaching for translator training should be considered as a variety of English for specific purposes. This chapter discusses the bi/multicultural approach to language instruction, as well as the use of corpus-based activities, are discussed in this chapter as ways to improve English courses for translator training and to fulfil the growing need for translations into an L2. Bilingual sub-competence will be investigated within the framework of the specific needs of translation trainees and the application of current teaching methodologies. The potential of lexical and grammar aims specific to English for translator training will also be determined. Finally, as a means of achieving these goals, practical examples of corpus-based activities will be introduced.

Abstract

Given that professional translators utilise English as a tool to attain a professional goal, English language teaching for translator training should be considered as a variety of English for specific purposes. This chapter discusses the bi/multicultural approach to language instruction, as well as the use of corpus-based activities, are discussed in this chapter as ways to improve English courses for translator training and to fulfil the growing need for translations into an L2. Bilingual sub-competence will be investigated within the framework of the specific needs of translation trainees and the application of current teaching methodologies. The potential of lexical and grammar aims specific to English for translator training will also be determined. Finally, as a means of achieving these goals, practical examples of corpus-based activities will be introduced.

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
https://doi.org/10.1075/btl.161.07foi

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
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