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Chapter 9. Teaching contrastive legal grammar for translators

  • Ondrej Klabal
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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

This chapter instrumentalises an area of foreign language teaching that is often neglected in translation programmes’ curricula, namely the contrastive grammar of specialised languages. More specifically, this chapter addresses the incorporation of the contrastive grammar of legal English and Czech into an English grammar classroom. First, the rationale behind such an approach is presented with reference to the existing legal translation competence models and curricular design. Second, a number of linguistic phenomena encountered in English legal texts, and possibly neglected in English language classes for translators, are discussed from a socio-constructivist training perspective, and a series of exercises is presented that may be used, or adapted for use, by the instructors of such courses to help them cover these specific aspects of English grammar.

Abstract

This chapter instrumentalises an area of foreign language teaching that is often neglected in translation programmes’ curricula, namely the contrastive grammar of specialised languages. More specifically, this chapter addresses the incorporation of the contrastive grammar of legal English and Czech into an English grammar classroom. First, the rationale behind such an approach is presented with reference to the existing legal translation competence models and curricular design. Second, a number of linguistic phenomena encountered in English legal texts, and possibly neglected in English language classes for translators, are discussed from a socio-constructivist training perspective, and a series of exercises is presented that may be used, or adapted for use, by the instructors of such courses to help them cover these specific aspects of English grammar.

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.161.09kla

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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