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Chapter 10. Task-based L2 skill development for TI trainees

From competences to expertise
  • Álvaro Marín García and Tamara Pérez Fernández
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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

The present chapter reports on the design and implementation of a C2-level English course for TI trainees in an attempt to move away from the more traditional instruction based on linguistic competence. We intend to bring the classroom closer to industry demands by facilitating the students’ language skill development in context-relevant tasks. The course presents students with an expertise-oriented, task-based learning experience that is structured in a portfolio aiming at the development of skills identified as needs in the industry. This shift in focus – from competence to its subsumed skills – allows for more flexibility in addressing identified needs from an L2 training perspective (communication skills, general knowledge, information gathering and processing) in graduates entering the job market.

Abstract

The present chapter reports on the design and implementation of a C2-level English course for TI trainees in an attempt to move away from the more traditional instruction based on linguistic competence. We intend to bring the classroom closer to industry demands by facilitating the students’ language skill development in context-relevant tasks. The course presents students with an expertise-oriented, task-based learning experience that is structured in a portfolio aiming at the development of skills identified as needs in the industry. This shift in focus – from competence to its subsumed skills – allows for more flexibility in addressing identified needs from an L2 training perspective (communication skills, general knowledge, information gathering and processing) in graduates entering the job market.

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.161.10mar

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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