Home Linguistics & Semiotics Chapter 12. Foreign language acquisition writing exercises fostering translation trainees’ language and translation competence
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Chapter 12. Foreign language acquisition writing exercises fostering translation trainees’ language and translation competence

  • Olaf Immanuel Seel
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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 intends to bring into beneficial interaction two language-based disciplines, i.e., foreign language acquisition (FLA) and translation studies (TS) and to demonstrate that the latter greatly benefits from the former. Concretely, by using FLA writing exercises in language courses for translation trainees (TT), it will be shown that the advantages from this implementation are not to be underestimated if these exercises are tailored to the needs of TT. Furthermore, these exercises not only improve the foreign language competence of the TT but also enhance other aspects of their overall translation competence. In order to tailor FLA exercises for translation trainees’ language courses, a specific methodological, didactical and conceptual basis is proposed which consists of an interactive implementation of constructivism, creativity theory, text linguistics and functional Skopos theory.

Abstract

This chapter intends to bring into beneficial interaction two language-based disciplines, i.e., foreign language acquisition (FLA) and translation studies (TS) and to demonstrate that the latter greatly benefits from the former. Concretely, by using FLA writing exercises in language courses for translation trainees (TT), it will be shown that the advantages from this implementation are not to be underestimated if these exercises are tailored to the needs of TT. Furthermore, these exercises not only improve the foreign language competence of the TT but also enhance other aspects of their overall translation competence. In order to tailor FLA exercises for translation trainees’ language courses, a specific methodological, didactical and conceptual basis is proposed which consists of an interactive implementation of constructivism, creativity theory, text linguistics and functional Skopos theory.

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.161.12see

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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