Li, Defeng (2013) 'Teaching Business Translation: A Task-based Approach.' The Interpreter and Translator Trainer (ITT) . (Forthcoming)
In line with the growing interest in the social constructivist approach to translation education, this article proposes that the task-based teaching (TBT), a method initiated and popularized in second language teaching, should be adopted in the teaching of business translation, a course popular among translation students who aspire to become professional translators. However, given the considerable differences between teaching a second language and teaching (business) translation, adjustments will have to be made to the TBT methodology to enable its application in the context of translator training (Gonzalez Davis, 2004). It is proposed in this article that a task cycle in teaching translation consists of six stages, including pretask, task, convening, analysis, revising and reflection. While the adoption of TBT may pose challenges for translation teachers and students, the advantages outweigh them to a great extent by 1) shifting the focus from teaching to learning, 2) drawing students’ attention to the translation process, 3) developing a reflective practice among students, and 4) most important of all, activating and developing all the sub-competencies of the translation competence, which is the ultimate goal of all translation training programmes.
|Keywords:||TRANSLATION TEACHING, TASK-BASED TEACHING, BUSINESS TRANSLATION|
|SOAS Departments & Centres:||Faculty of Languages and Cultures > Centre for Translation Studies
Faculty of Languages and Cultures > Department of Linguistics
|ISSN:||1757-0417 (Online) / 1750-399X (Print)|
|Depositing User:||Defeng Li|
|Date Deposited:||05 Sep 2012 08:06|
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