SOAS Research Online

Abstract

In line with the growing interest in the social constructivist approach to translator training, this article proposes that task-based teaching (TBT), a method initiated and popularized in the field of second language instruction, should be adopted in business translator training. However, given the considerable differences between teaching a second language and training translators, adjustments will have to be made to the TBT methodology to enable its application in the translation classroom (Gonzalez Davis 2004). It is proposed here that task cycles in translator training consist of six stages, including pretask, task, reporting, analysis, revising and reflection. While the adoption of this model may pose challenges for translation teachers and students, these are outweighed by the advantages of TBT, an approach that (1) shifts the focus from teaching to learning, (2) draws students’ attention to the translation process, (3) develops reflective practices among students, and (4) most important of all, activates and develops translation competence, the ultimate goal of all translation training programmes.