Edited By Valerie Pellatt, Kate Griffiths and Shao-Chuan Wu
Valerie Pellatt Introduction 1 Part One: Teaching Translation: Classroom Practice 9 Zakia Deeb First Reading = Lasting Meaning: Students’ Misreadings of ST Vocabulary in Translation Exams 11 Chian-Li Lin Discourse Analysis and the Teaching of Translation 27 Elena Xeni Introducing the Study of Translation in Language Pedagogy of the Early Years: Why ‘a Must’? 51 Angela Uribe de Kellett and Steven Kidd Graingertoon: From Translation to Pedagogy 63 Ya-Yun Chen Trainee Translators’ Reflective Learning in Small Group Discussion 81 vi Mary Ann Kenny The Impact of Task Design on Small-group Interaction in an Online Translation Exercise Classroom 97 Yvonne Wen Teaching Translation in TVES of Taiwan: Teamwork Works 115 Part Two: Curricula for Translation 129 Chus Fernández Prieto and Francisca Sempere Linares Shifting from Translation Competence to Translator Competence: Can Constructivism Help? 131 Elisa Calvo Strengths and Weaknesses of the Spanish Translation and Interpreting Curriculum 149 Part Three: Assessment and Quality Assurance in Translation 169 Federico M. Federici Assessing Translation Skills: Reflective Practice on Linguistic and Cultural Awareness 171 Maria Kasandrinou Evaluation as a Means of Quality Assurance: What is it and how can it be done? 193 Part Four: Professional Practice in Translation Training 207 vii Elisa Calvo, Dorothy Kelly and Marián Morón A Project to Boost and Improve Employability Chances among Translation and Interpreting Graduates in Spain 209 Part Five: Interpreter Training 227 Diana Berber The Use of Pedagogical and Non-pedagogical ICT in Conference Interpreter Training 229 Frans de Laet Mock Conferences: A Challenge for Trainer...
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