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Constructing Translation Competence

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Edited By Paulina Pietrzak and Mikołaj Deckert

«The volume reflects latest trends and developments in the field of translator and interpreter training research, reconciling both theoretical and empirical approaches. The strength of the edited volume lies in its thematic and conceptual consistency, presentation and application of a variety of innovative methodologies and approaches and providing interesting, research-based practical solutions that can be effectively used in the classroom. I am deeply convinced that the volume constitutes a valuable, thought-provoking and useful contribution to the field that will be of interest to the community of researchers and educators.»
Dr hab. Joanna Dybiec-Gajer, Associate Professor, Pedagogical University of Cracow
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Ewa Kościałkowska-Okońska – Translation teaching: how to make it more effective for our students?

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Ewa Kościałkowska-Okońska

Nicolaus Copernicus University in Toruń

Translation teaching: how to make it more effective for our students?

Abstract This article aims at discussing issues related to translation teaching (within the translation specialisation/MA degree level) at the Department of English, the Nicolaus Copernicus University in Toruń, Poland. As the perspective of the translator’s profession has been changing, the necessity has emerged to take a more analytical look at the way our students can develop their translation skills and competence (and transform them on a continuum, cf. Bernardini 2004) and how they perceive the objective of such training. However, there is an apparent discrepancy between the assumed – ambitious? – goals of training and the goals that are externally imposed by institutions responsible for the educational policy of the state, or, more locally, by specific higher education institutions. This is an entire array of objectives that our students – prospective translators – can, or even should, expect to be fulfilled within their course of studies. These expectations can be transposed into a list of skills that a student is to achieve but, concurrently, they determine certain limitations.

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