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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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Magdalena Kopczyńska – Teaching business translation. How to address students’ needs and help them master the economic jargon

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Magdalena Kopczyńska

Nicolaus Copernicus University in Toruń

Teaching business translation. How to address students’ needs and help them master the economic jargon

Abstract Teaching business translation is inextricably linked with teaching the legal jargon and is a truly challenging task when one is supposed to train a semi-professional in two years. The course in business and legal translation offered at the Department of English, Nicolaus Copernicus University in Toruń, has been designed in such a manner as to provide the students with hands-on experience in rendering business texts from English into Polish and from Polish into English. The aim of the presentation is to analyse the efficiency of instruction in the translation of the most popular documents related to conducting business (agreements, articles of incorporation, statutory forms, etc.) in the light of the results of questionnaires in which the students could assess the teaching methods and materials used, confront them with their expectations from before the course, and suggest improvements. Conducted at the beginning of the first semester of the MA studies, not only is the course evaluation supposed to make translation trainees co-responsible for the course content and their learning process but also to help the teacher monitor and meet students’ needs. Moreover, the presentation will address selected theoretical approaches to translator training, including those proposed by Kussmaul (1995), Kiraly (2000) and Kelly (2005), and test their usefulness for translator training practice.

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