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This article aims at testing the reporting of translation problems and solutions (Integrated Problem and Decision Reporting abbreviated IPDR) proposed by Gile (2004, 2005) by comparing the translation comments written by students with the errors they made in their translations. Our hypothesis is that the more frequent, varied and precise the comments, the fewer the errors in the translations. To verify this hypothesis, we compiled a corpus of 60 commented translations written by students during the specialised translation course of the Master in Multidisciplinary Translation at the University of Mons. The results show that there is indeed a correlation between the quantity and quality of comments and the number and type of errors: students who provide (i) numerous, (ii) varied and (iii) precise comments tend to make fewer errors overall than those who write few comments or comments that are less varied and less precise. The results could be used as a starting point to elaborate pedagogical strategies that could target translation students' individual needs. [ABSTRACT FROM AUTHOR]

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To master the course on translation of special texts, the student must first successfully complete the study of such disciplines as Abstracting and annotating the text of the first foreign language, a practical course in translation of the first foreign language, Theory of intercultural communication, a practical course in the first foreign language, Lexicology. However, in modern society, during the period of digitalization, a student needs to own digital tools in his future professional field. In this regard, a mandatory course or module in the training of translators will have to be the Basics of digital technologies in linguistics. This course is aimed at mastering students' basic translation and language communication skills using smart tools and CAT systems in the translation process.

Framed within the current accountability policies in higher education, under the strains of global competition and the internationalization of universities worldwide, this article examines effective teaching as a pillar of teaching quality in higher education among legal translation lecturers. By linking certain teaching and learning styles to the different dimensions of effective teaching (instructional, organizational, and emotional), the teaching profile of legal translation lecturers in Spain at undergraduate level is analyzed. In addition, student-centered teaching approaches are connected to the use of classroom strategies and methodological resources that characterize effective teaching. The findings of this study, obtained through the distribution of the tamufq questionnaire (Teaching and Assessment Methodology of University Faculty Questionnaire) among legal translation lecturers at undergraduate level in Spain, suggest that those lecturers who adopt a post-positivist approach in their classroom display a greater variety of teaching behaviors and strategies associated with both effective curriculum implementation and higher quality teaching than those who are closer to traditional, positivist approaches. These findings may be particularly useful in the design and implementation of continuous professional development courses and pedagogical training of lecturers.

This paper discusses the stages of the translation process and their ideological features. Teaching transla-tion, which includes an explanation and a simulation of the whole process, is supposed to acquire a new ideological dimension since it takes place in the classroom. The translation process is defined as a series of negotiations and decisions made by several “ideological subjects” involved in carrying out a particular translation service. The simulation of this processis suggested as a didactic method of teaching translation and indicated as a useful introduction into the market of professional translation. The study emphasizes a more active performance of students in learning translation. It also includes some didactic recommendations and explanations of the ideological burden always present in the practice of transla-tion. The paper is mainly based on the Manipulation School approach in Translation Studies.

The paper presents and analyses the outcomes of a survey study conducted with the participation of BA and MA students in a translation programme, aimed at gaining insight into the students’ views on translation theory usefulness. It was initially assumed that theory appreciation would develop along with growing translation experience, however, the nature of the predicted correlation appeared more complex. The author attempts to determine what factors may influence the observed interconnection and affect the subjects’ opinions.

Copyright of Studies in Contrastive Grammar / Studii de Gramatica Contrastiva is the property of Universitatea din Pitesti and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this article, new translators’ profiles are discussed based on the development of two competences in an undergraduate program: the extralinguistic competence, and the instrumental and professional competence, e.g., specialized knowledge, the knowledge and use of modern technologies, and the knowledge of the market. This article focuses on the importance of developing these two subcompetences in translation programs in order to produce competitive professional translators, and it proposes a set of recommended activities for the development of each subcompetence. Likewise, the advantages and disadvantages of these activities are discussed as well as the changes and implications for translation teaching.

Copyright of Synergies Chine is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper addresses the field of translating legal texts (from Polish into English and from English into Polish) from the point of view of translation teaching and skill development. Due to the changing perspective of the translator’s profession, the necessity has emerged to have a closer look at the way translation skills and competence are developed and how the objective of such training is perceived by users (trainees). The results of a survey (conducted among trainees prior to the course and as a follow-up) are presented; the survey was aimed at juxtaposing expectations expressed by trainees with their follow-up achievements. It was assumed that trainees’ awareness of potential competence-related problem areas (i.e. to underline the significance of such extralinguistic concepts as, e.g., background knowledge or cognitive factors) should be increased, combined with the responsibility for tasks performed as active participants of translation interactions. The complexity of competence, problems with defining the nature of expertise and its applicability to the research context as well as the significance of the didactic process still remain worthy objectives of further research. Trainees should be also made aware of changing market requirements and expectations as to skills and qualifications they should have to be highly appreciated and competitive employees.

Preparing students for the job of the translation reviser as the challenge of current translation teaching The aim of the article is an attempt to answer the questions concerning the character of the process of translation revision, the competence and the range of duties of the reviser in the light of the norm EN 15038, and the undergraduate and postgraduate courses on the faculties of philology and linguistics of Polish universities in the light of requirements set for the people applying for the job of the translation reviser. The considerations presented herein refer also to such suggestions of studies programs modifications in the courses offered by Polish universities on the faculties of philology and linguistics as to enable graduates to find themselves on the current translation job market.

Translation teaching in departments of languages – ideals, marketing, needs of the market? The remarks presented here are an attempt to answer the question about the position, rank and importance of translation teaching in departments of languages. The problems of the university’s marketing operations and the translator’s competences are considered in the context of the contemporary economic reality, of the teaching possibilities of the university, and of the expectations of students – learners of the art of translation.

Translation in tandems: new possibilities in translation teaching The introduction of Think‑aloud Protocols (TAPs) in the analysis of the translating process dates back to the mid‑eighties. Their goal was to study the cognitive components of translation. Conducted through collaborative translation, they were as well a means of teaching future translators. However after a fair amount of success in the 90s, they faced more criticism in the years 2000. They were reproached their impossibility to distinguish what is essential from that which is not and the lack of exhaustivity of the data thus obtained. However, in the past few years, some have returned to those problems, showing, for example, the usefulness of such methods of analysis in the studies of linguistical problems in the translating process. This article shall present the results of experiments of collaborative translation carried out by, on one hand, students and on the other, academic researchers and translators. The talks carried out by the two partners shed a light on the different problems facing translators and the different strategies they use to solve them. The research now conducted for a while shows that the analysis of translating behaviors during the understanding and producing stages of a translation is useful not only to correct certain flawed behaviors on the part of the students but also to improve the training of professional translators, meeting the needs of, among others, continuing education.

Finland is widely recognized as one of the top countries to live in, with transparency and an excellent education system, which provides for top English proficiencies. The applied English translation case study that is examined in this paper focuses on Finnish into English legal translation teaching coupled with studying at the University of Helsinki. Scrutiny of the course structure, teaching materials and teaching methods was undertaken as part of the empirical research and the efficiency of the new teaching method and course structure inspired this paper. Methodology also included interviews/surveys to obtain up to date data. The case study in brief illustrates that students at the outset of the course acquired the basic concepts of Finnish and comparative law. This was done in a blended learning environment with reverse classroom makeups and small group discussions being used instead of teacherfronted lectures. Students were also asked to look up information on the Internet and undertake translations comments, company visits, and translating an entire court case. From the teacher’s perspective Moodle was used as a file managements system. Results suggest that the students are satisfied with this method and see it as beneficial. It can be used for benchmarking for legal translation courses in others settings.

This paper presents a reflection on the results of the research project, "Practice and Theory in Ferdinand de Saussure," conducted at the University of Antioquia. We state the objective of the study, describe the materials and methodology used and the stages of the project, and relate the results of Saussure's linguistic practices as a teacher to his general theory of language. In this way, we demonstrate that Saussure's specific theory is actually linked to his practical knowledge regarding the teaching of translation and of the Sanskrit language. Received: 04-02-09 /Accepted: 10-06-09 How to reference this article: Mejia Quijano, C., Restrepo Montoya, N. & Salleg Carvajalino, A. (2009). Diversidad y continuidad ¿Cómo enseñaba prácticas idiomáticas Ferdinand de Saussure?. Íkala.14(3), pp.87-114.

This paper presents some of the aspects that should be taken into account in the design of a proposal for teaching translation: the necessary competences, the pedagogical conception, the learning context, the learning objectives and contents, the teaching progression, the didactical units and the different types of assessment. Although these guidelines may be helpful in designing any translation course, we are focusing on legal translation from Portuguese into Spanish. The legal systems involved are those from Spain, Portugal and Brazil. Received: 31-03-07 / Accepted: 30-07-07 How to reference this article: Galán Mañas, A. (2007). La enseñanza por competencias, por tareas y por objetivos de aprendizaje: el caso de la traducción jurídica portugués-español. Íkala. 12(1), pp. 27 – 57.

This work is about text selection and progression in teaching introductory legal translation, that is to say, about the initiation phase of this specialization. Textual selection and progression constitute the Achilles heel of translation didactics since establishing real applicable valid criteria for textual selection from a didactic point of view is a diffi cult task. The methodological proposal I offer is based on the subjects of Economics, Commerce and Legal Translation, part of the four-year undergraduate Translation Studies at the University of Granada, as well as the rest of Translation Studies in Spain. Recibido: 21-03-07 / Aceptado: 30-07-07 How to reference this article: Le Poder, M.-E. (2007). Selección textual y progresión en la enseñanza introductoria a la traducción jurídica. Íkala. 12(1), pp. 11 – 23.

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The author reflects on the ambivalent meanings of some of the terms used in translation theory to define its object of study. Such an ambivalence means that while theory helps us with translation analysis and criticism, it does not provide a solid basis for teaching translation. By way of example, the author examines two experiences of translation in Latin America: the retranslate of the comple­te works of Shakespeare, and of Lewis Carroll's Alice in Wonderland. How to reference this article: Guhl, M. (2000). La brecha entre teoría y práctica de la traducción. Íkala. 5 (1-2), pp. 89 – 104

The development of translation studies in recent years has allowed the discipline to acquire a new sense of identity. The focus has shifted away from the translation "prod­uct" to the translation "process*. The implications of these developments and trends need to be taken into account at curricular and methodological levels in the establish­ment of university programmes in translation studies. The quality of translation teaching can be enhanced by seeing translation as a metaphor and model of its own right and as an open-ended process which is democratic, participatory and creative.