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The article introduces the concept of translational stylistics, which is becoming established in the field of translation studies. It uses a set of translations by Henry William Dulcken of stories written by Hans Christian Andersen and published in Danish between 1835 and 1866 as the object of an exercise in translational stylistic analysis. Section 1 presents the author, section 2 discusses translational stylistics, section 3 sets the scene for the stylistic study by outlining the impact of fairytale translations on the literary polysystem in Britain in the 19th Century and the reception in Victorian Britain of Andersen's stories, and by introducing the translator and comparing his translations briefly with other early translations. Section 4 is devoted to the stylistic study, while section 5 suggests that translational stylistics can be an important component in comparative cultural studies.

The chapter addresses the question of the intertranslatability of languages by way of discussions of (i) Jakobson’s and Sapir’s views of the relationship between translation and contrastive/comparative linguistics, (ii) Quine’s and Davidson’s use of the notions of translation and interpretation in analytical philosophy of language, and (iii) major movements in twentieth-century translation studies. Finally, the arguments for and against the use of translation in language teaching are rehearsed, in light of the finding of one of the very few empirical studies of this issue.

1. Introduction (by Bush, Peter) 2. Part 1. Translation and pedagogy 3. Monuments, makars and modules: A british experience (by Round, Nicholas) 4. How can translation theory help undergraduates? (by Gentzler, Edwin) 5. Can you train literary translators? (by Boase-Beier, Jean) 6. The literary translation programma and its results (by Papp, Andrea) 7. Kugelmass, translator: (Some thoughts on translation and its teaching) (by Robinson, Douglas) 8. Part 2. Translating 9. Decanonising the canon - the role of the translator? (by Ellis, Steve) 10. "No one but a blockhead ever translated, except form money" (by Kunz, Keneva) 11. James Joyce's Ulysses: The style of Molly Soliloquy (by Conde Parilla, M* Angeles) 12. Part 3. Translation studies 13. researching translation studies: the case for doctoral research (by Bassnett, Susan) 14. Literary translation as a research source for linguistics (by Malmkjaer, Kirsten) 15. The japanese particle ne and its literary and linguistic implications: some translation problems (by Taira, Masako) 16. "I will something affect the letter": Shakespeare's Letter-puns and the translator (by Delabastita, Dirk) 17. Translation and the authoritian regime: William and the Caudillo (by Craig, Ian) 18. New registers for translation in latin america (by Ribeiro Pires Vieira, Else) 19. Author index 20. Subject index

During the first two decades of the 21st century the corpus methodology established itself as one of the major paradigms in linguistics. Its fundamental assumption is that language should be studied by looking at genuine text samples stored electronically, rather than by relying on introspection and decontextualised, artificial examples. This view of linguistics as the study of language performance (or E-language to use Chomsky’s (1986) term) rather than language competence (or I-language) is compatible with a product-oriented approach to the study of translation and interpreting. In this approach, the focus of attention is on the products delivered by translators and interpreters, rather than on their mental processes. While the latter can be studied through questionnaires, interviews, think-aloud protocols, key-logging, eyetracking, and so forth, corpus-based translation and interpreting studies (hereinafter CTS and CIS) draw the bulk of their evidence from translated and interpreted texts assembled in corpora. A corpus is a collection of texts, including transcriptions of spoken discourse, selected according to pre-defined criteria to be representative of a language variety, and stored in electronic format for consultation through a corpus query tool. In its simplest form, a corpus can consist of a few dozen text files stored in a local folder and searched through a stand-alone concordancer such as AntConc (Anthony 2014) or Wordsmith Tools (Scott 2016). However, corpora can also be very large and enriched with contextual metadata (about authors, publication details, intended audience etc.) and structural and/or linguistic information (about textual subdivisions, graphical emphasis, pauses, hesitations, parts-of-speech, lemmas etc.). The former, sometimes referred to as “DIY” or “disposable” corpora, are often constructed by single users (students, language professionals, linguists) for a specific task while the latter, requiring both linguistic and computational expertise and substantial efforts, are constructed by teams of corpus linguists and made available to the research community through client/ server systems (see Baroni and Bernardini 2013 for further details on corpus preparation and corpus query systems). Due to the nature of the object of study, positioned at the boundaries of two or more linguacultures, corpora for translation and interpreting research tend to be more complex than those used in other corpus linguistics (CL) fields, such as discourse studies or (monolingual) lexicography. Two main corpus typologies are used in CTS/CIS. The first, monolingual comparable corpora, include a minimum of two subcorpora, i.e., two collections of texts (“text” here subsumes oral language transcripts) in the same language, similar in all respects but for the existence vs. absence of a constraining source text (henceforth ST). The second, (bilingual) parallel corpora, include (transcripts of) STs and corresponding target texts (henceforth TTs) in one or more languages or by one or more translators/interpreters, aligned to each other, usually at the sentence level. Alongside ST–TT alignment in parallel corpora, interpreting corpora and corpora used in audiovisual translation or sign-language research may also include text-to-sound/video alignment, in which case they may be referred to as multimodal corpora. These should not be confused with intermodal corpora, containing interpreted and translated language and/or samples from different interpreting modalities (see further “Current debates and future directions in CL, CTS AND CIS” below).