Teaching methods in language translation and interpretation

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Handbook of Research
on Teaching Methods in
Language Translation and
Interpretation
Ying Cui
Shandong University, Weihai, China
Wei Zhao
Shandong University, Weihai, China

A volume in the Advances in Educational
Technologies and Instructional Design (AETID)
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Handbook of research on teaching methods in language translation and interpretation / Ying Cui and Wei Zhao, editors.
p. cm.

Includes bibliographical references and index.
ISBN 978-1-4666-6615-3 (hardcover) -- ISBN 978-1-4666-6616-0 (ebook) -- ISBN 978-1-4666-6618-4 (print & perpetual
access) 1. Translating and interpreting--Study and teaching. 2. Interdisciplinary approach in education. I. Cui, Ying, 1983editor. II. Zhao, Wei, 1972 July editor.
P306.5.H355 2014
418’.02071--dc23
2014032306
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Methodologies for Effective Writing Instruction in EFL and ESL Classrooms
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Editorial Advisory Board
Marc Charron, University of Ottawa, Canada
Libo Huang, Xi’an International Studies University, China
Chengzhi Jiang, Wuhan University, China
Jack Masson, University of Alberta, Canada
Yuanyuan Mu, Hong Kong Bilingual Learning and Translation Studies Association, Hong Kong
Hui Wang, Xi’an Jiaotong – Liverpool University, China
Poching Yip, Leeds University, UK
Chunshen Zhu, City University of Hong Kong, Hong Kong

List of Reviewers
Erik Angelone, Kent State University, USA
Anna Maria D’Amore, Autonomous University of Zacatecas, Mexico
Álvaro Echeverri, Université de Montréal, Canada
George Ho, Wenzao Ursuline University of Languages, Taiwan
Suvi Isohella, Vasa Universitet/Vaasan Yliopisto, Finland
Fengxia Jiang, Beijing Foreign Studies University, China
Natalia Kashirina, Southern Federal University, Russia
Geoffrey S. Koby, Kent State University, USA
Vlasta Kučiš, University of Maribor, Slovenia
Elaine Tzu-yi Lee, Chung Yuan Christian University, Taiwan
Bruce Maylath, North Dakota State University, USA
Birthe Mousten, Aarhus Universitet, Denmark
Pilar Ordóñez-López, University Jaume I, Spain
Elena Alcalde Peñalver, University of Granada, Spain
Tarek Shamma, Hamad Bin Khalifa University, Qatar
Yvonne Tsai, National Taiwan University, Taiwan
Sonia Vandepitte, Ghent University, Belgium
Natalia Kaloh Vid, University of Maribor, Slovenia

Melissa Wallace, University of Texas – San Antonio, USA
Maria Yarosh, University of Deusto, Spain

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List of Contributors

Agost, Rosa / University Jaume I, Spain............................................................................................. 324
Angelone, Erik / Kent State University, USA...................................................................................... 346
Brugué, Lydia / University of Vic, Spain............................................................................................ 254
D’Amore, Anna Maria / Autonomous University of Zacatecas, Mexico........................................... 118
Echeverri, Álvaro / Université de Montréal, Canada........................................................................ 297
Fengxia, Jiang / Beijing Foreign Studies University, China............................................................... 362
Giró, Ruben / University of Vic, Spain............................................................................................... 254
Ho, George / Wenzao Ursuline University of Languages, Taiwan...................................................... 377
Isohella, Suvi / Vasa Universitet/Vaasan Yliopisto, Finland............................................................... 137
Kashirina, Natalia / Southern Federal University, Russia................................................................. 274
Koby, Geoffrey S. / Kent State University, USA................................................................................. 220
Kučiš, Vlasta / University of Maribor, Slovenia................................................................................... 57
Maylath, Bruce / North Dakota State University, USA...................................................................... 137
Mousten, Birthe / Aarhus Universitet, Denmark................................................................................ 137
Musacchio, Maria Teresa / Università degli Studi di Padova, Italy.................................................. 137
Ordóñez-López, Pilar / University Jaume I, Spain............................................................................ 324
Palumbo, Giuseppe / Università degli Studi di Trieste, Italy............................................................. 137
Peñalver, Elena Alcalde / University of Granada, Spain................................................................... 102
Quinci, Carla / Università degli Studi di Trieste, Italy....................................................................... 179
Rizzato, Ilaria / University of Genoa, Italy.......................................................................................... 46

Seel, Olaf Immanuel / Ionian University of Corfu, Greece................................................................ 199
Shamma, Tarek / Hamad Bin Khalifa University, Qatar....................................................................... 1
Tsai, Yvonne / National Taiwan University, Taiwan............................................................................. 85
Valero-Garcés, Carmen / University of Alcalá, Spain....................................................................... 397
Vandepitte, Sonia / Universiteit Gent, Belgium.................................................................................. 137
Vid, Natalia Kaloh / University of Maribor, Slovenia.......................................................................... 57
Wallace, Melissa / University of Texas – San Antonio, USA................................................................ 27
Wang, Hui / Xi’an Jiaotong – Liverpool University, China................................................................. 69
Yarosh, Maria / University of Deusto, Spain...................................................................................... 160

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Table of Contents

Preface................................................................................................................................................. xvii
Acknowledgment................................................................................................................................ xxv
Section 1
Modes and Methods of Translation Teaching
Chapter 1
Competition and Collaboration in Translation Education: The Motivational Impact of Translation
Contests.................................................................................................................................................... 1
Tarek Shamma, Hamad Bin Khalifa University, Qatar
Chapter 2
Team-Based Learning in Introductory Translation Courses.................................................................. 27
Melissa Wallace, University of Texas – San Antonio, USA
Chapter 3
Style is Fiction and Non-Fiction: Applying Stylistic Methods and Strategies to Translation and

Interpretation Teaching.......................................................................................................................... 46
Ilaria Rizzato, University of Genoa, Italy
Chapter 4
Discourse Analysis in Translation Courses: The Question of Ideology and Culture............................ 57
Natalia Kaloh Vid, University of Maribor, Slovenia
Vlasta Kučiš, University of Maribor, Slovenia
Chapter 5
Feasibility and Acceptability of In-Depth Annotated Parallel Corpus-Aided Translation Teaching.... 69
Hui Wang, Xi’an Jiaotong – Liverpool University, China
Chapter 6
A Learner Corpus Study of Attributive Clauses and Passive Voice in Student Translations................ 85
Yvonne Tsai, National Taiwan University, Taiwan

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Chapter 7
Financial Translation: First Steps towards Curricular Design............................................................. 102
Elena Alcalde Peñalver, University of Granada, Spain
Chapter 8
The Role of Translation in Language Teaching: Back to GT in ELT?................................................ 118
Anna Maria D’Amore, Autonomous University of Zacatecas, Mexico
Section 2
Translation Competence and Evaluation
Chapter 9
Translation Competence: Research Data in Multilateral and Interprofessional Collaborative
Learning............................................................................................................................................... 137
Sonia Vandepitte, Universiteit Gent, Belgium

Birthe Mousten, Aarhus Universitet, Denmark
Bruce Maylath, North Dakota State University, USA
Suvi Isohella, Vasa Universitet/Vaasan Yliopisto, Finland
Maria Teresa Musacchio, Università degli Studi di Padova, Italy
Giuseppe Palumbo, Università degli Studi di Trieste, Italy
Chapter 10
Translator Intercultural Competence: A Model, Learning Objectives, and Level Indicators.............. 160
Maria Yarosh, University of Deusto, Spain
Chapter 11
Defining and Developing Translation Competence for Didactic Purposes: Some Insights from
Product-Oriented Research.................................................................................................................. 179
Carla Quinci, Università degli Studi di Trieste, Italy
Chapter 12
Intercultural Pragmatics and Text Typology: An Integrated Approach to Translation Teaching........ 199
Olaf Immanuel Seel, Ionian University of Corfu, Greece
Chapter 13
The ATA Flowchart and Framework as a Differentiated Error-Marking Scale in Translation
Teaching............................................................................................................................................... 220
Geoffrey S. Koby, Kent State University, USA
Chapter 14
Evaluation in Specialized Translation Teaching: A New Method for Grading Scientific and
Technical Translation Compulsory Activities..................................................................................... 254
Lydia Brugué, University of Vic, Spain
Ruben Giró, University of Vic, Spain

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Section 3
Theoretical Reflections on Translation Pedagogy
Chapter 15
Psychology of Translation: Critical and Creative Thinking................................................................ 274
Natalia Kashirina, Southern Federal University, Russia
Chapter 16
Translator Education and Metacognition: Towards Student-Centered Approaches to Translator
Education............................................................................................................................................. 297
Álvaro Echeverri, Université de Montréal, Canada
Chapter 17
An Empirical Study of Students’ Views on Theoretical Subjects: The Role of Theory in
Translation Degrees at Spanish Universities........................................................................................ 324
Pilar Ordóñez-López, University Jaume I, Spain
Rosa Agost, University Jaume I, Spain
Chapter 18
A Corpus-Based Comparison of Self-Reflection Modalities in Process-Oriented Translator
Training................................................................................................................................................ 346
Erik Angelone, Kent State University, USA
Chapter 19
Evaluating Emotional Stability as a Predictor of Chinese MTI Students’ Interpreter Aptitude.......... 362
Jiang Fengxia, Beijing Foreign Studies University, China
Chapter 20
Adapting Translator and Interpreter Training to the Job Market......................................................... 377
George Ho, Wenzao Ursuline University of Languages, Taiwan
Chapter 21
Cross-Fertilization of Training and Research in a Master’s Program in Public Service Interpreting
and Translation: Some Challenges and Results................................................................................... 397
Carmen Valero-Garcés, University of Alcalá, Spain
Compilation of References................................................................................................................ 416
About the Contributors..................................................................................................................... 449

Index.................................................................................................................................................... 456

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Detailed Table of Contents

Preface................................................................................................................................................. xvii
Acknowledgment................................................................................................................................ xxv
Section 1
Modes and Methods of Translation Teaching
Section 1 elaborates on the modes and methods of translation teaching, such as competition and
collaboration in the translation classroom, team-based learning, the application of stylistic methods and
strategies to translation teaching, the use of discourse analysis in translation teaching, corpus-based
tools and methods of translation teaching, curricular design of specialized translation, and the role of
pedagogical translation in the foreign-language classroom.
Chapter 1
Competition and Collaboration in Translation Education: The Motivational Impact of Translation
Contests.................................................................................................................................................... 1
Tarek Shamma, Hamad Bin Khalifa University, Qatar
Chapter 1 describes and discusses the findings of a project that was intended to test a contest format
applicable to translation teaching. To be more specific, the project was designed to test the value
and methods of integrating contests into translation teaching and investigate the contentious issue of
competitiveness in education.
Chapter 2
Team-Based Learning in Introductory Translation Courses.................................................................. 27
Melissa Wallace, University of Texas – San Antonio, USA
Chapter 2 makes a case for the effectiveness of a collaborative learning methodology that fosters

accountability, cohesion, and solidarity among fixed work teams in introductory-level translation studies
courses. It describes a variety of empowerment-building assignments, analyzes the application and
implementation of Team-Based Learning (TBL), and discusses the results of a survey in which students
revealed their perceptions of the efficacy of TBL and the extent to which it may have contributed to a
high-impact learning experience.

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Chapter 3
Style is Fiction and Non-Fiction: Applying Stylistic Methods and Strategies to Translation and
Interpretation Teaching.......................................................................................................................... 46
Ilaria Rizzato, University of Genoa, Italy
Chapter 3 attempts to point out the advantages of stylistics in teaching translation and interpretation. It
emphasizes the elements in stylistic methodologies that may be particularly effective in teaching and
shows how these elements are extremely relevant to the teaching of translation and interpretation in that
they can improve trainees’ motivation and performance.
Chapter 4
Discourse Analysis in Translation Courses: The Question of Ideology and Culture............................ 57
Natalia Kaloh Vid, University of Maribor, Slovenia
Vlasta Kučiš, University of Maribor, Slovenia
Chapter 4 illustrates the importance of introducing critical discourse analysis as a powerful tool for
ideological analysis in the translation classroom. In the teaching process, students were shown how to
analyze advertising slogans with emphasis on the ways in which information is structured as well as
on “unpacking” ideologically influenced constraints and cultural influences, and then the students were
assigned to use the discourse analysis tools to analyze Slovene translations of the same ads.
Chapter 5
Feasibility and Acceptability of In-Depth Annotated Parallel Corpus-Aided Translation Teaching.... 69

Hui Wang, Xi’an Jiaotong – Liverpool University, China
Chapter 5 probes into the way an in-depth annotated parallel corpus is integrated into the translation
classroom. With a 90-minute lecture as a demo, it is designed to show how the combined unity of
teaching materials and the platform and the teaching method and the annotation mode of the corpus can
be achieved. It also discusses users’ perceptions of the platform and classroom teaching as shown in a
recent survey.
Chapter 6
A Learner Corpus Study of Attributive Clauses and Passive Voice in Student Translations................ 85
Yvonne Tsai, National Taiwan University, Taiwan
Chapter 6 centers on the nuisance caused by passive voices and attributive clauses in student translations.
The aim of this study was to correct learners’ under-use, over-use, and misuse of specific terms and
linguistic structures. By examining student translations with learner corpus, this study contributes in
providing student translators with an autonomous learning environment and translation improvement
opportunities.

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Chapter 7
Financial Translation: First Steps towards Curricular Design............................................................. 102
Elena Alcalde Peñalver, University of Granada, Spain
Chapter 7 investigates curricular design in financial translation based on previous empirical data that
demonstrate the importance of financial translation in different countries. The study identifies social and
market needs through the analysis of job offers for financial translators, reviews the literature discussing
the profession in this area of specialization, and applies Kelly’s model of translation competence to
financial translation.
Chapter 8
The Role of Translation in Language Teaching: Back to GT in ELT?................................................ 118

Anna Maria D’Amore, Autonomous University of Zacatecas, Mexico
Chapter 8 explores translation in the foreign-language classroom, which has been a contentious topic
for several decades but is now re-emerging as an acceptable and useful supporting resource for language
learning. By examining student performance in problem-solving tasks at the Autonomous University
of Zacatecas, this study demonstrates the validity of “pedagogical translation” in ELT in Mexico, both
as a means to perfecting reading skills in a foreign language and as an aid for consolidating writing and
communication skills in the students’ first language.
Section 2
Translation Competence and Evaluation
Section 2 focuses on translation competence and evaluation, including research on translation competence
in multilateral international and interprofessional collaborative learning, intercultural translator
competence, translation competence for didactic purposes, the significance of contrastive cross-cultural
pragmatics for translation competence, differentiated error-marking scale in translation evaluation, and
evaluation in specialized translation teaching.
Chapter 9
Translation Competence: Research Data in Multilateral and Interprofessional Collaborative
Learning............................................................................................................................................... 137
Sonia Vandepitte, Universiteit Gent, Belgium
Birthe Mousten, Aarhus Universitet, Denmark
Bruce Maylath, North Dakota State University, USA
Suvi Isohella, Vasa Universitet/Vaasan Yliopisto, Finland
Maria Teresa Musacchio, Università degli Studi di Padova, Italy
Giuseppe Palumbo, Università degli Studi di Trieste, Italy
Chapter 9 describes the collaborative forms of learning at different stages in the translation process of
students participating in the Trans-Atlantic and Pacific Project. It explores and analyzes empirical data
that the project may provide for future research into learning translation, in particular with regard to
competences needed for translation decisions, intercultural and interpersonal communication, usability
testing and translation service provision, as well as self-reflection.

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Chapter 10
Translator Intercultural Competence: A Model, Learning Objectives, and Level Indicators.............. 160
Maria Yarosh, University of Deusto, Spain
Chapter 10 discusses student translator intercultural competence development. It introduces an eightfactor model of the competence based on empirical data, delineates associated learning objectives, and
presents primarily validated developmental level indicators for each objective. A pedagogical sequence
based on the findings is proposed at the end.
Chapter 11
Defining and Developing Translation Competence for Didactic Purposes: Some Insights from
Product-Oriented Research.................................................................................................................. 179
Carla Quinci, Università degli Studi di Trieste, Italy
Chapter 11 proposes the development of a product-based definition of translation competence for didactic
purposes based on the provisional findings of an empirical longitudinal product-oriented research project
aiming to map specific textual and procedural features on the subjects’ presumed level of translation
competence. A product-oriented definition could assist translator trainers and trainees in defining specific
learning goals and serve as a predictive developmental hypothesis in translator training.
Chapter 12
Intercultural Pragmatics and Text Typology: An Integrated Approach to Translation Teaching........ 199
Olaf Immanuel Seel, Ionian University of Corfu, Greece
Chapter 12 investigates the significance of intercultural pragmatics for translation competence and
translation teaching on the basis of the text type “obituary” and the language pair Greek/German. It
provides an overview of contemporary translation theory on the teaching of translation from a culturesensitive and pragmatic-functional point of view. The chapter concludes by demonstrating the significance
of language pair-specific text prototypologies for the development of the translational competence of
translation students and of its implementation in translation teaching.
Chapter 13
The ATA Flowchart and Framework as a Differentiated Error-Marking Scale in Translation
Teaching............................................................................................................................................... 220

Geoffrey S. Koby, Kent State University, USA
Chapter 13 focuses on the issue of translation evaluation, specifically error marking. The Flowchart for
Error Point Decisions and the Framework for Standardized Error Marking developed by the American
Translators Association (ATA) are used to describe errors and severities in German>English translation
graduate student papers vs. examination papers marked by ATA graders. The predominant categories
where errors occur and trends in error severities are discussed for each group and subgroup and compared
across the groups.

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Chapter 14
Evaluation in Specialized Translation Teaching: A New Method for Grading Scientific and
Technical Translation Compulsory Activities..................................................................................... 254
Lydia Brugué, University of Vic, Spain
Ruben Giró, University of Vic, Spain
Chapter 14 presents a new scale for evaluating Scientific and Technical Translation compulsory activities
in consideration of the need to create and implement fair and precise evaluation scales in Specialized
Translation subjects. The scale takes into account most aspects discussed by teachers and scholars to
offer an exact, easy-to-use, and fast tool to evaluate these activities. The scale could also be applied to
other specialized translation subjects such as Sworn Translation or Literary Translation.
Section 3
Theoretical Reflections on Translation Pedagogy
Section 3 provides theoretical reflections on translation pedagogy, such as critical and creative thinking
in translation teaching, metacognition and translation education, explorations of students’ ideology
concerning the role of translation theories, self-reflection in process-oriented translator training,
emotional stability as a predictor of interpreter aptitude, and the connection between the translation
classroom and the real world, including the job market.

Chapter 15
Psychology of Translation: Critical and Creative Thinking................................................................ 274
Natalia Kashirina, Southern Federal University, Russia
Chapter 15 studies translation as a sequence of three stages: source text pre-translation analysis, translation
itself, and self-assessment and editing. As the first and the third stages of the translation process are
based on critical thinking, the second stage rests upon creative thinking; the study proposes that critical
thinking must be a necessary part of translator professional training, because it enables translators-to-be
to acquire mature creative thinking, crucial for translation problem-solving.
Chapter 16
Translator Education and Metacognition: Towards Student-Centered Approaches to Translator
Education............................................................................................................................................. 297
Álvaro Echeverri, Université de Montréal, Canada
Chapter 16 treats of the role of metacognition in translation teaching. Translation training overlooks
some crucial aspects when it focuses exclusively on disciplinary knowledge. Metacognition could help
translation students to become responsible for their own learning. A study of translation internship
reports identifies some metacognitive factors that help students become agents of their own learning.

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Chapter 17
An Empirical Study of Students’ Views on Theoretical Subjects: The Role of Theory in
Translation Degrees at Spanish Universities........................................................................................ 324
Pilar Ordóñez-López, University Jaume I, Spain
Rosa Agost, University Jaume I, Spain
Chapter 17 addresses the commonplace belief that students have a rather reticent attitude towards theoretical
modules and presents the results obtained in an empirical study aimed at analysing the views of mainly
undergraduate as well as some postgraduate translation students at Spanish universities regarding the

role and relevance of Translation Theory as part of their degree courses. The research provides new,
unexpected, and valuable insights into both curriculum design and the improvement of the teaching of
theoretical modules within translation programmes.
Chapter 18
A Corpus-Based Comparison of Self-Reflection Modalities in Process-Oriented Translator
Training................................................................................................................................................ 346
Erik Angelone, Kent State University, USA
Chapter 18 takes a corpus-based approach in the comparative analysis of student discourse when using
translation logs and screen recordings for self-reflecting on the problems they encounter and their correlating
problem-solving tendencies. Preliminary findings demonstrate that the type of self-reflection modality
used has an impact on how students discuss problem solving, potentially suggesting a different problem
solving approach and scope of reflection. When reflection was carried out using Integrated Problem and
Decision Reporting logs, discourse tended to focus primarily on textual level alone, whereas when screen
recordings were used, discourse was more multidimensional, focusing not only on textual level but also
various stages (comprehension, transfer, production) as well as concrete information retrieval strategies,
suggesting a more holistic, multi-layered approach to problem-solving when using screen recordings.
Chapter 19
Evaluating Emotional Stability as a Predictor of Chinese MTI Students’ Interpreter Aptitude.......... 362
Jiang Fengxia, Beijing Foreign Studies University, China
Chapter 19 proposes that variance in interpreter performance is dependent on factors of both general
cognitive ability and personality. It reports a study of 110 MTI students in China in the hope of finding
out what traits play the most important role and to what extent these variables impact learning and
achievement. Psychological constructs of self-efficacy, goal orientation, and negative affectivity were
measured. The most significant finding revealed the dimension of emotional stability as a predictor of
interpreters’ self-perceived competence. Based on these findings, recommendations for admission testing
and interpreter education curricula are discussed.

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Chapter 20
Adapting Translator and Interpreter Training to the Job Market......................................................... 377
George Ho, Wenzao Ursuline University of Languages, Taiwan
Chapter 20 focuses on three basic questions: why, what, and how to teach translation and interpreting
students to meet the demand for language professionals by global businesses, government organizations,
and public services under the impact of globalization. It believes that our training programmes will be
more cost-efficient and accountable if we have a clear vision, well-designed and structured curricula, and
right teaching methodology. The chapter advocates that those teaching projects based on the principles of
cognitive apprenticeship advanced by Kiraly are the most feasible, because they help students effectively
acquire translating and interpreting skills through practice.
Chapter 21
Cross-Fertilization of Training and Research in a Master’s Program in Public Service Interpreting
and Translation: Some Challenges and Results................................................................................... 397
Carmen Valero-Garcés, University of Alcalá, Spain
Chapter 21 explores two intertwined aspects of translation training: on the one hand, the study of the
quality of communication in multilingual societies and of the role of interpreters and translators as
language mediators across various settings and, on the other hand, the development of training programs
to prepare efficient translators and interpreters for these societies.
Compilation of References................................................................................................................ 416
About the Contributors..................................................................................................................... 449
Index.................................................................................................................................................... 456

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Preface

While translation has become “a full-fledged craft and profession” (Király, 2003, p. 3), the research on
translation pedagogy has been relatively new and largely dominated by “anecdotal evidence and case
studies” (Colina, 2003, p. 29). Translation teachers and scholars are faced with various problems and
challenges, such as the modes of teaching and the proper evaluation methods. It was in consideration
of the problems and challenges that we started this book project to provide a platform for translation
teachers and scholars around the world to share their studies, thoughts, experience, and practice.
There was a time when translation teaching was undervalued, and it was believed that “translators are
born, not made, or that translation is something that is learned on the job, not in the classroom” (Baer
& Koby, 2003, p. vii). This view is reflected in such concepts as natural translation where translation is
seen as a skill inherent in bilinguals (Harris, 1977). For this reason, translation pedagogy is confused
with foreign language acquisition, and translator trainers have referred to methodologies developed for
teaching foreign languages (Király, 1995, p. 7). However, the teaching of translation is not equal to that
of a language, for translation or cross-cultural communication is a much more sophisticated process than
the re-coding of linguistic structures (Olshanskaya, 2003, p. 173). It demands a wide range of analytical
and creative skills and expertise, which requires a teaching methodology that is considerably different
from traditional language training (Olshanskaya, 2003, p. 173). Trainers need both practical experience
and theoretical knowledge in order to train functional translators. In addition to knowing the skills and
abilities required in the profession of translation, trainers also need to know how to identify and recognize
patterns of behavior and guide students to discover the underlying regularities (Nord, 2010, p. 214). In
one word, there are many factors to be investigated and many challenges to be dealt with in translation
pedagogy today.

MAJOR CHALLENGES AND SEARCH FOR SOLUTIONS
Among the major challenges in translation pedagogy are the systematic theorization of translation
pedagogy, the teaching of translation theories, the proper standards and methods of evaluation, and the
enhancement of connections between the translation classroom and the real world.
As mentioned earlier, translation pedagogy today is in need of systematic theorizing and research.
With more and more translation programs established at universities and colleges around the world, many

institutions face the problem of lacking a “sound, consistent pedagogical and methodological criteria on
how to approach the issues of translation teaching” (Colina, 2009, p. 1). Without a solid theoretical basis,
translation pedagogy will be “blind,” because it will fail to set reasonable objectives, create and apply

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methods appropriate to the learning task, measure and evaluate results, or train the effective translators
the society demands (Király, 1995, p. x). Therefore, systematic and theoretical investigation of translation
teaching is essential, which includes such issues as curriculum design, strategies and models of teaching,
application of teaching tools, and evaluation criteria and methods. The studies in this book are in part
an effort to enrich and enhance the development of this field.
A big challenge in the translation classroom is the teaching of theories. The role of translation
theories is often questioned and downplayed by students and practitioners. Theories are “notorious
among students as dull and impractical” (Li, 2012, p. 14), and practitioners of translation tend to “see
little value in academic theorizing on translation” (Baer & Koby, 2003, p. vii). However, an important
goal of teaching is to make students independent of their teachers and able to continue to learn after they
leave the classroom (Manning, 1996, p. 546), and the inclusion of theories is helpful for realizing this
goal by equipping students with the necessary strategies and tactics. Suggestions have been provided
by translation scholars in terms of what theories to teach and how to teach them. For illustration, it is
emphasized that the selection of what theories to teach is up to students’ needs (Li, 2012, p. 18), and
teachers should guide students to transform the learned theory into acquired theory via continual practice
and reflection (Li, 2012, p. 21). Still, more specific research is needed regarding the ways to properly
combine theories and practice in translation teaching.
The incorporation of theories and practice is an issue in the translation classroom, and it is more so
in the training of interpretation. Although the momentum driving interpreter training has gathered force,
“interpretation pedagogy has led an existence in the shadows of academe since its inception” (Sawyer,

2011, p. 2). Many studies on interpretation are primarily based upon the “personal experience and insight
of professional interpreters,” which is indicative of the fact that theoretical reflection on interpreter
education is “in an exploratory phase” (Sawyer, 2011, p. 37). Views about the contribution of theory
in the interpreting classroom differ. Although there are claims that interpretation is basically a matter
of action and theories cannot improve the training or practice of interpreting, “it seems reasonable to
expect a modest amount of theory in the classroom to be helpful” (Gile, 2010, p. 140). Actually, it is an
inevitable fact that “there cannot be practice without some kind of ‘guiding principles’” in all areas of
translation studies (Ulrych, 2010, p. 19), which also includes the teaching of interpretation. In addition,
interpretation entails other extra-linguistic factors such as interpreters’ emotional status, attention, and
memory (Darò, 1994, 1995; Seleskovitch, 2002). All these aspects are worth exploring. It is claimed
that there is no “fixed canon” of translation teaching methods (Wilss, 2010, p. 11), which is exactly the
case with the training of interpreting.
Apart from the incorporation of theories in the teaching of translation and interpretation, the proper
methods and criteria of evaluation is another issue. The importance of appropriate and meaningful
assessment has been recognized for over half a century (Sawyer, 2011, p. 5). “High quality education is
based upon sound assessment” that provides evidence as to whether the curriculum goals and objectives are
met (Sawyer, 2011, p. 5). However, as far as translation pedagogy is concerned, inadequacy of assessment
practices has been repeatedly pointed out (Sawyer, 2011, p. 8). It has remained an underdeveloped
field where subjectivity constitutes “the most salient criterion” (Arango-Keeth & Koby, 2003, p. 117).
Translation teaching is intended to facilitate “the acquisition of communicative translational competence”
and to develop proper methods (Colina, 2003, p. 30), and criteria of assessment entails the investigation
of translation competence. The lack of a consensus regarding what translation competence involves
poses a problem for evaluation (Arango-Keeth & Koby, 2003, p. 119). In one word, a consistent and

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workable framework for proper translation assessment needs to be established, and it involves systematic
exploration and further clarification of translation competence.
Lastly, translation teaching takes place in the classroom, but it keeps a link with the real world and
the professional market of translation. As the translation profession evolves with advances in technology,
globalization, and changes in lifestyle and business practices, translation pedagogy also needs perpetual
innovation (Király, 2003, p. 25). New technologies and teaching tools may be introduced to the translation
classroom, such as the use of corpus and machine-aided teaching methods in the translation classroom
(see Zhu & Wang, 2011). In addition, translation teaching prepares some, if not all, of the students to be
translators, and it needs to take into account the professional job market. There have been accusations
from the job market that university courses are “too rigid, detached from the real world, academic and
unprofessionalising” (Bernardini, 2010, p. 23). Although synchronizing the translation classroom and the
professional world is hard (Mackenzie, 2010, p. 33) and the learning environment has its own advantages
for students (Bernardini, 2010, p. 23), the translation classroom can be related to the professional market,
and feedback from the professional translators can be referred to in designing the translation courses and
curriculums. In order to help students to be better adjusted to the professional practice after graduation,
it is proposed that translation teaching be based on authentic situated action (Király, 2000, p. 3) and
provide students with opportunities to participate in the activities of the profession (Király, 2003, p. 18).
Still, more explorations are needed regarding the specific teaching concepts, methods, and strategies to
enhance the link between the translation classroom and the professional market.

AIMS AND TARGET AUDIENCE OF THE BOOK
This publication is intended to bring together the studies and practices of scholars and teachers working
in the field of translation and to widen recent enquiries to include more interdisciplinary theories and a
greater variety of linguistic, cultural, and educational contexts worldwide. The book is expected to be
utilized by scholars and teachers interested in translation and translation pedagogy. It is also of value
to graduate students who plan to become teachers or do further studies on translation teaching. It is
intended to deepen their understanding of the theories, models, processes, principles, new options, and
other matters related to translation teaching. In face of the challenges described above and in the light of
the explorations that have already been done, authors contributing to this book have investigated various
aspects of translation pedagogy, including competition and collaboration in the translation classroom,

team-based learning, the application of stylistic methods and strategies to translation teaching, the use
of discourse analysis in translation teaching, corpus-based tools and methods of translation teaching,
the role of pedagogical translation in the foreign-language classroom, curricular design of specialized
translation, translation competence in multilateral international and interprofessional collaborative learning,
intercultural translator competence, translation competence for didactic purposes, the significance of
contrastive cross-cultural pragmatics for translation competence, differentiated error-marking scale in
translation evaluation, evaluation in specialized translation teaching, critical and creative thinking in
translation teaching, metacognition and translation education, students’ views on the role of translation
theories, self-reflection in process-oriented translator training, emotional stability as a predictor of
interpreter aptitude, and the connection between the translation classroom and the real world including
the job market.

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ORGANIZATION OF THE BOOK
This book is divided into three sections. Section 1, which covers Chapter 1 to Chapter 8, elaborates
on the modes and methods of teaching in the translation classroom. Section 2, which covers Chapter 9
to Chapter 14, focuses on the issue of translation competence and evaluation. Section 3, which covers
Chapter 15 to Chapter 21, provides theoretical reflections on translation pedagogy.
Chapter 1 describes and discusses the findings of a project that was intended to test a contest format
applicable to translation teaching. To be more specific, the project was designed to test the value
and methods of integrating contests into translation teaching and investigate the contentious issue of
competitiveness in education.
Chapter 2 makes a case for the effectiveness of a collaborative learning methodology that fosters
accountability, cohesion, and solidarity among fixed work teams in introductory-level translation studies
courses. It describes a variety of empowerment-building assignments, analyzes the application and

implementation of Team-Based Learning (TBL), and discusses the results of a survey in which students
revealed their perceptions of the efficacy of TBL and the extent to which it may have contributed to a
high-impact learning experience.
Chapter 3 attempts to point out the advantages of stylistics in teaching translation and interpretation.
It emphasizes the elements in stylistic methodologies that may be particularly effective in teaching and
shows how these elements are extremely relevant to the teaching of translation and interpretation in that
they can improve trainees’ motivation and performance.
Chapter 4 illustrates the importance of introducing critical discourse analysis as a powerful tool for
ideological analysis in the translation classroom. In the teaching process, students were shown how to
analyze advertising slogans with emphasis on the ways in which information is structured as well as on
“unpacking” ideologically influenced constraints and cultural influences, and then the students were
assigned to use the discourse analysis tools to analyze Slovene translations of the same ads.
Chapter 5 probes into the way an in-depth annotated parallel corpus is integrated into the translation
classroom. With a 90-minute lecture as a demo, it is designed to show how the combined unity of
teaching materials and the platform and the teaching method and the annotation mode of the corpus can
be achieved. It also discusses users’ perceptions of the platform and classroom teaching as shown in a
recent survey.
Chapter 6 centers on the nuisance caused by passive voices and attributive clauses in student translations.
The aim of this study was to correct learners’ under-use, over-use, and misuse of specific terms and
linguistic structures. By examining student translations with learner corpus, this study contributes in
providing student translators with an autonomous learning environment and translation improvement
opportunities.
Chapter 7 investigates curricular design in financial translation based on previous empirical data that
demonstrate the importance of financial translation in different countries. The study identifies social and
market needs through the analysis of job offers for financial translators, reviews the literature discussing
the profession in this area of specialization, and applies Kelly’s model of translation competence to
financial translation.
Chapter 8 explores translation in the foreign-language classroom, which has been a contentious topic
for several decades but is now re-emerging as an acceptable and useful supporting resource for language
learning. By examining student performance in problem-solving tasks at the Autonomous University

of Zacatecas, this study demonstrates the validity of “pedagogical translation” in ELT in Mexico, both

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as a means to perfecting reading skills in a foreign language and as an aid for consolidating writing and
communication skills in students’ first language.
Chapter 9 describes the collaborative forms of learning at different stages in the translation process
of students participating in the Trans-Atlantic and Pacific Project. It explores and analyzes empirical
data that the project may provide for future research into learning translation, in particular with regard to
competences needed for translation decisions, intercultural and interpersonal communication, usability
testing and translation service provision, as well as self-reflection.
Chapter 10 discusses student translator intercultural competence development. It introduces an eightfactor model of the competence based on empirical data, delineates associated learning objectives, and
presents primarily validated developmental level indicators for each objective. A pedagogical sequence
based on the findings is proposed at the end.
Chapter 11 proposes the development of a product-based definition of translation competence for
didactic purposes based on the provisional findings of an empirical longitudinal product-oriented research
project that aims to map some specific textual and procedural features on the subjects’ presumed level
of translation competence. A product-oriented definition could assist translator trainers and trainees in
defining specific learning goals and serve as a predictive developmental hypothesis in translator training.
Chapter 12 investigates the significance of intercultural pragmatics for translation competence and
translation teaching on the basis of the text type “obituary” and the language pair Greek/German. It
provides an overview of contemporary translation theory on the teaching of translation from a culturesensitive and pragmatic-functional point of view. The chapter concludes by demonstrating the significance
of language pair-specific text prototypologies for the development of the translational competence of
translation students and of its implementation in translation teaching.
Chapter 13 focuses on the issue of translation evaluation, specifically error marking. The Flowchart
for Error Point Decisions and the Framework for Standardized Error Marking developed by the American

Translators Association (ATA) are used to describe errors and severities in German>English translation
graduate student papers vs. examination papers marked by ATA graders. The predominant categories
where errors occur and trends in error severities are discussed for each group and subgroup and compared
across the groups.
Chapter 14 presents a new scale for evaluating Scientific and Technical Translation compulsory
activities in consideration of the need to create and implement fair and precise evaluation scales in
Specialized Translation subjects. The scale takes into account most aspects discussed by teachers and
scholars to offer an exact, easy-to-use, and fast tool to evaluate these activities. The scale could also
be applied to other specialized translation subjects such as Sworn Translation or Literary Translation.
Chapter 15 studies translation as a sequence of three stages: source text pre-translation analysis,
translation itself, and self-assessment and editing. As the first and the third stages of the translation
process are based on critical thinking, the second stage rests upon creative thinking; the study proposes
that critical thinking must be a necessary part of translator professional training, because it enables
translators-to-be to acquire mature creative thinking, crucial for translation problem-solving.
Chapter 16 treats of the role of metacognition in translation teaching. Translation training overlooks
some crucial aspects when it focuses exclusively on disciplinary knowledge. Metacognition could help
translation students to become responsible for their own learning. A study of translation internship
reports identifies some metacognitive factors that help students become agents of their own learning.
Chapter 17 addresses the commonplace belief that students have a rather reticent attitude towards
theoretical modules and presents the results obtained in an empirical study aimed at analysing the views of

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mainly undergraduate as well as some postgraduate translation students at Spanish universities regarding
the role and relevance of Translation Theory as part of their degree courses. The research provides new,
unexpected, and valuable insights into both curriculum design and the improvement of the teaching of

theoretical modules within translation programmes.
Chapter 18 takes a corpus-based approach in the comparative analysis of student discourse when
using translation logs and screen recordings for self-reflecting on the problems they encounter and
their correlating problem-solving tendencies. Preliminary findings demonstrate that the type of selfreflection modality used has an impact on how students discuss problem solving, potentially suggesting
a different problem solving approach and scope of reflection. When reflection was carried out using
Integrated Problem and Decision Reporting logs, discourse tended to focus primarily on textual level
alone, whereas when screen recordings were used, discourse was more multidimensional, focusing not
only on textual level but also various stages (comprehension, transfer, production) as well as concrete
information retrieval strategies, suggesting a more holistic, multi-layered approach to problem-solving
when using screen recordings.
Chapter 19 proposes that variance in interpreter performance is dependent on factors of both general
cognitive ability and personality. It reports a study of 110 MTI students in China in the hope of finding
out what traits play the most important role and to what extent these variables impact learning and
achievement. Psychological constructs of self-efficacy, goal orientation, and negative affectivity were
measured. The most significant finding revealed the dimension of emotional stability as a predictor of
interpreters’ self-perceived competence. Based on these findings, recommendations for admission testing
and interpreter education curricula are discussed.
Chapter 20 focuses on three basic questions: why, what, and how to teach translation and interpreting
students to meet the demand for language professionals by global businesses, government organizations,
and public services under the impact of globalization. It believes that our training programmes will be
more cost-efficient and accountable if we have a clear vision, well-designed and structured curricula, and
right teaching methodology. The chapter advocates that those teaching projects based on the principles of
cognitive apprenticeship advanced by Király are the most feasible, because they help students effectively
acquire translating and interpreting skills through practice.
Chapter 21 explores two intertwined aspects of translation training: on the one hand, the study of
the quality of communication in multilingual societies and of the role of interpreters and translators as
language mediators across various settings and, on the other hand, the development of training programs
to prepare efficient translators and interpreters for these societies.
Ying Cui
Shandong University, Weihai, China

Wei Zhao
Shandong University, Weihai, China

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