Translation in Undergraduate Degree Programmes -- Editorial page -- Title page -- LCC data -- Table of contents -- Introduction -- Note -- Reference -- Translation studies -- Note -- References -- The theory behind the practice -- 1. Introduction: Ambulance drivers and ice-cream sellers -- 2. Translator training or translator education? -- 3. The educational priority of translation pedagogy: Prepare aware, resourceful and reflective professionals -- 4. Pursuing educational aims: Some pitfalls -- 5. Translator education: An Italian example -- 6. A lesson to be drawn? -- 7. Conclusion: Education, training, and ice-cream cones -- References -- The competencies required by the translator's roles as a professional -- Introduction -- Competencies required by the translator's roles -- How can these competencies be developed? -- Target text specification and planning -- Text research -- Text production -- Text evaluation -- Teaching translation according to the co-operative model -- Multilingual project -- Conclusion -- References -- Language learning for translators -- Introduction -- Stage 1: A translation-based, student-oriented pre-syllabus -- Stage 2: A discourse-based, translation-oriented pre-syllabus -- 1. Textual interaction -- 2. Textual organisation -- 3. Contrastive rhetoric -- 4. Genres -- Stage 3: A genre and task-based syllabus integrating Stages 1 and 2 -- Sample tasks -- Notes -- References -- Appendix -- Stage 1: A translation-based pre-syllabus -- Stage 2: Discourse based translation-oriented pre-syllabus -- Stage 3: Context and task-based syllabus integrating Stages 1 and 2 -- Undergraduate and postgraduate translation degrees -- Introduction -- Setting up an undergraduate degree -- Teaching undergraduates -- The learning process: Translation -- Postgraduate studies -- Teaching postgraduates -- Conclusions -- Notes -- References.

The role of translation studies within the framework of linguistic and literary studies -- Background -- General aims -- Curriculum constraints -- The general framework of study -- Changing assumptions -- Strategies and techniques -- Choice of texts -- Motivating the students -- Classroom approach -- Two native speakers -- Student evaluation -- Conclusion -- Notes -- References -- Corpus-aided language pedagogy for translator education -- 1. Introduction -- 2. Why corpus linguistics? -- 3. Corpus-based translation studies -- 4. Corpus-based language pedagogy -- 5. Corpus-aided discovery learning and the education of translators -- Example 1: Raising the learners' awareness -- Example 2: Developing communication skills -- Example 3: Developing learning skills -- 6. Conclusion -- References -- Developing professional translation competence without a notion of translation -- Introduction: Translation as an object of research and as practice -- Developing translation competence in the academic environment: Two scenarios -- Scenario 1: Teaching translation as part of a language programme -- Scenario 2: Teaching translation in a translation programme -- Evaluation of the two scenarios -- Notes -- References -- Are L2 learners more prone to err when they translate?* -- Introduction -- The role of translation in language teaching -- Past and current theory -- Current practice -- Arguments for and against translation -- Arguments against translation -- Arguments in favour of translation -- Empirical studies -- The experiment -- Aims -- Rationale -- Procedure -- Preliminary results -- Discussion -- Concluding remarks -- Notes -- References -- Students buzz round the translation class like bees round the honey pot - why? -- The need for confidence and self-esteem -- The need not to lose face -- The need to be rewarded.

The need for certainty, for closure, for autonomy -- The needs arising from any introversion in our personalities -- References -- The effect of translation exercises versus gap-exercises on the learning of difficult L2 structures -- Introduction -- Existing empirical work -- Introducing a new project: Focus and research questions -- Methodology -- Subjects -- Instructional treatment -- Testing procedure -- The target structures and the teaching material -- Challenges and persistent problems -- Results 1: The translation and gap interval tests -- Results 2: The interval translation test in more detail -- Discussion -- Conclusion -- Acknowledgements -- Notes -- References -- Appendix 1: Interval test: Translation -- Appendix 2: Gap test -- Do English-speakers really need other languages?* -- Notes -- References -- Index.