Translator and Interpreter Training and Foreign Language Pedagogy -- Editorial page -- Title page -- Copyright page -- Table of contents -- Introduction -- Politics of Interpreter Education in Academia -- Preface -- Introduction -- The Problem -- IN GENERAL -- IN ACADEMIA -- How to Solve the Problem? -- STUDENTS AND APPLICANTS -- GRADUATES -- FACULTY -- EXAMINATIONS AND DEMONSTRATIONS -- CURRICULUM -- STATUS OF THE PROFESSION -- DESCRIPTION AND OBJECTIVES OF THE PROGRAM -- SERVICE TO THE NATION -- SPECIAL EFFORTS -- Conclusion -- Must Translator Training Remain Elitist? -- NOTES -- Pendulum Swings in Language Teaching and Translation -- NOTES -- REFERENCES -- Some Polemic Aspects of Translation in Foreign Language Pedagogy Revisited -- Introduction -- What Do We Mean by Translation -- The Place of Translation in the Foreign Language Classroom -- A. THE LONG-STANDING AND ONGOING CONTROVERSY -- B. WHEN TO USE TRANSLATION IN THE CLASSROOM. -- Back-Translation and its Role in Foreign Language Learning -- Final Remarks -- NOTES -- REFERENCES -- Language Learning Before Translator/Interpreter Training -- VOCABULARY -- PHRASES MISUNDERSTOOD -- COGNATES AND DIRECT TRANSPOSITIONS USED ERONEOUSLY -- NOTES -- REFERENCES -- Teaching Conference Interpreting -- 1. On the Fundamentals of Interpretation -- 1.1. WHAT IS A SPEECH? -- 1.1.1 SPEECH BACKGROUND -- 1.1.2 SEMANTICS CONTEXTUALIZED -- 1.1.3. COGNITIVE CONTEXT -- 1.1.4. WORLD KNOWLEDGE -- 1.1.5. RATE OF DELIVERY AND LENGTH OF STAY IN THE MEMORY SPAN -- 1.1.6. SENSE -- 1.2. LET'S HAVE A CLOSER LOOK AT THE DIFFERENCES BETWEEN SPEECHES AND SPEECH LANGUAGE -- 1.3. REVIEW OF SPEECH COMPONENTS IN A REAL SPEECH -- 1.3.1. SPEECH BACKGROUND -- 1.3.2. CONTEXTUALIZATION OF WORDS -- 1.3.3. COGNITIVE CONTEXT -- 1.3.4. WORLD KNOWLEDGE -- 2. On Teaching -- 2.1. CORRECT LISTENING TO SPEECHES CORRECTLY PRESENTED.

2.2. TRAINING IN CONSECUTIVE INTERPRETING -- 2.2.1. NOTE TAKING -- 2.2.2. CORRECT USE OF COGNITIVE COMPLEMENTS -- 2.2.3. CLEAR EXPRESSION OF IDEAS -- 2.2.4. TRANSCODING WHERE APPLICABLE -- 2.2.5. PROGRESSING IN THE SKILL OF INTERPRETING -- 2.2.6. NARRATIVE AND ARGUMENTATIVE SPEECHES -- 2.2.7. PREDOMINANTLY DESCRIPTIVE SPEECHES -- 2.2.8. PREDOMINANTLY RHETORICAL SPEECHES -- 2.2.9. INTERPRETING INTO A "B" LANGUAGE -- 2.2.10. THE CHOICE OF SPEECHES-A WORD OF CAUTION -- 2.3. TRAINING IN SIMULTANEOUS INTERPRETING -- 2.3.1. KEEP THE TWO LANGUAGES STRICTLY SEPARATE -- 2.3.2. INCREASE THE STUDENTS' PREPAREDNESS TO PERCEIVE SENSE IN A SPEECH -- 3. Language Competence -- 3.1. COMPETENCE IN FOREIGN LANGUAGES -- 3.2. COMPETENCE IN THE NATIVE LANGUAGE -- Conclusion -- NOTES -- REFERENCES -- Topical Issues in Translator Training at Universities -- NOTE -- REFERENCES -- Standards and Evaluation in Translator Training -- 1. Background of the Program -- 2. The Binghamton Evaluation Scale for Translation (BEST) -- 3. The BEST Testing Instruments -- 4. Setting Standards -- REFERENCES -- Translator and Interpreter Training as Part of Teacher Training At the Institute of English, Adam Mickiewicz University, Poznan, Poland -- Classroom Techniques and Procedures -- Translation as a Self-Improvement Activity -- A Student Scholarly Circle -- Conclusion -- NOTES -- A Translation-Specific Writing Program: Justification and Description -- The Translator as an Inter- and Intra-linguistic Communicator -- Justification for a Translation-Specific Writing Program -- DISADVANTAGES OF STRATEGY 1 -- DISADVANTAGES OF STRATEGY 2 -- STRATEGY 3 -- Description of a Translation-Specific Writing Program -- ERROR IDENTIFICATION AND CORRECTION -- COMPOSITION -- SUMMARIZING -- Concluding Remarks -- NOTES -- REFERENCES -- Learning Translating and Interpreting Through Interlanguage.

1. Objectives -- 2. Hypothesis -- 3. Experiment -- 4. Interlanguage Typology -- 4.1. TRANSITIONAL CONSTRUCTIONS -- 4.2. PIDGINS -- 4.3. TELEGRAPHIC STYLE -- 4.4. FORMULAIC SPEECH -- 4.5. COLLOQUIALISMS -- 4.6. SYMBOLS -- 5. Population Typology -- 5.1. TECHNICAL TRANSLATORS -- 5.2. CONFERENCE INTERPRETERS -- 5.3. LIAISON INTERPRETERS -- 6. Text Typology -- 6.1. INFORMATIVE TEXTS -- 6.2. EXPLICIT TEXTS -- 6.2.1. EXPLANATORY TECHNICAL TEXTS -- 6.2.2. INFORMATIVE MASS MEDIA TEXTS -- 6.2.3. INSTRUCTION BOOKLETS -- 7. Exercises -- 7.1. RECOGNITION EXERCISES -- 7.1.1. STYLISTIC-LANGUAGE LEVELS -- 7.1.2. PHONOSTYLISTICS-ACCENTS-DICTION -- 7.2. PRODUCTION EXERCISES -- 7.2.1. UNCONTROLLED STYLE -- 7.2.2. CORRECTION EXERCISES -- 7.2.3. PARAPHRASING -- 7.2.4. SUMMARIZING -- 7.2.5 OTHER EXERCISES -- NOTE -- REFERENCES -- Appendix (Set B) -- Grüsse aus dem glotertal -- Isotopy and Translation -- 0. Introduction -- 1. Greimas' Concept of Isotopy -- 1.1. FUNDAMENTALS: SEMES-CLASSEMES-SEMEMES -- 1.2. GREIMAS' ISOTOPY: CONCEPT, METHODOLOGY, AND STATUS -- 1.2.1. THE CONCEPT -- 1.2.2. METHODOLOGY -- 1.2.3. THE STATUS OF ISOTOPY TODAY -- 2. Leksemantic Isotopy -- 2.1. FUNDAMENTALS -- 2.2. LEKSEMANTIC MEANING -- 2.3. LEKSEMANTIC ISOTOPY -- 2.3.1. THE CONCEPT -- 2.3.2. METHODOLOGY -- 2.4. SUMMARY -- 3.0 Graphic Illustration of Isotropic Lines -- 3.1 ISOTOPY AND TRANSLATION -- 3.2. EXAMPLE -- 3.2.1. THE POEM -- 3.2.2. THE SEMANTIC NETWORKS -- 3.2.3. THE ISOTOPIC LINES -- 3.3. TOWARDS ISOMORPHY IN TRANSLATION -- NOTES -- REFERENCES -- Contributors -- Call for Proposals: Interpreting-Yesterday, Today and Tomorrow -- ATA Corporate Members -- ATA Institutional Members -- American Translators Association Officers and Board of Directors, 1988 -- The series American Translators Association Scholarly Monograph Series.