TEACHING TRANSLATION AND INTERPRETING TRAINING, TALENT AND EXPERIENCE -- Title page -- Copyright page -- Table of contents -- EDITORS' FOREWORD -- ACKNOWLEDGEMENTS -- NATIONALPERSPECTIVESAND THE FUTURE -- THE PROFESSIONAL TRANSLATOR OF TOMORROW: LANGUAGE SPECIALIST OR ALL-ROUND EXPERT? -- Present-day training programmes -- Vienna: the current situation -- The future curriculum -- Flexibility: the key in future programmes -- Translation in its professional context -- Examinations -- Translation theory -- Concluding remarks -- Note -- Acknowledgement -- BILINGUAL EDUCATION AND TERMINOLOGY TRAINING: A BRUNEI CASE STUDY -- 1. Background -- 1.1 Brunei Darussalam -- 1.2 Language -- 1.3 Education -- 2. Translation in Brunei Darussalam -- 2.1 The Task -- 2.2 Clients/Users -- 2.3 The translators -- 3. Language resources -- 3.1 Dictionaries, thesauri and other reference wo -- 3.2 MABBIM -- 4. The terminological dilemma -- 5. Synergic Innovation -- TRAINING TRANSLATORS IN POST-APARTHEID, DEMOCRATIC SOUTH AFRICA -- 1. Introduction -- 2. Language policy in South Africa -- 3. A rationale for translation and interpreting in a future South Africa -- 3.1 Political variables -- 3.2 Social variables -- 4. Conclusion -- TEACHING TRANSLATION: WAYS AND MEANS -- TEXT ANALYSIS IN TRANSLATOR TRAINING -- 1. The concept 'functionality + loyalty' -- 2. Text analysis in functional translation -- 3. A model for translation-oriented text analysis -- 4. The didactic application of the model -- 5. Systematizing translation problems -- 6. Final considerations -- Note -- TRANSLATIONTHEORY: FOUR FUNDAMENTAL ASPECTS -- 1. Grammatical structure -- 2. Linguistic varieties -- 3. Semantics -- 4. Pragmatics -- Concluding remarks -- INTRODUCING THEORY IN A COURSE OF TRANSLATION: A CHILEAN CASE STUDY -- TEACHER'S TOOLS IN TRANSLATION CLASS -- Teaching practice -- Text difficulty assessment.

Tools for communication -- Phases of the translation process -- Concluding remarks -- DEVELOPING TRANSLATION SKILLS -- Technique 1. Introduction passages -- Technique 2. Back-translation of students' own work -- Technique 3. Comparing students' translations with published versions -- Technique 4. Collaborative translation -- Technique 5. Reporting to a group or to the class -- Technique 6. Transcribing and translating -- Conclusion -- TEACHING TRANSLATION OF FICTION -A DIALOGIC POINT OF VIEW -- GOALS OF A REVISION COURSE -- Some results of a survey on revision teaching -- Three orientations for a revision course -- Orientation (A): preparation for work as a translator -- Orientation (B): preparation for target-language editing wo -- Orientation (C): the theory of re-writing -- Notes -- AN INTERDISCIPLINE AND ITS AFFILIATION -- MOVING TRANSLATOR TRAINING FROM THE HUMANITIESTO THE SOCIAL SCIENCES: AN ISRAELI CASE STUDY -- At the Humanities: the beginning (1971-1980) -- At the Social Sciences: the continuation (1981-1991) -- An assessment -- Concluding Remarks -- Notes -- TEACHING TECHNICAL TRANSLATION: AN ENGINEERED APPROACH AT FLENSBURG POLYTECHNIC -- Components -- Staff -- Contents -- Students and our international relations -- Notes -- WORDS, WORDS, WORDS -- THE TRANSLATOR AS TERMINOLOGIST -- 1. Introduction -- 2. Existing observations on terminology courses -- 2.1. The view of a professional translator -- 2.2. The view of a teacher of translation -- 3. The outline of a syllabus for terminology -- 4. What a translator needs to know about terminology -- 5. How terminology should be taught to translators -- 5.1. Principles -- 5.2. The introduction of theory by example -- 5.3. Practical text-based work -- 5.4. Tools for terminology recognition and production -- 6. Conclusion -- Appendices: Exercises in terminology.

Appendix A: Terminology structuring excercise -- Appendix B: Structured terms in one language (English) -- Appendix C: Structured terms in several languages -- Appendix D: Structured terms in several languages -- LEXICALIZATION IN TRANSLATION:AN EMPIRICAL STUDY OF STUDENTS' PROGRESS -- Introduction -- The problem -- Method -- Results -- Discussion -- Conclusion -- TEACHING TRANSLATION OF TECHNICAL COMPOUNDS -- The nature of the problem -- The extent of the problem -- Rule-based translation: inflection and derivation -- Compound categories: an aid to translation? -- Bilingual lexicography -- Parallel texts -- In conclusion -- Notes -- LANGUAGE USERS' LINGUISTIC CREATIVITY: WORD-FORMATION FOR TRANSLATION -- 1. Introduction -- 2. Review of literature -- 3. The study: participants and hypotheses -- 4. Experimental set-up -- 5. Results -- 6. General conclusions -- 7. Suggestion -- NEW MEDIA AND TEACHING -- TEACHING TRANSLATION AT A DISTANCE: A SPANISH CASE STUDY -- 1. Introduction -- 2. Teaching translation at a distance -- 3. Media and methods -- 4. An assessment -- 5. Concluding remarks -- Notes -- TRAINING, TALENT, AND TECHNOLOGY -- Translation as branching operations -- Branching and CAT -- The CAT training at Leipzig University -- Concluding remarks -- SUBTITLING - A NEW UNIVERSITY DISCIPLINE -- The Copenhagen course in screen translation -- Subtitling as a unique form of translation -- The different types of subtitling -- The media-defined constraints of subtitling -- Formal (quantitative) constraints -- Textual (qualitative) constraints -- Subtitling - strategies of tightrope translation -- Loss of information in subtitling: a pilot study -- Concluding remarks -- Notes -- INTERPRETING AND TRANSLATION -- TRANSLATOR AND INTERPRETER TRAINING: A CASE FOR A TWO-TIER SYSTEM -- 1. Introduction -- 2. Translation versus interpreting - different skills?.

3. Translator and interpreter training curricula -- 3.1. The two-tier approach to translator and interpreter training -- 3.2. Parallel translator and interpreter training. -- 3.3. The 'Y-model' of translator and interpreter training -- 3.4. Postgraduate interpreter training (in schools for interpreting orinternational organizations) -- 4. Conclusions -- Acknowledgment -- BASIC THEORETICAL COMPONENTS ININTERPRETER AND TRANSLATOR TRAINING -- 1. Potential benefits of theoretical components in interpreting/translationtraining -- 2. Criteria for theoretical components -- 3. Basic Concepts and Models -- 4. The Sequence -- 4.1. The Communication Model and Quality Concepts -- 4.2. The Informational Structure of Informative Sentences -- 4.3. A Sequential Model of Translation -- 4.4 The Effort Models of Interpreting -- 4.5. A Gravitational Model of Linguistic Mastery -- 4.6. The Comprehension of Technical Texts and Speeches -- Note -- SIMILARITIES AND DIFFERENCESBETWEEN INTERPRETING AND TRANSLATION: IMPLICATIONS FOR TEACHING -- COMMON GROUND IN TEACHING TRANSLATION ANDINTERPRETING: DISCOURSE ANALYSIS TECHNIQUES -- Student profile -- The training programme -- Conclusion -- Notes -- INTERPRETING -- THE ROLE OF THEORY IN SIMULTANEOUS INTERPRETING -- Introduction -- Theory? - What theory? -- Skopos theory -- Translation & interpreting as a professional course of action -- A GTI-based theory of simultaneous interpreting -- Conference as hypertext -- Situation -- Theory in the curriculum -- Theory in the classroom -- Conclusion -- Notes -- THE OPTIMUM TEXT IN SIMULTANEOUS INTERPRETING: A COGNITIVE APPROACH TO INTERPRETER TRAINING -- I. The optimum text in simultaneous interpreting -- II. A cognitive approach to interpreter training: teaching strategies -- III. A cognitive and experiential models workshop -- Conclusion.

CONSECUTIVE INTERPRETING: ITS PRINCIPLES AND TECHNIQUES -- What is interpreting? -- Process of interpreting -- Subject-areas discussed in interpreting sessions -- Characteristics of an interpreter -- Powerful memory and short-hand writing -- Calmness -- Different accents for the source language -- Characteristics of interpreting -- APPROACHES TO THE TEACHING OF INTERPRETING: MNEMONIC AND ANALYTIC STRATEGIES -- Introduction -- 1. Analysis: the meaning of a text -- 2. Memory -- 2.a. Units of sense -- 2.b. The psycholinguistic base -- 3. Textlinguistics and the teaching of analysis: two aspects -- 3.a. Cohesion -- 3.b. Coherence -- 4. Exercises -- 4.a. Exercises for mnemonic activation -- 4.b. Connective exercises -- 4.c. Analysis exercises -- 5. Conclusions -- 'SHADOWING' EXERCISES IN INTERPRETER TRAINING -- Pedagogics replace trial-and-error learning -- Listening and speaking simultaneously -- What neuropsychology can teach us -- Is there a replacement for shadowing? -- Beyond intuition -- DISCOURSE PROCESSING AND INTERPRETING STRATEGIES -AN APPROACH TO THE TEACHING OF INTERPRETING -- Discourse processing - a strategic approach -- Monolingual communication -- Bilingual communication - constraints and strategies in the interpreting process -- Teaching - exercises preparing for simultaneous interpreting -- Note -- TEACHING INTERPRETING: A CANADIAN EXPERIENCE -- Beginnings -- Design features -- Admission -- Teaching, staff, equipment -- In-service placements -- Examinations and graduation -- Results -- Imminent changes -- ASSESSMENT -- TESTING ACHIEVEMENT IN TRANSLATION CLASSES -- Test construction -- A. Limited-response items -- Varieties of limited-response item types -- B. Controlled free-response items -- Varieties of controlled free-response item types -- Characteristics of the source text -- Scoring -- Scoring the controlled free-response items.

Concluding remarks.