Translation didactics: a proposal for teaching consecutive interpreting

Elizabeth Woodward-Smith , Hadrian Lankiewicz , Anna Szczepaniak-Kozioł

Abstract

The current article presents an example of a consecutive interpreting activity, which draws on the concept of autonomy in language learning. With regard to the “applied” component of translation studies, as formulated by Holmes (1988), the authors intend to demonstrate the need for enhancing foreign language competence in translator education, accentuating its role in the conceptualization of the discipline. Considering the context of this type of education, which is offered frequently to undergraduate students, the authors posit the need to concomitantly develop the command of a foreign language. They propose to compensate teaching practices derived from translation studies with the use of foreign language methodology for developing translating and interpreting skills.
Author Elizabeth Woodward-Smith
Elizabeth Woodward-Smith,,
-
, Hadrian Lankiewicz (FL / IALT)
Hadrian Lankiewicz,,
- Institute of Applied Linguistics and Translatology
, Anna Szczepaniak-Kozioł
Anna Szczepaniak-Kozioł,,
-
Journal seriesGlottodidactica, ISSN 0072-4769, (B 12 pkt)
Issue year2018
Vol45/1
Pages179-192
Publication size in sheets0.65
Keywords in Englishteaching translation, translation studies, consecutive interpreting, foreign language teaching vs. translation, autonomy and collaborative learning
DOIDOI:10.14746/gl.2018.45.1.12
Languageen angielski
Score (nominal)12
ScoreMinisterial score = 12.0, 12-07-2018, ArticleFromJournal
Ministerial score (2013-2016) = 12.0, 12-07-2018, ArticleFromJournal
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