The Routledge Guide to Teaching Foreign Languages for Translation and Interpreting

The Routledge Guide to Teaching Foreign Languages for Translation and Interpreting supports lecturers, course designers, and students. It links language teaching with translation studies, offering practical tools and methods tailored to the specific needs of translation and interpreting training.

Introduction
I1. The need for a volume on translation-oriented language training
I2. Main objectives and themes
I3. Scope and aims
I4. Structure
I5. Copyright considerations
1. Framing Translation and Interpreting-oriented Language Learning and Teaching (TILLT)
1. 1. Delineating TILLT
1. 1. 1. General languages vs. Languages for translation purposes
1. 1. 2. Customizing the training process
1. 2. Principal teaching tenets
1. 2. 1. Contrastive approach
1. 2. 2. Teaching materials
1. 2. 3. Learning autonomy
1. 3. Concluding remarks
References
2. Building an effective TILLT module
2. 1. Needs analysis
2. 2. Type of curriculum and syllabus
2. 3. Learning objectives
2. 4. Language proficiency levels
2. 5. Matching proficiency levels with cognitive skills
2. 6. Scaffolding the learning process
2. 7. Profiling the lecturer
2. 8. Concluding remarks
References
3. Comprehension skills
3. 1. Reading comprehension
3. 1. 1. Targeting the source text as a holistic unit of meaning
3. 1. 2. A textual analysis framework for designing activities
3. 1. 3. Types of texts to be used
3. 1. 4. Organizing a reading session
3. 1. 5. Assessing reading
3. 1. 6. Sample reading lesson
3. 2. Listening comprehension
3. 2. 1. Listening comprehension as an active skill
3. 2. 2. Listening comprehension as a complex cognitive activity
3. 2. 3. The problem with conventional listening activities
3. 2. 4. Designing listening comprehension activities
3. 2. 5. Organizing a listening session
3. 2. 6. Assessing listening
3. 2. 7. Sample listening lesson
3. 3. Concluding remarks
References
4. Production skills
4. 1. Written expression
4. 1. 1. Inverse translation as a goal
4. 1. 2. Mediation tasks as teaching resources
4. 1. 3. The written expression process
4. 1. 4. A model for teaching writing
4. 1. 5. Organizing a writing session
4. 1. 6. Assessing writing
4. 1. 7. Sample writing lesson
4. 2. Oral expression
4. 2. 1. Speaking in TILLT modules
4. 2. 2. Types of speaking activities
4. 2. 3. How to organize a speaking session
4. 2. 4. Assessing speaking
4. 2. 5. Sample speaking lesson
4. 3. Closing remarks
References
5. Grammar, vocabulary and sociocultural knowledge
5. 1. Grammar
5. 1. 1. Grammar in TILLT
5. 1. 2. Teaching grammar
5. 1. 3. Sample grammar activities
5. 2. Vocabulary
5. 2. 1. Vocabulary in TILLT
5. 2. 2. Teaching vocabulary
5. 2. 3. Sample vocabulary activity
5. 3. Sociocultural knowledge
5. 3. 1. Sociocultural knowledge in TILLT
5. 3. 2. Teaching sociocultural content
5. 3. 3. Sample sociocultural activity
References
Conclusions
C1. Main takeaways
C2. Future research
C3. Future practice
C4. Final remarks