The aim of this volume is to record the resurgent influence of Language Learning in Translation Studies and the various contemporary ways in which translation is used in the fields of Language Teaching and Assessment. It examines the possibilities and limitations of the interplay between the two disciplines in attempting to investigate the degree to which recent calls for reinstating translation in language learning have borne fruit.The volume accommodates high-quality original submissions that address a variety of issues from a theoretical as well as an empirical point of view. The chapters of the volume raise important questions and demonstrate the beginning of a new era of conscious epistemological traffic between the two aforementioned disciplines. The contributors to the volume are academics, researchers and professionals in the fields of Translation Studies and Language Teaching and Assessment from various countries and educational contexts, including the USA, Canada, Taiwan R.O.C., and European countries such as Belgium, Germany, Greece, Slovenia and Sweden, and various professional and instructional settings, such as school sector and graduate, undergraduate and certificate programs. The contributions approach the interplay between the two disciplines from various angles, including functional approaches to translation, contemporary types of translation, and the discursive interaction between teachers and students.
Dina Tsagari is Lecturer in Applied Linguistics/TEFL at the Department of English Studies, University of Cyprus. Her main interests are EFL/ESL testing and assessment, teaching/learning, teacher training, materials design and evaluation. She has conducted research in Hong Kong, Cyprus, Greece, and other European countries, and is the author of several articles, book chapters, as well as the editor of several volumes. She has given papers and plenary presentations in several countries and is the co-ordinator of the Classroom-based Language Assessment SIG, affiliated to EALTA.Georgios Floros is Associate Professor of Translation Studies at the Department of English Studies, University of Cyprus. His research interests include cultural aspects in translation, translation didactics, translation ethics, text linguistics, and secondary term formation in Greek. He also teaches theory of interpreting and has acted as academic co-ordinator of the Masters in Conference Interpreting programme at the University of Cyprus. His publications include a monograph, the adaptation of translation terminology in Greek, and several articles in international refereed journals.
Title: Translation in Language Teaching and Assessment
Author: Dina Tsagari
ISBN: 9781443850445
Binding:
Publisher: Cambridge Scholars Publishing
Publication Date: 2013-10-09
Number of Pages: 270
Weight: 0.4801 kg
This is a volume compiled of recent theoretical and empirical studies about language translation research and methodology, which overall has much to offer. It can be an invaluable resource for graduate level students, looking to find methodological procedures, along with translation tasks. The volume also serves as a good reference for researchers studying pedagogical approaches through translation. Professors teaching the subject in their classes can use it as an additional resource, and people with a special interest in translation theories can simply read it for further knowledge enhancement. I would strongly recommend this book to anyone interested in translation, or as a reference for Second Language Acquisition (SLA)/ Education courses. -Arnaldo Robles, LINGUIST List 25.4159 Taking both a theoretical and an empirical perspective, [the book's] twelve chapters explore numerous ways of using translation to develop core language competence areas, in particular vocabulary and phraseology, grammar, reading, and writing. [...] Particularly novel is the attention devoted to the distinctive impact that translation can make on the learning environment in terms of enhanced student-initiated interaction, which in turn engenders high levels of motivation, widely believed to facilitate learning in general. A final element of interest is that this volume provides insightful suggestions on how to use translation throughout the entire language-learning process, from the initial stages with young learners to advanced levels with university students. As such, it can appeal to a wide readership of scholars and practitioners. -Costanza Peverati, Universita Cattolica del Sacro Cuore, Brescia, Italy; L'Analisi Linguistica e Letteraria, 21 (2)
