This book begins by investigating, through the use of think-aloud protocols, the mental processes of students when they translate. The creative and successful processes observed can be used directly for teaching purposes, while the unsuccessful ones can serve to find out where remedial training is needed. The book then goes on to discuss methods for improving a translator's competence. The strategies offered are based on the pragmatic and semantic analysis of texts from a functional point of view, and they include such practical matters as the use of dictionaries and the evaluation of translations and error analysis. The book is intended for teachers in translator-training institutions, but it can also be used by students for self-training.
Chapter 5. Text analysis and the use of dictionairies
Chapter 6. Evaluation and errors
Chapter 7. A summary of strategies
Subject index
Author index
“[...] a welcome addition to the library of anyone who has given some thought to the process of training future translators and wrestled with striking a balance between the theory and the practice of translation in their teaching. The book will be equally interesting to those translators who have pondered the basic issues involved in learning how to become adept in our professions.”
Loie Feuerle, The Gotham Translator, February 1996
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2013. Translators Training: Teaching Programs, Curricula, Practices. Journal of Language Teaching and Research 4:1
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2012. Teaching Translation and Interpreting. In The Encyclopedia of Applied Linguistics,
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2022. An Eclectic Approach to Translation Teaching: A Pedagopgical Perspective. International Journal of Literature, Language and Linguistics 5:2 ► pp. 1 ff.
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2009. Book Reviews. The Interpreter and Translator Trainer 3:1 ► pp. 165 ff.
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2009. A Cross-Sectional Study of Translator Trainees’ L2 Reading Comprehension Skills and Strategies. The Interpreter and Translator Trainer 3:2 ► pp. 225 ff.
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2009. Capturing translation processes to access metalinguistic awareness. Across Languages and Cultures 10:2 ► pp. 275 ff.
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2009. Process research into the development of translation competence: Where are we, and where do we need to go?. Across Languages and Cultures 10:2 ► pp. 169 ff.
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2009. When Idioti (Idiotic) Becomes “Fluffy”: Translation Students and the Avoidance of Target-language Cognates. Meta 54:2 ► pp. 309 ff.
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2009. A cognitive approach to the translation of metonymy-based humor. Across Languages and Cultures 10:1 ► pp. 63 ff.
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2007. Le fonctionnement spécifique de la mémoire de travail en traduction. Meta 52:1 ► pp. 22 ff.
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2007. O przekładzie tekstu naukowego (na materiale tekstów językoznawczych),
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2007. Can Theory Help Translator and Interpreter Trainers and Trainees?. The Interpreter and Translator Trainer 1:1 ► pp. 15 ff.
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2004. Educating Parents in the Spanish-Speaking Community: A Look at Translated Educational Materials. Bilingual Research Journal 28:3 ► pp. 299 ff.
Dancette, Jeanne
2004. L’élaboration de la cohérence en traduction; le rôle des référents cognitifs. TTR : traduction, terminologie, rédaction 16:1 ► pp. 141 ff.
Pérez, Maria Calzada
2004. Applying translation theory in teaching. Perspectives 12:2 ► pp. 119 ff.
Superceanu, Rodica
2004. Translation procedures: A didactic perspective. Perspectives 12:3 ► pp. 194 ff.
Yazici, Mine
2004. Translator training in turkey. Perspectives 12:4 ► pp. 303 ff.
Cheong, Ho-Jeong
2003. Target Text Expansion. FORUM. Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 1:1 ► pp. 181 ff.
Cheong, Ho-Jeong
2005. Reading for Translation. FORUM. Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 3:1 ► pp. 37 ff.
This list is based on CrossRef data as of 14 march 2026. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.
