English Studies

G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S
Recommended
reading
Supplementary
reading
Teaching
methods
Assessment
methods
Language of
instruction
Quality
assurance
methods
with translation studies, with an interdisciplinary mix of linguistics and the
social and cognitive sciences, and with empirical studies of professional
translation practice.
Translation methodology is based on new ideas which include moving from
teacher-centred to student-centred instruction; using teaching methods that
foster responsibility, independence, and the ability to see alternatives; using
methods such as role-playing and simulation to create a greater sense of
realism; developing a sense of profession through a basic or core course in
translation studies that develops broad translation principles and attaches
them to translation practice.
Translation methodology requires a solid theoretical framework, assembled
from translation studies and from allied discipline, and solid empirical data
on the social and cognitive aspects of the translation process and translation
competence.
The student-centred translation methodology focuses on students’ autonomy
from the instructor as a primary objective of a translator education program.
Selected chapters from:
Gile, D. (1995). Basic Concepts and Models for Interpreter and Translator
Training. Benjamins Translation Library. Volume 8. Amsterdam,
Philadelphia: John Benjamins Publishing Company.
Kiraly, D.C. (1995). Pathways to Translation. Pedagogy and Process. Kent,
Ohio; London, England: Kent University Press.
Lambert, S. & Moser-Mercer, B. (1994). Bridging the Gap: Empirical
research in simultaneous interpretation. Amsterdam, Philadelphia: John
Benjamins Publishing Company.
Gambier, Y., Gile, D. & Taylor, Ch. (Eds.). (1997). Conference
Interpreting: Current Trends in Research. Amsterdam, Philadelphia:
John Benjamins Publishing Company.
Dollerup, C. & Lindegaard, A. (Eds.). (1994). Teaching Translation and
Interpreting. Amsterdam, Philadelphia: John Benjamins Publishing
Company.
Čulić, Z. (2005). Teacher-generated materials.
Lectures: student participation encouraged; Seminars: problem-solving
tasks; Student participation encouraged through various tasks and activities
such as: individual work, pair work, group work, etc.
The assessment of student knowledge will be based on the following:
Continuous assessment during the course.
Exam: written and oral.
English.
Student feedback via questionnaires and surveys.
Lecturers responsible for the same subject area collaborate closely and
monitor each other's work. Occasional class observations and appraisal by
Head of Department.
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