ABSTRACT
This chapter presents relevant pedagogical and methodological approaches to translation training that have influenced the way reader understand. It focuses on well-established curricular design models to address selected key aspects of audiovisual translation (AVT) training, namely audiovisual translator competences, content design, resources, tasks and assessment methods. Literature on audiovisual translation training that is currently available is primarily informed by the competence-based model. Some of the most common materials used in audiovisual translation training include audiovisual programmes, scripts and dialogue lists, templates, translations made for a different AVT mode or a different medium, localization kits, help tutorials, glossaries, and translation memories, to name but a few. F. Chaume proposes a number of pre-translation tasks in dubbing course units. Some interesting examples of pre-translation tasks are those focusing on the analysis of one or several of the semiotic codes deployed in audiovisual texts.
