ABSTRACT
It is argued in this paper that the output of translators working into English as a second language can be evaluated by means of examining their ability to translate certain critical structures. These claims are made on the basis of data-based research with the support of a cognitive theory about language processing during translation, and an analytical procedure that models the decision pathways of translators. In brief, it will be argued that in timed translation into English as a second language, certain critical structures can provide important data, which can assist in evaluating translation students and in syllabus design. Specifically, the structures of ellipsis and relative clauses appear to be critical cases. The paper begins with a discussion of the relevance and distinctiveness of translation into English as a second language (TRESL). A sketch of the underpinning theory is presented, followed by a study of translations by Arabic-English student translators. The paper ends with a discussion of the usefulness of critical structures in evaluating cross-clause processing and cognitive style in translators working into English as a second language.
