ABSTRACT

This chapter discusses translation didactics against the background of recent developments in learning theories such as problem-based Leaning. It describes models of research into translation didactics. The chapter analyses research evidence relating to such pedagogical issues as the feasibility of translation into the foreign language, the nature of translation errors and the status of text type in translation teaching. It focuses on curriculum design in translator training, and examines a number of syllabuses. In most European translator-training institutions, the general perception is that translation into the mother tongue is the normal direction a stance promoted by international translation associations and enshrined in UNESCOs recommendations. Beeby describes the inversa translation course content of the Barcelona UAB School of Translation as comprising a variety of subject fields and discourse types for which there is market demand. As McAlister points out, quite a number of translations are not undertaken with a specific target language or culture in mind, but for a worldwide audience.