Didactics of Translation: Text in Context

Specific implications

1. 
   Students should be informed about the objectives of the course and what is expected of them.
   
2. 
   The translation course should be divided into levels: elementary level in the first year, intermediate in the second and third years and advanced in the fourth year.
   
3. 
   The translation approaches used in class should be explained to the students.
   
4. 
   Students should be made aware of their psycholinguistic comprehension processes.
   
5. 
   Students should be encouraged to carry out text analysis so as to produce translations that are functional.
   
6. 
   Students should be exposed to different forms of register in the SL and TL. They should also be given ample practice in writing and translating different registers.
   
7. 
   Students should be introduced to parallel texts and they should be helped to develop the ability “to associate spontaneously source and target language elements” in view of the results of the TAPS. (Kiraly 1995)
   
8. 
   Students should be taught how to translate overtly and covertly.
   
9. 
   The criteria for evaluating students’ translations should be defined and made available for the students.
   
10. 
    More teaching time should be allocated for the translation course so that the students could have more practice and instant feedback and so that they could take part in pair and group interactions.
    

11. 
    Teachers who are interested in teaching translation should take up a course in translation studies.
    
12. 
    Specialized and updated dictionaries should be made available for students and staff at the university and English department libraries.