Didactics of Translation: Text in Context

Teaching method

The teaching method is very closely linked to the curriculum content and the sequencing of this content. One may view method as the manner of execution or presentation of the curriculum content to students. Chau (1984: 75-82) gives a summary of the teaching methods used since 1920. The methods and activities cited include:

1. 
   preliminary steps before translating proper
   
2. 
   practical translating exercises and criticism of translated works
   
3. 
   précis - writing
   
4. 
   stylistic training (exercises in register)
   
5. 
   cultural training
   

Concerning teaching methods before translating proper, Chau quotes Mason (1982 b: 175) and Toury (1980 b). For Mason, practical translating exercises have to be postponed until after a preparatory period has been completed. During this period, the student should be helped to develop a reading strategy, to learn how to evaluate a SL text and to get acquainted with certain translating techniques. Toury, on the other hand, suggests that

the student should first be given the opportunity to read translations into the TL so as “to become aware of various translation norms”.

With regard to practical translating exercises and translation evaluation, which are considered the most common activities in translation teaching, G. Rachinstey (1920) is noted for developing a translation syllabus which uses practical translating exercises and criticism of translated works. His syllabus consists of the following:

1. 
   collective translating in class
   
2. 
   collective criticism during which “comparative analysis of existing translated works” takes place in class
   
3. 
   individual translating: assignment at home
   
4. 
   individual criticism: assignment at home
   

The main pedagogical problem with these practical translation exercises concerns the choice of exercises, their gradation and establishing a relationship between them and the translation lessons (Gravier 1978: 203

• 
  4 quoted by Chau 1984: 75).
  

As for précis-writing, it is considered as a common activity in translation programmes. Its proponents stress its importance in forcing the student to “focus on ideas rather than words” (P. Russell 1981: 246). Précis-writing, in short, is thought of as a necessary activity in a translation programme. Regarding stylistic training (or exercises in register), this aims to train students to translate for different readers on different levels of formality. This type of training was proposed by Nida (1979: 215).
Finally, the cultural training methods proposed include componential analysis (Nida 1964), and role playing as a means to raise cultural awareness (Arjona: 1978).
For Chau, all these teaching methods and activities are important and worth using in a translation teaching programme. However, the problem is “how to link a particular teaching method to specific teaching objectives;
i.e. when each should be employed and why”. (Chau 1984: 82)

5.