The acquisition of foreign language and translation skills exposes learners to tasks and pressures that the literature defines as anxiety-provoking. But whilst a large number of studies have investigated the impact of second language anxiety on the classroom performance of foreign language learners, few empirical studies have been conducted to examine the problems derived from second language anxiety in translator training contexts. To fill this important gap, this study investigates the impact of second language writing anxiety in a Chinese-to-English translation class. Drawing on the data provided by a sample of 50 translation major students in a Hong Kong university, the analysis shows that there are significant correlations between second language writing anxiety, translation performance, and language ability (real and perceived). A number of factors provoking second language writing anxiety in the translation class are identified. Among these, the fear of being evaluated and the general apprehension of writing in English have been found to contribute significantly to predicting success in translation learning. The findings suggest that, in a translation class, it is important for teachers to be aware of anxiety-provoking practices, help learners reduce anxiety levels, and encourage student translators to form correct and positive self-perceptions about their language abilities.

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsDaryl R. HagueDaryl R. Hague, Department of Spanish and Portuguese, 3190 JFSB, Brigham Young University, Provo, Utah, USA 84602. daryl_hague@byu.eduMichał BorodoMichał, Borodo, School of Modern Languages and Applied Linguistics, Kazimierz Wielki University, ul. Grabowa 2, 85–601 Bydgoszcz, Poland. mborodo@gmail.comElisa Calvo EncinasElisa Calvo Encinas, Departamento de Filología y Traducción. Facultad de Humanidades. Uni-versidad Pablo de Olavide. Ctra. Utrera, km. 1, ES41013, Seville, Spain. ecalenc@upo.esAgnieszka ChmielAgnieszka Chmiel, Department of Translation Studies, School of English, Adam Mickiewicz University, al. Niepodległości 4, 61–874 Poznań, Poland. achmiel@amu.edu.plŁukasz BoguckiŁukasz Bogucki, Katedra Języka Angielskiego i Językoznawstwa Stosowanego, University of Łódź, Kościuszki 65, 90–514 Łódź, Poland. lukasz.bogucki@gmail.com

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsJames W. UnderhillJames W. Underhill, UFR de Langues, littératures et civilisations étrangères, Bâtiment G 1381, rue des Résidences 38400 Saint Martin d’Hères, Université Stendhal, Grenoble, France. james.underhill@u-grenoble3.frKobus MaraisKobus Marais, Department of Language Management and Language Practice, University of the Free State, P.O. Box 339, Bloemfontein, 9300 Republic of South Africa. JMarais@ufs.ac.zaElisa Calvo EncinasElisa Calvo Encinas, Departamento de Filología y Traducción. Facultad de Humanidades. Universidad Pablo de Olavide. Ctra. Utrera, km. 1, ES41013, Seville, Spain. ecalenc@upo.esEsther MonzóEsther Monzó, Universitat Jaume I – FCHS, Dept. Traducció i Comunicació, Av. Sos Baynat s/n, E-12071 Castelló de la Plana, Spain. monzo.uji@gmail.comDanielle BanyaiDanielle Banyai, Canterbury College, New Dover Road, Canterbury, Kent CT1 3AJ, United Kingdom. danielledomingue@tiscali.co.uk

This article presents research which aims to evaluate the validity of two teaching proposals for translator training in a blended learning mode: Introduction to translation and Technical-scientific translation. Details are given of the teaching theory from which the design of the proposals is drawn (competence-based training and task based approach), of the concept of blended learning, and of the tools that might be used. Next, the methodology employed to conduct the research and the selection process for the teaching units under investigation is presented. Finally, the research phases are described (pilot study and experiment), along with the data collection instruments, data analysis and results obtained. The validity of the teaching proposal and the multiple advantages of blended learning are established by the research: it permits timetable flexibility and the freedom to organize the workload, it encourages group work and promotes student autonomy and responsibility.

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsHaidee KrugerHaidee Kruger, School of Languages, Faculty of Humanities, North-West University Vaal Triangle Campus, Vanderbijlpark, South Africa. Haidee.Kruger@nwu.ac.zaAgnieszka ChmielAgnieszka Chmiel, Department of Translation Studies, School of English, Adam Mickiewicz University, al. Niepodległości 4, 61–874 Poznań, Poland. achmiel@amu.edu.plDorothy KennyDorothy Kenny, School of Applied Language and Intercultural Studies, Dublin City University, Glasnevin, Dublin 9, Ireland. dorothy.kenny@dcu.ieDaryl R. HagueDaryl R. Hague, Dept. of Spanish and Portuguese, 3190 JFSB, Brigham Young University, Provo, Utah, USA 84602. daryl_hague@byu.eduMichail SachinisMichail Sachinis, Delfon 86, 54643, Thessaloniki, Greece. michail.sachinis05@imperial.ac.ukAndrew JamesonAndrew Jameson, 6 Gilbert Road, Malvern, WR14 3RQ, United Kingdom. a.jameson2@dsl.pipex.com

In our increasingly technology-mediated educational landscape, blended teaching and learning methodologies – which bring together selected features of online and face-to-face training - can enhance the educational experience of both trainers and trainees. Yet the implementation of blended teaching and learning approaches in some fields of translation can present trainers with a number of problems. These include the trainers’ lack of familiarity with the use of certain software applications and the scarcity of electronic materials and pedagogical scenarios for them to draw on. This paper explores the pedagogical resources developed as part of two European collaborative projects in the domain of translator training and discusses the lessons learnt from the exploitation of these resources in blended learning scenarios. It offers an overview of the changes that technology has brought to the educational sector, followed by a discussion of key features of the blended teaching and learning approach, and an examination of the impact of technological developments on the translation industry and their transformational effect on professional practices and the training of translators. The final sections present the materials created under the framework of the eCoLoTrain and eCoLoMedia projects, which aim to support blended learning in translation and multimedia localization, respectively. Throughout, an overview of how some project-specific resources and materials can be used in translator training environments is followed by advice on relevant best practices. The conclusion speculates briefly on how the materials which are still under development will effectively be put to use by trainers and trainees alike.

A general curriculum in research methodology for doctoral students in translation studies should focus on the underlying logic of the research process, including delimitation of the research question, choice of research design for empirical studies and evaluation of research quality. In this paper, these elements are briefly introduced, and means of working on them in doctoral seminars are suggested. One of the teaching methods advised is working through a sample research case and this approach is illustrated in the paper, using the gravitational pull hypothesis (Halverson 2003). The emphasis is on illustrating a dynamic research process as a means of teaching about the commitments that research involves at various levels, about the intellectual and practical challenges that emerge, about the quality requirements that pertain and about how to steer a course through unknown terrain with the navigational tools at our disposal.

This article proposes a methodology for the organization of doctoral research in specialized translation. Emphasis is placed on the need to choose the research methods that are best suited to each case and to clearly define the phases and resources to be used in the research. This process of selection must be based on careful consideration of what is to be researched, why and, above all, how to go about it. The concept of text genre is proposed as the main organizing principle of the research, since its multifaceted character shouldl allow different theoretical models to be integrated into the analysis. This article therefore aims to serve as a guide both to doctoral students in the field of specialized translation and to academic staff who are supervising or guiding these students.

Driven by increasingly demanding and competitive market pressures, translation professionals have turned to computer-assisted tools and other specialized electronic resources to improve their productivity without compromising the quality of their output. This paper discusses the usefulness of corpus-driven activities and electronic corpus-based tools for the purposes of legal translator training. It begins with an overview of legal translation as an idiosyncratic field of specialized mediation and a survey of previous corpus-based approaches to translator training. A number of discourse effects which characterize legal texts are then defined – universalization, neutralization and defamiliarization. Drawing on relevant examples, the author argues that corpus-based legal translator training is particularly helpful for trainees to identify the textual manifestations of these effects and to decide how they should be transferred across languages and legal systems. Within this framework, a range of specific corpus-driven activities are proposed and this pedagogical approach is shown to foster the students’ active involvement in the management of their own learning. Whilst the activities outlined here are restricted to the domain of legal texts, this paper aims to inspire fellow trainers to explore the advantages of corpus-based teaching across different translation fields and trainee backgrounds.