Enrique Cerezo Herrero
The Routledge Guide to Teaching Foreign Languages for Translation and Interpreting
Enrique Cerezo Herrero
The Routledge Guide to Teaching Foreign Languages for Translation and Interpreting
- Broschiertes Buch
- Merkliste
- Auf die Merkliste
- Bewerten Bewerten
- Teilen
- Produkt teilen
- Produkterinnerung
- Produkterinnerung
The Routledge Guide to Teaching Foreign Languages for Translation and Interpreting supports lecturers, course designers, and students. It links language teaching with translation studies, offering practical tools and methods tailored to the specific needs of translation and interpreting training.
The Routledge Guide to Teaching Foreign Languages for Translation and Interpreting supports lecturers, course designers, and students. It links language teaching with translation studies, offering practical tools and methods tailored to the specific needs of translation and interpreting training.
Produktdetails
- Produktdetails
- Verlag: Routledge
- Seitenzahl: 224
- Erscheinungstermin: 29. Oktober 2025
- Englisch
- Abmessung: 234mm x 156mm x 12mm
- Gewicht: 348g
- ISBN-13: 9781041037316
- ISBN-10: 1041037317
- Artikelnr.: 74063785
- Herstellerkennzeichnung
- Libri GmbH
- Europaallee 1
- 36244 Bad Hersfeld
- gpsr@libri.de
- Verlag: Routledge
- Seitenzahl: 224
- Erscheinungstermin: 29. Oktober 2025
- Englisch
- Abmessung: 234mm x 156mm x 12mm
- Gewicht: 348g
- ISBN-13: 9781041037316
- ISBN-10: 1041037317
- Artikelnr.: 74063785
- Herstellerkennzeichnung
- Libri GmbH
- Europaallee 1
- 36244 Bad Hersfeld
- gpsr@libri.de
Enrique Cerezo Herrero is an Associate Professor in the Department of English and German Philology at the Universitat de València, Spain.
Introduction
I.1. The need for a volume on translation-oriented language training
I.2. Main objectives and themes
I.3. Scope and aims
I.4. Structure
I.5. Copyright considerations
1. Framing Translation and Interpreting-oriented Language Learning and
Teaching (TILLT)
1.1. Delineating TILLT
1.1.1. General languages vs. languages for translation purposes
1.1.2. Customizing the training process
1.2. Principal teaching tenets
1.2.1. Contrastive approach
1.2.2. Teaching materials
1.2.3. Learning autonomy
1.3. Concluding remarks
2. Building an effective TILLT module
2.1. Needs analysis
2.2. Type of curriculum and syllabus
2.3. Learning objectives
2.4. Language proficiency levels
2.5. Matching proficiency levels with cognitive skills
2.6. Scaffolding the learning process
2.7. Profiling the lecturer
2.8. Concluding remarks
3. Receptive skills
3.1. Reading comprehension
3.1.1. Targeting the source text as a holistic unit of meaning
3.1.2. A textual analysis framework for designing activities
3.1.3. Types of texts to be used
3.1.4. How to organize a reading session
3.1.5. Assessing reading
3.1.6. Sample reading lesson
3.2. Listening comprehension
3.2.1. Listening comprehension as an active skill
3.2.2. Listening comprehension as a complex cognitive activity
3.2.3. The problem with conventional listening activities
3.2.4. Designing listening comprehension activities
3.2.5. How to organize a listening session
3.2.6. Assessing listening
3.2.7. Sample listening lesson
3.3. Concluding remarks
4. Production skills
4.1. Written expression
4.1.1. Inverse translation as a goal
4.1.2. Mediation tasks as teaching resources
4.1.3. The written-expression process
4.1.4. Sample/process-product/assessment model
4.1.5. How to organize a writing session
4.1.6. Assessing writing
4.1.7. Sample writing lesson
4.2. Oral expression
4.2.1. Speaking in TILLT modules
4.2.2. Types of speaking activities
4.2.3. How to organize a speaking session
4.2.4. Assessing speaking
4.2.5. Sample speaking lesson
4.3. Closing remarks
5. Grammar, vocabulary, and sociocultural knowledge
5.1. Grammar
5.1.1. Grammar in TILLT
5.1.2. Teaching grammar
5.1.3. Sample grammar activities
5.2. Vocabulary
5.2.1. Vocabulary in TILLT
5.2.2. Teaching vocabulary
5.2.3. Sample vocabulary activity
5.3. Sociocultural knowledge
5.3.1. Sociocultural knowledge in TILLT
5.3.2. Teaching sociocultural aspects
5.3.3. Sample sociocultural activity
5.4. Concluding remarks
Conclusions
C.1. Main takeaways
C.2. Future research
C.3. Future practice
C.4. Final remarks
Appendices
Index
I.1. The need for a volume on translation-oriented language training
I.2. Main objectives and themes
I.3. Scope and aims
I.4. Structure
I.5. Copyright considerations
1. Framing Translation and Interpreting-oriented Language Learning and
Teaching (TILLT)
1.1. Delineating TILLT
1.1.1. General languages vs. languages for translation purposes
1.1.2. Customizing the training process
1.2. Principal teaching tenets
1.2.1. Contrastive approach
1.2.2. Teaching materials
1.2.3. Learning autonomy
1.3. Concluding remarks
2. Building an effective TILLT module
2.1. Needs analysis
2.2. Type of curriculum and syllabus
2.3. Learning objectives
2.4. Language proficiency levels
2.5. Matching proficiency levels with cognitive skills
2.6. Scaffolding the learning process
2.7. Profiling the lecturer
2.8. Concluding remarks
3. Receptive skills
3.1. Reading comprehension
3.1.1. Targeting the source text as a holistic unit of meaning
3.1.2. A textual analysis framework for designing activities
3.1.3. Types of texts to be used
3.1.4. How to organize a reading session
3.1.5. Assessing reading
3.1.6. Sample reading lesson
3.2. Listening comprehension
3.2.1. Listening comprehension as an active skill
3.2.2. Listening comprehension as a complex cognitive activity
3.2.3. The problem with conventional listening activities
3.2.4. Designing listening comprehension activities
3.2.5. How to organize a listening session
3.2.6. Assessing listening
3.2.7. Sample listening lesson
3.3. Concluding remarks
4. Production skills
4.1. Written expression
4.1.1. Inverse translation as a goal
4.1.2. Mediation tasks as teaching resources
4.1.3. The written-expression process
4.1.4. Sample/process-product/assessment model
4.1.5. How to organize a writing session
4.1.6. Assessing writing
4.1.7. Sample writing lesson
4.2. Oral expression
4.2.1. Speaking in TILLT modules
4.2.2. Types of speaking activities
4.2.3. How to organize a speaking session
4.2.4. Assessing speaking
4.2.5. Sample speaking lesson
4.3. Closing remarks
5. Grammar, vocabulary, and sociocultural knowledge
5.1. Grammar
5.1.1. Grammar in TILLT
5.1.2. Teaching grammar
5.1.3. Sample grammar activities
5.2. Vocabulary
5.2.1. Vocabulary in TILLT
5.2.2. Teaching vocabulary
5.2.3. Sample vocabulary activity
5.3. Sociocultural knowledge
5.3.1. Sociocultural knowledge in TILLT
5.3.2. Teaching sociocultural aspects
5.3.3. Sample sociocultural activity
5.4. Concluding remarks
Conclusions
C.1. Main takeaways
C.2. Future research
C.3. Future practice
C.4. Final remarks
Appendices
Index
Introduction
I.1. The need for a volume on translation-oriented language training
I.2. Main objectives and themes
I.3. Scope and aims
I.4. Structure
I.5. Copyright considerations
1. Framing Translation and Interpreting-oriented Language Learning and
Teaching (TILLT)
1.1. Delineating TILLT
1.1.1. General languages vs. languages for translation purposes
1.1.2. Customizing the training process
1.2. Principal teaching tenets
1.2.1. Contrastive approach
1.2.2. Teaching materials
1.2.3. Learning autonomy
1.3. Concluding remarks
2. Building an effective TILLT module
2.1. Needs analysis
2.2. Type of curriculum and syllabus
2.3. Learning objectives
2.4. Language proficiency levels
2.5. Matching proficiency levels with cognitive skills
2.6. Scaffolding the learning process
2.7. Profiling the lecturer
2.8. Concluding remarks
3. Receptive skills
3.1. Reading comprehension
3.1.1. Targeting the source text as a holistic unit of meaning
3.1.2. A textual analysis framework for designing activities
3.1.3. Types of texts to be used
3.1.4. How to organize a reading session
3.1.5. Assessing reading
3.1.6. Sample reading lesson
3.2. Listening comprehension
3.2.1. Listening comprehension as an active skill
3.2.2. Listening comprehension as a complex cognitive activity
3.2.3. The problem with conventional listening activities
3.2.4. Designing listening comprehension activities
3.2.5. How to organize a listening session
3.2.6. Assessing listening
3.2.7. Sample listening lesson
3.3. Concluding remarks
4. Production skills
4.1. Written expression
4.1.1. Inverse translation as a goal
4.1.2. Mediation tasks as teaching resources
4.1.3. The written-expression process
4.1.4. Sample/process-product/assessment model
4.1.5. How to organize a writing session
4.1.6. Assessing writing
4.1.7. Sample writing lesson
4.2. Oral expression
4.2.1. Speaking in TILLT modules
4.2.2. Types of speaking activities
4.2.3. How to organize a speaking session
4.2.4. Assessing speaking
4.2.5. Sample speaking lesson
4.3. Closing remarks
5. Grammar, vocabulary, and sociocultural knowledge
5.1. Grammar
5.1.1. Grammar in TILLT
5.1.2. Teaching grammar
5.1.3. Sample grammar activities
5.2. Vocabulary
5.2.1. Vocabulary in TILLT
5.2.2. Teaching vocabulary
5.2.3. Sample vocabulary activity
5.3. Sociocultural knowledge
5.3.1. Sociocultural knowledge in TILLT
5.3.2. Teaching sociocultural aspects
5.3.3. Sample sociocultural activity
5.4. Concluding remarks
Conclusions
C.1. Main takeaways
C.2. Future research
C.3. Future practice
C.4. Final remarks
Appendices
Index
I.1. The need for a volume on translation-oriented language training
I.2. Main objectives and themes
I.3. Scope and aims
I.4. Structure
I.5. Copyright considerations
1. Framing Translation and Interpreting-oriented Language Learning and
Teaching (TILLT)
1.1. Delineating TILLT
1.1.1. General languages vs. languages for translation purposes
1.1.2. Customizing the training process
1.2. Principal teaching tenets
1.2.1. Contrastive approach
1.2.2. Teaching materials
1.2.3. Learning autonomy
1.3. Concluding remarks
2. Building an effective TILLT module
2.1. Needs analysis
2.2. Type of curriculum and syllabus
2.3. Learning objectives
2.4. Language proficiency levels
2.5. Matching proficiency levels with cognitive skills
2.6. Scaffolding the learning process
2.7. Profiling the lecturer
2.8. Concluding remarks
3. Receptive skills
3.1. Reading comprehension
3.1.1. Targeting the source text as a holistic unit of meaning
3.1.2. A textual analysis framework for designing activities
3.1.3. Types of texts to be used
3.1.4. How to organize a reading session
3.1.5. Assessing reading
3.1.6. Sample reading lesson
3.2. Listening comprehension
3.2.1. Listening comprehension as an active skill
3.2.2. Listening comprehension as a complex cognitive activity
3.2.3. The problem with conventional listening activities
3.2.4. Designing listening comprehension activities
3.2.5. How to organize a listening session
3.2.6. Assessing listening
3.2.7. Sample listening lesson
3.3. Concluding remarks
4. Production skills
4.1. Written expression
4.1.1. Inverse translation as a goal
4.1.2. Mediation tasks as teaching resources
4.1.3. The written-expression process
4.1.4. Sample/process-product/assessment model
4.1.5. How to organize a writing session
4.1.6. Assessing writing
4.1.7. Sample writing lesson
4.2. Oral expression
4.2.1. Speaking in TILLT modules
4.2.2. Types of speaking activities
4.2.3. How to organize a speaking session
4.2.4. Assessing speaking
4.2.5. Sample speaking lesson
4.3. Closing remarks
5. Grammar, vocabulary, and sociocultural knowledge
5.1. Grammar
5.1.1. Grammar in TILLT
5.1.2. Teaching grammar
5.1.3. Sample grammar activities
5.2. Vocabulary
5.2.1. Vocabulary in TILLT
5.2.2. Teaching vocabulary
5.2.3. Sample vocabulary activity
5.3. Sociocultural knowledge
5.3.1. Sociocultural knowledge in TILLT
5.3.2. Teaching sociocultural aspects
5.3.3. Sample sociocultural activity
5.4. Concluding remarks
Conclusions
C.1. Main takeaways
C.2. Future research
C.3. Future practice
C.4. Final remarks
Appendices
Index