A Transcultural Conceptual Framework for Corpus-based Translation Pedagogy

Sara  Laviosa; LI  Dechao

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Foreign Language Learning Theory and Practice ›› 2011, Vol. 2 ›› Issue (1) : 16-24.

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A Transcultural Conceptual Framework for Corpus-based Translation Pedagogy

Sara Laviosa, LI Dechao

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Abstract

This paper takes stock of the important development of Corpus-based translation pedagogy and examines the main methods currently employed in corpus-based translation pedagogy using an adapted version of the three-level model elaborated by Richards and Rodgers (2003) for the analysis of language teaching methods. This investigation brings to light significant differences between translator training, where corpora are well established, and translator education, where they have just started to make inroads. Arguably, one of the reasons for this gap lies in the lack of interdisciplinary theoretical frameworks conceived specifically for translator education. On the basis of these considerations, I will explore, in the second part of my paper, the principles underlying an envisioned transcultural conceptual framework, within which corpora can play a significant role in equipping students of language and translation with the competences and capacities they need for the future. These principles are: ‘symbolic competence’, as elaborated by Kramsch (2006, 2009) in the theory of foreign language education and ‘holistic cultural translation’, as put forward by Tymoczko (2007) in translation theory.

Key words

corpus / translation teaching / intercultural / symbolic competence / holistic cultural translation

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Sara Laviosa, LI Dechao. A Transcultural Conceptual Framework for Corpus-based Translation Pedagogy[J]. Foreign Language Learning Theory and Practice. 2011, 2(1): 16-24

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