Reading and Translation: Suggestions for Integration

Abstract

Students entering undergraduate translation programs tend to rely on their instructors' general knowledge, and indeed on information of whatever kind that can be gleaned from this source. At this stage, they still lack real world knowledge and often language competence too. Hence, instructors worry about what they should include in their introductory courses for such students. The present study tries to determine whether a learner-centered approach to the problem, in which reading parallel texts and exposing beginners to information on a topic, its vocabulary and structure, helps with understanding a source text and producing its target equivalent.