چکیده

Translation programmes have thus far done little to heal the deepening rift between training and the twenty-first-century exigencies of the real-world market of translation. That said, translation pedagogy is in the precarious situation of falling into the loop of ‘methods’ – a trend of which TESOL unchained itself a while ago. The present work is an analytical report of a translation workshop which resorted to an alternative, yet customised, approach to the lesson planning, material development, and teaching of translation by drawing on performance-based instruction and assessment. On the premise of observation and the results obtained from the participants in the form of a post-workshop test and survey supplemented by interview with 4 translator trainers, this post-method approach, though still in its embryo, has the potential to help 1) the trainees to acquire and develop translation sub-competences required for their effective performance in real-world situations, and 2) the trainers, material developers, and educators to plan, develop materials, and choose teaching strategies and curricular subjects as per their social, cultural, market, and contextual needs and exigencies. This approach to translation teaching might be termed as the post-method era in translation pedagogy.

کليدواژه ها

Performance-based instruction, assessment, teaching translation, translation pedagogy, post-method era

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در صورتی که می خواهید در اثر پژوهشی خود به این مقاله ارجاع دهید، به سادگی می توانید از عبارت زیر در بخش منابع و مراجع استفاده نمایید:
Ehsan Taebi , 1398 , The Post-Method Era of Translation Pedagogy? , اولين کنفرانس بين المللي مطالعات زبان انگليسي