Integrating translation theory with task-based activities

Lincoln Paulo Fernandes, Márcia Moura da Silva


From the perspective of translation competence (Pym, 2000; Schäffner, 2000; Alves, Magalhães & Pagano, 2002; Albir Hurtado & Alves, 2009),  we aim to explore the importance of translation theory in translators’ education. Although translators may be unconsciously theorizing whilst at work (Pym, 2010), awareness of different theories might bring practical benefit to deal with translation challenges. We additionally propose a translation task-based activity that combines students’ knowledge of theory with the development of a particular translation competence, namely textual competence (Schäffner, 2000). The proposed  activity focuses on culture-specific items, widely investigated elements in Translation Studies (Aixelá, 1996; Chesterman, 2000; Nord, 1997). The activity also promotes interaction between students, who are expected to work in pairs or small groups. To our experience, participatory translation activities successfully develop critical thinking, and help students to produce better-elaborated target texts, abilities that we believe to play a significant role in translators’ education.


Translators’education; Translation theory; Translation competence; Cultural markers.

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Licença Creative Commons
Este trabalho está licenciado sob uma Licença Creative Commons Attribution 3.0 .

Qualis: A1 (Letras)

ISSN (impresso):1415-1928

ISSN (digital): 1983-2400

Indexadores: Modern Language Association of America, Cambridge Scientific Abstracts, Latindex, EBSCO Publishing e Linguistics Abstracts.