In recent decades, there has been little progress in the field of language learning and teaching in translation studies. However, the literature suggests the utility of corpora for language teaching in such context, and particularly Johns' (1991) data-driven learning (DDL) approach, due to the affordances it offers. Nonetheless, the literature does not suggest how to adopt this approach in translation training settings or, perhaps most importantly, how to combine DDL with other tasks to foster language skills development. In this respect, this paper designs a proposal for adopting DDL for language teaching within a translator training programme using a task-based learning (TBL) approach. The paper, first, outlines the needs of translation studies in terms of language teaching and learning. Then, it identifies the affordances and potential issues of DDL. Next, the paper proposes a three-step framework for planning DDL lessons within a TBL approach and a four-level framework for grading DDL tasks towards more autonomous use. Using both frameworks, the paper proposes an English language course unit for an undergraduate translator training programme using an adaptation of Estaire's (1990) work. Finally, it concludes by pointing out some problems which might arise in implementing the proposal.
|International Journal of English Language & Translation Studies
|Published - 10 Jun 2016