With the improvement of free, next-generation machine translation software based on neural networks, Departments for Translation Studies are faced with the question of how to react to this new reality. Translator education programmes should include these and other tools that can complement human translation. However, in order to design activities that incorporate this software, we need data and experience that can serve as a starting point. For this purpose, we have conducted an experiment in a General Translation class and a Specialised Translation class. This article shows the results of this research, including both the quality of the translated text and the students' impressions.

Language training in translation and interpreting programmes has invariably been, and continues to be, on the fringes of Translation Studies. In this article, I provide an overview of the research output classified by topic and type of publication. Moreover, I offer an analysis of those areas that have received most attention in the existing literature, namely goals and methodology, and show the points on which there is most agreement. Finally, I briefly refer to emerging research questions in this area, as well as to avenues for further research, and argue why TILLT (Translation and Interpreting-Oriented Language Learning and Teaching) should move towards adopting an interdisciplinary approach.

A diferencia de los sustantivos, los verbos propios del discurso científico-técnico apenas han sido tratados en la investigación terminológica tradicional. En la actualidad, sin embargo, se ha reivindicado la importancia de su estudio, pues estos constituyen una categoría gramatical imprescindible tanto para la codificación lingüística como también para la adquisición de conocimiento especializado. En este trabajo se analizan los verbos empleados en la descripción arquitectónica de textos en español y alemán. Se lleva a cabo un análisis contrastivo de estos verbos, para lo cual se organizan, por una parte, en categorías semánticas y, por otra, en dominios de origen según su valor metafórico. El fin de esta investigación es hacer notar las diferencias de conceptualización de ambas lenguas en el discurso arquitectónico.

Die Ausbildung für Übersetzer an translationswissenschaftlichen Instituten umfasst am Beginn des Studienganges oft eine Phase der Sprachausbildung. Damit diese die Studierenden zielgerichtet auf das Übersetzen vorbereitet, muss sie sich am Gesamtziel der Ausbildung (der übersetzerischen Kompetenz) orientieren. In diesem Beitrag wird analysiert, inwieweit sich eine translationsorientierte Sprachausbildung von einer kommunikativen Sprachausbildung im Allgemeinen und in Bezug auf Recherchekompetenz im Besonderen unterscheidet. Dazu wird ein Unterrichtsprojekt vorgestellt, dessen Zielsetzung darin bestand, die Recherchekompetenz durch Selbstkorrektur im translationsorientierten DaF-Unterricht zu fördern.

In this chapter, we will explore the benefits of cognitive approaches to language teaching and learning in TI programmes. We will first explain the basic concepts of cognitivism, describe how cognitive approaches are used in translation and interpreting teaching and then draw conclusions on how these approaches can also be applied to language teaching and learning for prospective translators and interpreters and help them to become expert language users.