An Integrated Approach of TBLT and GBP to Medical Translation Instruction: A Suggested Model

Abstract

Producing an accurate translation means communicating meaning successfully to target text's recipients. It also implies preserving the various relations (i.e., how each linguistic form suggests meaning with regard to a specific context) that the source text exhibits. Hence, translators should first analyze the source text before producing its translation. Medical translation is a technical translation and includes various text types that do not form a homogenous group. However, translator trainers focus only on one text type in class, and less exposure to other text types is expected. The current proposal is based on a needs analysis, based on two types of questionnaires, unstructured interviews, and document analysis of course descriptions and specifications, that aimed at identifying translators' target needs at the English Language Program at the college of Languages and Translation (COLT). Thus, this article suggests an integrated approach of Task-Based Language Teaching (TBLT) and (Genre-Based Pedagogy) GBP for medical translation instruction where attention is paid to text analysis. As TBLT enhances interactivity, critical thinking, problem solving, learner autonomy, etc., GBP encourages the exposure to various genre conventions and enhances textual analysis. The suggested integrated model is of three stages (i.e., pre-tasking, tasking, post-tasking including reporting, analysis, revision, and reflection) and ensures activating a number of components in the translation competence. Besides proposing a model to follow in class, the researcher designed a syllabus that gives importance to certain genres (e.g., forms, emails, policies, terms and conditions, reports, etc.), skills (e.g., using dictionaries, having good research skills, using technology, and time management), and evaluation criteria.