Abstract
The starting point of the research and its results described in the article was the assumption that educational concepts for a specific field of study at a university should be based on scientifically embedded competence models. In the case of translator education, these should be models developed on the basis of empirical research on translation competence. Besides, of crucial importance for the devising educational concepts is the explicative description of translation in its processual, strategic-communicative and generic specificity, wherein a certain terminology which reflects systems of concepts, distinguished categories of translation reality, is applied. Study programs, educational contents and the applied terminology should show internal terminological consistency, as well as terminological consistency with scientifically justified translation and translodidactic concepts. The research results presented in the article indicate certain groups of deficits in this regard. The formulated conclusions point out the necessity of constructing study programmes on the basis of concepts based on empirical research
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