Abstract
AbstractDespite Cognitive Translation Studies’ (CTS) interest in didactic applications, the actual impact of research on training programs has been modest in comparison with the advances made in terms of methodology, theoretical sophistication and expansion of the object of study. It is argued that the modest impact of CTS on training originates, on the one hand, in an epistemological problem – one of mild incommensurability – and, on the other, on the difficulty of developing realistic cognitive task models. Adopting constructs and models in CTS and didactics that share an embodied, extended view on cognition may contribute to fitting empirical data and describing skill development. To that end, a sketch of a template to develop translation task models is presented for discussion.
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