Abstract
One of the ways in which to augment the development of translator competence in courses delivered as part of university-level programmes in Translation Studies is the implementation of collaborative learning, as it has been promoted by D. Kiraly (2015), K. Klimkowski (2015), or G. Massey (2017). The work mode which seems to best support the development of translator competences through telecollaboration are team translation projects (cf. D. Kiraly & S. Hofmann 2016). However, Online Intercultural Exchanges (OIEs), which were initially introduced to develop foreign language learners’ intercultural communication competence, can also – when adequately geared towards that end – be implemented to foster other components of translator competence. This paper reports on research into what behavioural and cognitive components of the language and culture component of students’ translator competence can be identified for further development through the analysis of discourse moves in TS students’ online communication.
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