Abstract
Task-based approach is commonly used in second language teaching and it has been adopted in translation teaching too. However, driven by the lack of studies on task-based approach in translation especially in the very early stages of teaching translation, Saudi universities are no exception, this study focuses on the significance of implementing this approach in teaching the first practical translation course in a translation academic programme. It mainly examines the development of translation competence through task-based approach. A case study at English language department in Jouf University has been carried out where 39 students were taught using this method in their first practical translation course. Li’s (2013) customized model, namely task-based teaching in translation, is adopted here and the tasks were specifically selected to develop students’ translation competence in general and their bilingual competence in particular. The results drawn from this study found tangible development of students’ translation competence as well as bilingual competence.
Highlights
Choosing an effective method in teaching has not always been a simple task especially when there are a number of good teaching methods
The results drawn from this study found tangible development of students‟ translation competence as well as bilingual competence
The results of of analyzing the translations in table 1 shows a general progress of students‟ translation competence
Summary
Choosing an effective method in teaching has not always been a simple task especially when there are a number of good teaching methods. There is a variety of teaching methods that are practised by instructors. Some adopts one method in one stage and changes the method based on students‟ levels while others use a combination of methods throughout the journey of teaching translation. It is important to choose the suitable teaching approach that serve best in developing students‟ skills and their knwoeldge in a certain course. Gile (1995) has advocated using process-oriented approach in the early stages of teaching which focuses on the learning process itself rather than the outcome
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