Abstract
In certain domains, such as translatingand language teaching, appropriate reading comprehension and interpretation of written texts is essential; therefore, in the training process for these professions, the development of reading skills and reading strategy awareness should not be neglected. The purpose of this study is to examine the reading habits and strategies of a group of Hungarian first year translation and interpretation students, most of whom are also language teacher trainees when working with texts written in English. Their reading strategy awareness is measured with an instrument; their reading comprehension performance is assessed with the help of the reading comprehension part of a standardised test; correlation is measured between their reading comprehension level and their ability to translate an English text into their native language. The results show that students’ reading comprehension skills are not always on the required level and their reading level significantly influences the ability to translate texts into Hungarian.
 
 Keywords: Reading comprehension, reading strategies, reading for translation.
Highlights
In our gradually globalising world, situations requiring intercultural communication are becoming more frequent
The target group of this study consists of first year students who study translation and interpretation at Sapientia Hungarian University of Transylvania and most of them take part in language teacher training as well. They intend to work in these professions because they are interested in languages and open to other cultures and they would like to become intercultural mediators, helping others to cross language barriers
This study focuses mainly on the target group’s reading habits, reading skills and awareness of reading strategies because these may affect significantly their future performance as translators and language teachers
Summary
In our gradually globalising world, situations requiring intercultural communication are becoming more frequent. The target group of this study consists of first year students who study translation and interpretation at Sapientia Hungarian University of Transylvania and most of them take part in language teacher training as well They intend to work in these professions because they are interested in languages and open to other cultures and they would like to become intercultural mediators, helping others to cross language barriers. Our students’ native language is Hungarian, and as future translators they train to work with three languages (Hungarian, Romanian—the official language of the country and English) In these professions, all language skills (listening comprehension, reading comprehension, speaking, writing, translating and interpreting) are essential. Their reading comprehension skills and translation skills were assessed with a test and correlation was measured between these two skills
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