2^nd -5^th December 2013

Tainan City, Taiwan , China

In recent years, as communication across cultures has become indispensable to success in most domains of modern society, the study of translation has expanded rapidly in universities around the world, both in modern language curricula and in a variety of vocational translation training programs.  After a period of disfavor, translation has made a strong comeback as a component of foreign language instruction, vindicated by a growing body of research that demonstrates its effectiveness in developing language skills (Cook, 2010; Cook, 2001; Davies, 2004; Duff, 1989; Lertola, 2012; Littlewood & Yu, 2011; Malmkjær, 1998; Peverati, 2009; Polio & Duff, 1994; Turnbull & Arnett, 2002).  In addition to the resurgence of translation as a pedagogical tool in language learning, translation training has also gained popularity as a means of preparing for a vocation in which language skills are a central area, but not the sole area, of expertise. Vocation-oriented translation training typically includes training in the basic concepts and language of a field of specialization, but must also equip students with the ability to develop competency in new domains or contexts as their careers progress. 

The aim of this conference is to explore themes related to the teaching of translation for the purpose of language learning and the teaching of translation for vocational purposes.  Some of the relevant research questions and topics are listed as follows:

Translation for Language Learning

• What are the methodologies for teaching translation for the purpose of language learning?  How can we best evaluate their effectiveness?
• How can translation training be applied to produce better results in language learning?
• With the ever-increasing number and sophistication of technologies available for translation training, which interfaces or methods provide the best support for language learning?
• How do language learners react to the different methods of translation training?  Is there an optimal method of translation training or do preferences vary among different types of language learners?

Translation for Vocational Purposes

• What types of vocation-oriented translation training have been developed?
• Domain-specific translation training (in domains such as law, medicine, business, engineering, etc.)
• Translation for vocational purposes in specific languages, countries, regions of the world
• What are the theoretical and methodological issues of translation for vocational purposes?
• What types of vocation-oriented translator training are suitable at the undergraduate level?

General Themes in Translation and Interpreting (T/I):

• Multilingualism, language policies, and socio-cultural issues of T/I
• Terminologies in T/I theory and practice
• Corpus-studies for T/I practice and research
• Technical/specialized T/I training
• Other relevant topics falling within the general scope of the conference

References

Cook, Guy. (2010). Translation in language teaching: an argument for reassessment. Oxford: Oxford University Press.

Cook, Vivian. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57(3), 402-423.

Davies, Maria. González. (2004). Multiple voices in the translation classroom: activities, tasks and projects (Vol. 54). Amsterdam, The Netherlands: John Benjamins.

Duff, Alan. (1989). Translation. Oxford: Oxford University Press.

Lertola, Jennifer. (2012). The effect of the subtitling task on vocabulary learning. Translation Research Projects, 4, 61-70.

Littlewood, William, & Yu, Baohua. (2011). First language and target language in the foreign language classroom. Language Teaching, 44(1), 64-77.

Malmkjær, Kirsten. (1998). Translation & Language Teaching: Language Teaching & Translation. Manchester, UK: St. Jerome.

Peverati, Costanza. (2009). Professionally oriented translation teaching in a modern-language faculty. An exploratory case-study. Translation Research Project, 2, 173-189.

Polio, Charlene G, & Duff, Patricia A. (1994). Teachers' language use in university foreign language classrooms: A qualitative analysis of English and target language alternation. The Modern Language Journal, 78(3), 313-326.

Turnbull, Miles, & Arnett, Katy. (2002). Teachers' uses of the Target and First Languages in Second and Foreign Language Classrooms. Annual review of applied linguistics, 22(1), 204-218.

Guidelines for Abstracts:

Abstracts for oral presentations must be submitted using email joy@mail.cjcu.edu.tw, by 30^th September 2013 (23:59 CET). The abstract should be no longer than 300 words and should be submitted in English. Please include: Title of Paper, Full Name(s), Current Position, Institutional Affiliation, an email address and at least 3 keywords that best describe the subject of your submission. Decisions are reached within 4 weeks. If you want to participate without presenting a paper, i.e. organize a mini conference or a panel (session), chair a session, review papers to be included in the conference proceedings, contribute to the editing of the conference proceedings, or any other contribution, please send email to Dr. Dahui Dong (dongdahui@mail.cjcu.edu.tw).

Language policy of the conference:

All presentations are to be made in English.

The University

Chang Jung Christian University (CJCU) is located in southern Taiwan. Affiliated with the Presbyterian Church in Taiwan, CJCU is committed to developing the God-given gifts and abilities of each student within a culture of love, respect, and service. The university was founded in 1992 but is the outgrowth of a vision that began more than one hundred years earlier with the founding of Chang Jung Senior High School, Taiwan’s first western-style high school, in 1885.

For further information, please see the conference website at:

http://sites.cjcu.edu.tw/dtis/page_C0205019.html

Or contact: dongdahui@mail.cjcu.edu.tw

Dr. Dahui Dong, Conference Chair

来源网站：http://www.meeting.edu.cn/meeting/notice/meetingAction-39445!detail.action