Abstract
This study introduces the model of Task-Based Translation Teaching (TBTT), which aims to restructure translation pedagogy in line with the principles of task-based learning. Traditional approaches to translation teaching have often been characterized by teacher-centered and product-oriented practices that fail to sufficiently make visible students’ decision-making processes, strategic choices, and the development of professional competences throughout translation activities. In response to these limitations, the TBTT model conceptualizes translation teaching as a process-oriented pedagogical cycle comprising genre and context analysis, terminology and norm negotiation, linguistic and strategic analysis, translation production, translation negotiation, editorial revision, and reflective practice.
The model draws theoretically on the literature of Task-Based Language Teaching (TBLT), while reconfiguring its core principles to address the specific requirements of translation pedagogy. The main components of TBTT include genre-based text analysis, role-card-based collaborative learning, justification of translation decisions, and process-oriented assessment. The study outlines the theoretical foundations of the model, discusses its distinctions from conventional TBLT frameworks, and elaborates on task typology and the pedagogical use of role cards in translation training. To demonstrate the practical applicability of the model, two sample lesson designs are presented in the contexts of legal translation and literary translation.
In addition, the study discusses the pedagogical limitations of the proposed model and identifies possible directions for future research. Overall, TBTT offers a comprehensive, genre-sensitive, and professionally oriented pedagogical framework that moves beyond product-based translation exercises and seeks to develop students’ analytical, decision-making, negotiation, revision, and reflective competences throughout the translation process.
Keywords: translation pedagogy, task-based learning, task-based translation teaching, genre-oriented translation, role-card pedagogy, process-oriented assessment, TBLT, TBTT