Course description and study program requires specific educational criteria. The primary criteria are a thorough study plan inclusive of resources available and accessible to the study of that particular course. However, if a study program is solely based upon the level of students and availability of resources, and non- academic parameters, the consequences would be as such: the quality of work would be destroyed and put under question and ultimately would result in a waste of human effort. Thus a curriculum or study program should be accorded to the needs and requirements of the present time as needs and expectations are rapidly changing. Experience gained from the last few teaching years offers a positive insight to the academic staff to probe critically into the syllabus of undergraduate courses in German language translation and hopefully this will remedy the inborn deficiencies of several courses that have been weak in terms of structure and content.

Training competent translators who can effectively and readily meet the needs of the translation market is currently a major challenge for translation instructors,however, L2 teaching methodologies have marked a more accelerated progress in general. The present study was an interdisciplinary effort to examine the possibility of transferring these achievements to translation instruction, with a particular focus on Task-Based Language teaching. To this end, first, the components of Task-Based translation teaching (TBTT) were extracted by reviewing the related literature, administrating an open-ended questionnaire to 17 translation instructors, and using Delphi technique with a panel of six experts. The findings pointed at 6 main components for TBTT, namely Authenticity and Contextualization, Balanced Focus on Meaning and Form, Process-orientedness, Interactivity, Learner-centeredness, Reflectivity and Evaluation, comprising 22 subcomponents. Next, a three-hour workshop was designed based on the same components and subcomponents to put the proposed framework on trial. The merits and demerits of practically implementing this framework was elicited from the 10 participants via a semi-structured interview. Content analysis of the interview transcriptions revealed a general positive attitude on the side of the learners despite some criticisms leveled at the method. While the most frequently stated advantage was the collaborative and student-centered nature of the method, the primary drawback was stated as its being time-consuming and challenging for teachers to design and operationalize. These findings can help translation instructors to revise or revisit their curricula and lesson plans or serve as a model for future endeavors in updating teaching methodologies in translation.

The polite listener In England stares at the speaker attentively and blinks his eyes occasionally as a sign of interest. That eye-blink says nothing to Americans, who expect the listener to nod or to murmur something such as "mm - hmm”. And in some parts of  Far East, it is impolite to look at the other person at all during conversation.It is often argued that, in teaching foreign languages, culture and language are interwoven in a way that it is not possible to present language without its culture. However, until a new method of teaching language, called communicative approach, which is sociolinguistically oriented, had not come into existence, this belief was not used to be observed in textbooks and language classes. This method intends to create situations in the classroom in which foreign language can be used as naturally and authentically as the native speakers of target language use it for communicative purposes.The problem of teaching culture, nevertheless, does not end here. Nowadays, foreign languages are taught with different and varied objectives. Is it necessary for all foreign language learners to get familiar with the culture of foreign language they are supposed to learn? As Schumann (1984) claims, is it true that second language learning is impossible, unless one gives up his/her own native culture and adopts the culture of foreign language community? What are some relevant issues regarding teaching English in Iran? These are actually some basic questions raised in this article. Whereas definite answers are not necessarily provided in this paper, some areas of research related to culture, and teaching foreign language are put forward.

Nowadays, translation has established its prominent position among the significant branches of Humanities and its effects and significance in the culture and reflection of the nations have been widely recognized. At the same time, literature has put emphasis on importance of the needs and concerns posed by scholars involved in translation, especially translation instructors. The present study is an attempt to pinpoint current issues in teaching translation and suggestionsproposed by the instructorsto improve both quantitative and qualitative aspects of teaching translation in the universities.

teaching translation is a challenging task for teachers and students of foreign languages, and practitioners of Arabic language and literature do not constitute an exception. To overcome this problem, and prepare the students to join the work forcein the market through their expertise, not just their degree which is necessary in its own termsin providing a road map for courses that will help students in translating. In this paper, we attempted to provide a road map for the teaching of translation in classroom basedon our experiences and studies that we have had in the field of translation. We also tried to discuss what we should avoid, and show objectives of this lesson and post graduate studies in translation. Another goal was to find a way to teach translation in classrooms with a short look at the procedures that are followed by prestigious universities in the world; these objectives and strategies are presented in both short and long term manner. At the end, this article ended insome results, and the most important of these results include the following: the curriculum should be developed to have more practice-oriented and student-centered headlines.

The 20th Century besides being an era of cultural and scientific ideas, is also respected as a linguistic century. This field of science despite the human necessity of dealing with communication and of strengthening international relations is not considered as a science of philology but only known as an active and a useful element in the transmission and exchange of ideas. The 21st century is considered as a "plurilinguistic century" for linguistics. Some linguistic sciences such as: semantics, sociolinguistics, discourse analysis, and psycholinguistics have played an important part in the linguistics field. The investigation carried out in applied linguistics in the present century and the role performed in the formation of translators has led this branch of science to become independent. Nevertheless most of the investigations and studies have been carried out in a technical language which in many occasions has not been understood by students and as a result they are lost in the labyrinth of expressions and concepts of words. Therefore, this study tends to investigate the history of translation and also adequate ways for teaching translation in universities.

This qualitative study is an attempt to gain insights into the competence and sub-competencies required for a successful English and Persian translation teacher in the context of undergraduate education in Iran. To this end, 95 senior graduate and undergraduate students of English translation and 13 experienced translation teachers in Iranian universities were invited to participate in the study. Using focus-group and in-depth interviews, two sets of qualitative data were collected and analyzed through open, axial, and selective coding procedures of Grounded Theory. According to the students, translation teaching competence includes the components of pedagogical knowledge, content knowledge, and psychological-personality competence, while the teachers believed in pedagogical knowledge, content knowledge, and mental-personality competence as the underlying constructs. Whereas content knowledge and pedagogical knowledge are mainly common in the views of the students and teachers, psychological-personality and mental-personality sub-competences are the factors which are not shared by the two groups.

Developing the appropriate linguistic and documentation skills in specialised domains is one of the greatest challenges in English for Specific Purposes (ESP) courses. Among other tools, corpora are intended as efficient resources students can use to improve and develop their thematic, terminological, and phraseological knowledge (Sá nchez Ramos, 2020). Based on a non-experimental mixed-methods study, this paper reports the feasibility of a corpus-based approach to teaching medical translation at a postgraduate level. It analyses how a group of 40 postgraduate students at the University of Alcalá (Madrid, Spain) perceive the compilation of their own corpus and the usefulness of corpus management tools (CMTs) in solving thematic, terminological, and phraseological issues. The software LancsBox (Lancaster University) was used, which is a recently created CMT that incorporates automatic tagging, cutting-edge statistics information, and innovative visualization options. The quantitative and qualitative analyses of this data suggest that the ESP students were highly satisfied with the corpus-based approach. Our findings also reveal that postgraduate students incorporated CMTs during the whole course as documentation resources for their translation tasks, and they are willing to use them in their near future professional career. These results show the potential usefulness of CMTs and offer a way of integrating them into the ESP curriculum.

teaching French translation in Iran has been studied from different angles so far and its flaws and the problems encountered by students in this field have been repeatedly evaluated. However, it seems that researchers in Iran have not taken into account the problem of polysemic words and the translation of this ambiguous phenomenon. Hence, we have decided to study this phenomenon in university classes where students are trained to translate texts from French language to Persian. In this regard, considering the characteristics of the polysemic words and the ability of French translation students to recognize and then translate them properly in Persian, with a glance to Holmes/Toury map of translation studies and especially its functional branch, which includes teaching/learning translation and related methodologies and dictionaries as tools in this field among others. Therefore, we emphasize on the importance of training French translation students and the correct use of dictionaries according to Holmes/Toury theory. On the other hand, Katharina Reiss’ (German linguist and translator scholar) theory of translation and text typology (informative, expressive and operative) and their application have been used in this research. Usually, in translation classes at Iranian universities, informative and expressive texts are present and we used these two types of texts in our corpus as well. Also, we have utilized the theory of PACTE group from its translation competence in educational environments, through two tests among 32 undergraduate French translation students divided in two groups, as well as a review of the translation of the book written by French philosopher and writer of eighteenth century, Jean-Jacques Rousseau, Le Choix de lettres de Jean-Jacques Rousseau, translated by eight master and Ph. D. students in the field of French translation and French literature to scrutinize this particular problem. In the first case, we had advised to the first group to use only French-Persian dictionaires and to the second group to use not only the latter but also to consult inevitably French-French dictionaires in order to translate correctly the texts. More than two-thirds of the first group of students who used only French-Persian dictionaries failed to properly translate sentences containing this type of vocabulary, while in the second group the results were considerably satisfying. Among the graduate students, this problem still persists. It seems that finding the right equivalent for this kind of vocabulary, especially for French translation students who do not have sufficient knowledge of the language, seems complicated. This is because polysemic words can usually have different meanings in different contexts. French-Persian dictionaires on the market do not always contain all the meanings associated with polysemic words, which will make it even harder for the students to deal with the translation. Also, it seems from the sample translations of undergraduate and graduate students, this problem requires a fundamental solution from the very beginning of their studies. Explaining this problem to the students and informing them about this phenomenon and the gaps in French-Persian dictionaries is one of the first things that should be presented in translation classes. On the other hand, editing these dictionaries by their publishers or publishing new ones with regard to semantic ambiguities in French seems important. It also seems necessary to use monolingual dictionaries to find the appropriate equivalent of a word in the text.