Corpora in translation teaching and learning

Abstract

Based on an ongoing experiment at the Advanced School of Translators and Interpreters (ASTI), University of Buea, Cameroon, the present article discusses the rationale for what is referred to as the Translation Teaching and Learning Corpus (TTLC) project. There is argument for the distinction between general corpora and those that may be designed for specific purposes and properly itemised teaching/learning tasks, with particular emphasis on the development of corpus models that give priority to actual learner needs and integrate both language-based and processbased translating skills. Hence, the importance of the three major components of TTLC discussed: the learner translation corpus, the discourse-item and process-item sub-corpora.