A Proposed Genre Task-Based Model for Teaching Medical Translation | ||||
| Bulletin of The Faculty of Languages & Translation | ||||
| Volume 29, Issue 2, July 2025, Page 567-597 PDF (976.72 K) | ||||
| Document Type: Original Article | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Ghuzayyil Mohammed Al-Otaibi | ||||
| English Language Department, College of Language Sciences, King Saud University, Riyadh, Kingdom of Saudi Arabia | ||||
| Abstract | ||||
| Producing an accurate translation means communicating meaning successfully to the target text's recipients. It also implies preserving the various relations that the source text exhibits. Hence, translators should first analyze the source text before producing its translation. Medical translation is a technical translation and includes various text types that do not form a homogenous group. However, translator trainers focus only on one text type in class, and less exposure to other text types is expected. The current proposal suggests an integrated approach of Task-Based Learning Teaching (TBLT) and Genre-Based Pedagogy (GBP) for medical translation instruction, where attention is paid to text analysis. As TBLT enhances interactivity, critical thinking, problem solving, learner autonomy, etc., GBP encourages exposure to various genre conventions and enhances textual analysis. The suggested integrated model is of three stages (i.e., pre-tasking, tasking, post-tasking, including reporting, analysis, revision, and reflection) and ensures activating several components in the translation competence. Besides proposing a model to follow in class, the researcher designs a syllabus that gives importance to certain genres (e.g., forms, emails, policies, terms and conditions, reports, etc.), skills (e.g., using dictionary, having good research skills, using technology, and time management), and evaluation criteria. | ||||
| Keywords | ||||
| Genre-Based Pedagogy; medical translation; Task-Based Learning Teaching; translation competence; translation teaching | ||||
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