The book presents a comprehensive study of various cognitive and affective aspects of web searching for translation problem solving. Research into the use of the web as an external aid of consultation has frequently occupied a secondary position in the investigation of translation processes. The book aims to bridge this gap in the literature. Beginning with a detailed survey of previous studies of these processes, it then focuses on web search behaviors using qualitative and quantitative analysis that presents a multifaceted overview of translation-oriented web searching. The book concludes by addressing the implications for the teaching of and research into translators' web searching skills. With regard to teaching, the book's didactic discussions will make it a valuable tool for both translator trainers and translation students wanting to familiarize themselves with the intricacies of Web searching and to reflect upon the pedagogical implications of the study for acquiring online information literacy in translator training.

The book presents a comprehensive study of various cognitive and affective aspects of web searching for translation problem solving. Research into the use of the web as an external aid of consultation has frequently occupied a secondary position in the investigation of translation processes. The book aims to bridge this gap in the literature. Beginning with a detailed survey of previous studies of these processes, it then focuses on web search behaviors using qualitative and quantitative analysis that presents a multifaceted overview of translation-oriented web searching. The book concludes by addressing the implications for the teaching of and research into translators' web searching skills. With regard to teaching, the book's didactic discussions will make it a valuable tool for both translator trainers and translation students wanting to familiarize themselves with the intricacies of Web searching and to reflect upon the pedagogical implications of the study for acquiring online information literacy in translator training.

Situated Learning is generally understood as a context-dependent approach to translator and interpreter training under which learners are exposed to real-life and/or highly simulated collaborative work environments and tasks, both inside and outside the classroom. Ultimately, Situated Learning seeks to enhance learners' capacity to think and act like professionals. This book sets out to gauge the extent to which different factors influence the implementation of Situated Learning models in various teaching and learning contexts. It presents an understanding of Situated Learning that goes beyond previous interpretations of this notion, traditionally dominated by the discussion of pedagogical practices in authentic, i.e. real-world, or semi-authentic professional settings. This wider remit of Situated Learning encompasses previously underrepresented contextual factors pertaining to translation traditions, historical trends, community beliefs and customs, socio-economic constraints, market conditions, institutional practices, budgetary issues, or resource availability. The pedagogical considerations of these key aspects make this book particularly useful for both novice and seasoned teachers of translation and interpreting with an interest in informed practical advice on how to implement the principles of Situated Learning in collaborative teaching and learning environments that seek to promote translators' and/or interpreters' professional competence. This book was originally published as a special issue of The Interpreter and Translator Trainer.

Situated Learning is generally understood as a context-dependent approach to translator and interpreter training under which learners are exposed to real-life and/or highly simulated collaborative work environments and tasks, both inside and outside the classroom. Ultimately, Situated Learning seeks to enhance learners' capacity to think and act like professionals. This book sets out to gauge the extent to which different factors influence the implementation of Situated Learning models in various teaching and learning contexts. It presents an understanding of Situated Learning that goes beyond previous interpretations of this notion, traditionally dominated by the discussion of pedagogical practices in authentic, i.e. real-world, or semi-authentic professional settings. This wider remit of Situated Learning encompasses previously underrepresented contextual factors pertaining to translation traditions, historical trends, community beliefs and customs, socio-economic constraints, market conditions, institutional practices, budgetary issues, or resource availability. The pedagogical considerations of these key aspects make this book particularly useful for both novice and seasoned teachers of translation and interpreting with an interest in informed practical advice on how to implement the principles of Situated Learning in collaborative teaching and learning environments that seek to promote translators' and/or interpreters' professional competence. This book was originally published as a special issue of The Interpreter and Translator Trainer.