This collection of essays brings to the fore some of the most pressing concerns in the training of translators and interpreters. It does so by acknowledging the primary role of research in both the development and the results of that training. The eleven chapters of the book, authored by a range of established international scholars, touch on the interlocking nature of didactics and research and address advances in cognitive processes, quality assessment and socio-professional issues with regard to their significance for translation and interpreting training. With this volume, the editors aim to illustrate some of the most recent insights into the interplay between scientific progress and the educational stages of prospective translators and interpreters.

This volume brings together a number of corpus-based studies dealing with language varieties. These contributions focus on contemporary lines of research interests, and include language teaching and learning, translation, domain-specific grammatical and textual phenomena, linguistic variation and gender, among others. Corpora used in these studies range from highly specialized texts, including earlier scientific texts, to regional varieties. Under the umbrella of corpus linguistics, scholars also apply other distinct methodological approaches to their data in order to offer new insights into old and new topics in linguistics and applied linguistics. Another important contribution of this book lies in the obvious didactic implications of the results obtained in the individual chapters for domain-based language teaching.