Suggests that trainee translators can be helped to move between the basic and advanced stages of training through practice in collocational translational stylistics. Describes the method and outlines its differences from monolingual stylistics. Illustrates the method with an example. (HB)

Presents data concerning the first stages of an ongoing empirical investigation into simultaneous interpreting skills and the best methods and strategies for teaching it. Discusses underlying premises, hypotheses, and objectives of the study as it is now planned. (HB)

Identifies component features which are important for the skill of interpreting. Discusses differences between interpreting and translation and between consecutive and simultaneous interpreting. Provides methods for teaching component skills of interpreting to students. (HB)

Argues that students in classrooms operate in an artificial situation when the teacher is the target audience. Describes a teaching experiment in which students assessed and avidly discussed the success of translations involving cultural features adapted to local audiences. (SR)

Outlines the method of translation of pragmatic texts from Finnish into French developed at the Department of Translation Studies of the University of Turku in Finland since the early 1980s. Focuses on the concept of the translation of texts in their real communicative situation. (HB)

Evaluates the use of oral translation as a second-language teaching activity. Shows that, with a proper regard for the principles of translation theory, translation can play a valuable role in second-language teaching and that translation should be an integral part of the language learning program. (HB)