Abstract

Directionality of translation has been traditionally ignored theoretically and practically at home and abroad for a long time, even though some experts have challenged it a lot. The situation in China calls for translation from LA to LB, and of course for translation teaching and learning in this domain. So, based on existing academic and practical contributions in the fields of task, task-based pedagogy, assessing theory and C-E translation competence, the paper tends to construct an integrated pedagogical model of C-E translation teaching and learning.

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