Abstract

Students entering undergraduate translation programs tend to rely on their instructors’ general knowledge, and
indeed on information of whatever kind that can be gleaned from this source. At this stage, they still lack real world
knowledge and often language competence too. Hence, instructors worry about what they should include in their
introductory courses for such students. The present study tries to determine whether a learner-centered approach
to the problem, in which reading parallel texts and exposing beginners to information on a topic, its vocabulary
and structure, helps with understanding a source text and producing its target equivalent.

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