The Necessity of Modifying Teaching Methods in Practical Courses of Translation: A Proposal for Teaching Literary Translation

courses of translation at translation undergraduate level, presents a proposal for teaching literary translation. In this proposal, which is based on the social-constructivist approach, we have highlighted the supportive role that exercises and projects, as scaffolding tools, play in the learning process and, in their design, we have considered issues like synergy of theory and practice, translation student's needs and group work. From the perspective of the social-constructivist approach, translator training is a dynamic, interactive process based on learner empowerment, the emancipation of students from the domination of the teacher, and on learning as an essentially social activity. Accordingly, we have presented a proposal in which exercises and projects play a key role in the teaching and learning processes. It is our firm belief that student's translation competence cannot be improved by simply translating texts at a lower level of proficiency since competence at this level tends to be relatively conscious and rule-based. In this paper, therefore, we have given examples of exercises and projects, discussed their procedure, functions and purposes and elaborated on the way they contribute to the development of a unified whole in a given teaching unit.