El desarrollo de la competencia lingüística del intérprete: hacia un fundamento sólido para una actividad cognitiva exigente

Abstract

This paper addresses the specific needs of interpreting trainees within TILLT. The proposal is based on a) models of the representation of (bilingual) lexical knowledge, b) the constraints the cognitive activity of interpreting imposes on language comprehension and production processes taking place simultaneously during interpreting, and c) a review of how the literature on interpreter training and on TILLT addresses the language training needs of future interpreters. In view of these findings, it is argued that both future interpreters and translators would benefit from a TILLT curriculum that not only places greater emphasis on the spoken language but also on bilingual lexical competence.