Volume 35, Issue 1
  • ISSN 0924-1884
  • E-ISSN: 1569-9986
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This study uses an error-annotated, mass-media subset of a sentence-aligned, multi-parallel learner translator corpus to reveal source-language items that are challenging in English–Russian translation. Our data includes multiple translations of the most challenging source sentences, drawn from a large collection of student translations on the basis of error statistics. This sample was subjected to manual contrastive-comparative analysis, which resulted in a list of English items that were difficult for students. The outcome of the analysis was compared to the topics discussed in translation textbooks that are recommended for BA and specialist-degree students in Russia. We discuss items that deserve more prominence in training as well as items that call for improvements to traditional learning activities. This study presents evidence that a more empirically motivated design of the practical translation syllabus as part of translator education is required.


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