Students deep further in the translation methods and individual translational issues. At the same time, students are initiated into documentation and learn to form thematic envelopes.

The specific objectives of the course are to cultivate skills in:

• recognition of the communication conditions governing the translation,

• capturing the meaning of the text to be translated ough its systematic analysis,

• production of reliable translations taking into account the communication conditions governing the translation,

• use of complex documentation sources

Week 1: Analysis and translation of text

Week 2: Correction of translation done at home and error analysis

Week 3: Analysis and translation of text

Week 4: Correction of translation done at home and error analysis

Week 5: Analysis and translation of text

Week 6: Correction of translation done at home and error analysis

Week 7: Analysis and translation of text

Week 8: Correction of translation done at home and error analysis

Week 9: Analysis and translation of text

Week 10: Correction of translation done at home and error analysis

Week 11: Analysis and translation of text

Week 12: Correction of translation done at home and error analysis

Week 13: Analysis and translation of text

• Delisle, J. (1984), L'analyse du discours comme méthode de traduction, Ottawa : Éditions de l'Université d'Ottawa

• Durieux Christine, (1995): Apprendre à traduire, Maison du Dictionnaire, Paris.

• Gile Daniel, (2005): La traduction. La comprendre, l'apprendre, PUF, Paris.

• Kussmaul, P. (1995), Training the Translator, Amsterdam: John Benjamins Publishing Co

• Lederer, M. (1994), La traduction aujourd’hui, Paris : Hachette

• Politis Michel, (2007): « L’apport de la psychologie cognitive à la didactique de la traduction », META, vol. 52-1, Presses de l’Université de Montréal, Montréal.

• Πολίτης Μιχάλης, (2002): «Η αξιολόγηση των μεταφραστικών λαθών», Recherches en Linguistique Grecque, Laboratoire Théorie et description linguistique (THEDEL) de l'Université René Descartes, Éditions Le Harmattan, Paris

• Πολίτης Μιχάλης, (2007): «Νέες προοπτικές της Μεταφρασιολογίας υπό το πρίσμα της Γνωσιακής Ψυχολογίας», 20 χρόνια ΤΞΓΜΔ. Επετειακός τόμος, Εκδόσεις Δίαυλος, Αθήνα. 2012

• Πολίτης Μιχάλης (2012), Ζητήματα γνωσιακής προσέγγισης της Διδακτικής της Μετάφρασης, Εκδόσεις ΑΝΑΤΟΛΙΚΟΣ, Αθήνα

Through special exercises, based on the cognitive approach of Translation, students are familiarizing with the translaton of texts with an increased degree of translational difficulty.

From the first lesson students are trained in the use of information and communication technologies (ICT) useful for the production of translations and electronic communication. Special emphasis is given to the utilization of applications for the production and sharing of documents, video communication, organization and planning of works, etc.

At the end of the semester, students are assessed as follows:

• They are asked to translate text of a relatively high degree of translational difficulty of 200 to 250 words. The purpose of this test is to control the degree of assimilation by the students of the methods presented in the course during the semester (80% of the final grade).

• They are asked to respond briefly to clarifying questions related to the text to be translated (20% of the final grade).

The bilingual and monolingual dictionaries, as well as other tools such as grammar, verbatim textbooks, etc., are allowed to be used.