This paper is mainly concerned with the implications of cognitive linguistics for translation teaching, with an emphasis on the embodied cognition paradigm and social constructivist views of learning. Cognitive linguistics sheds new light on translation teaching by offering an embodied account for the cognitive trajectory of skill acquisition and translation expertise, which becomes a theoretical support for the embodied cognitive view of translation teaching. Having expounded the philosophy and pedagogy, and applying them into teaching design, this paper puts forward a cognitive task-driven teaching model, which puts emphasis on the learners’ cognitive development in the process of preparation, creation, reflection and discussion in an organic instructional system seamlessly connecting instruction, teamwork, and feedback. It is hoped that the study would provide inspiration not only for furthering research on translation education but also for planning more effective teaching methods.

Liwei Zou. A Study on the Development of Cognitive-based MTI Translation Competence. International Journal of New Developments in Education (2024), Vol. 6, Issue 4: 112-118. https://doi.org/10.25236/IJNDE.2024.060420.

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