As an area of research that continues to develop, the study of linguistics worldwide presents the opportunity for the improvement of cross-cultural communication through education and research. Language educators are charged with the task of instructing students to effectively communicate across cultures in a multi-lingual world. The "Handbook of Research on Teaching Methods in Language Translation and Interpretation" presents an interdisciplinary approach to educational contexts across cultures for the study of verbal and written linguistics in order to broaden students' communicative and problem solving abilities. This book is an essential reference source for academicians, researchers, professionals, and students in the fields of education and linguistics interested in the assessment and evaluation of pedagogical research to enhance learning methodologies and practices. Following a preface and acknowledgment section by the editors, this book contains the following chapters: (1) Competition and Collaboration in Translation Education: The Motivational Impact of Translation Contests (Tarek Shamma); (2) Team-Based Learning in Introductory Translation Courses (Melissa Wallace); (3) Style is Fiction and Non-Fiction: Applying Stylistic Methods and Strategies to Translation and Interpretation Teaching (Ilaria Rizzato); (4) Discourse Analysis in Translation Courses: The Question of Ideology and Culture (Natalia Kaloh Vid and Vlasta Kuciš); (5) Feasibility and Acceptability of In-Depth Annotated Parallel Corpus-Aided Translation Teaching (Hui Wang); (6) A Learner Corpus Study of Attributive Clauses and Passive Voice in Student Translations (Yvonne Tsai); (7) Financial Translation: First Steps towards Curricular Design (Elena Alcalde Peñalver); (8) The Role of Translation in Language Teaching: Back to GT in ELT? (Anna Maria D'Amore); (9) Translation Competence: Research Data in Multilateral and Interprofessional Collaborative Learning (Sonia Vandepitte, Birthe Mousten, Bruce Maylath, Suvi Isohella, Maria Teresa Musacchio, and Giuseppe Palumbo); (10) Translator Intercultural Competence: A Model, Learning Objectives, and Level Indicators (Maria Yarosh); (11) Defining and Developing Translation Competence for Didactic Purposes: Some Insights from Product-Oriented Research (Carla Quinci); (12) Intercultural Pragmatics and Text Typology: An Integrated Approach to Translation Teaching (Olaf Immanuel Seel); (13) The ATA Flowchart and Framework as a Differentiated Error-Marking Scale in Translation Teaching (Geoffrey S. Koby); (14) Evaluation in Specialized Translation Teaching: A New Method for Grading Scientific and Technical Translation Compulsory Activities (Lydia Brugué and Ruben Giró); (15) Psychology of Translation: Critical and Creative Thinking (Natalia Kashirina); (16) Translator Education and Metacognition: Towards Student-Centered Approaches to Translator Education (Álvaro Echeverr); (17) An Empirical Study of Students' Views on Theoretical Subjects: The Role of Theory in Translation Degrees at Spanish Universities (Pilar Ordóñez-López and Rosa Agost); (18) A Corpus-Based Comparison of Self-Reflection Modalities in Process-Oriented Translator Training (Erik Angelone); (20) Adapting Translator and Interpreter Training to the Job Market (George Ho); and (21) Cross-Fertilization of Training and Research in a Master's Program in Public Service Interpreting and Translation: Some Challenges and Results (Carmen Valero-Garcés). A section about the contributors and an index are included.