Teaching reduction strategies in translation

Abstract As learners, semi‐professional translators often lack a fully developed notion of ‘communication’, which in fact results in an element‐oriented attitude to translation. This article describes how communication in reduced oral language can pave the way for an understanding of the importance of the communicative aspect in translation. By means of examples from teaching situations, from research using think‐aloud protocols and retrospection, and from professional translation, the author then proceeds to demonstrate that reduction is an important principle, not only in interlanguage, but also in professional translation.