Abstract

This paper examines the pedagogical application of the Translation Quality Assessment (TQA) model proposed by Juliane House in translator training. Drawing on a functional–pragmatic perspective, it explores how key components of the model, particularly register (field, tenor, mode) and genre, can be integrated into the design and teaching of an advanced translation course at the Faculty of Foreign Languages, Hanoi University of Science and Technology. Framed as a pedagogical case study, the research analyzes course materials and classroom practices, with a lesson on English - Vietnamese invitation letter translation as an illustrative example. The findings suggest that this approach fosters systematic text analysis and supports a shift from sentence-level to discourse-level translation, while also highlighting practical challenges and pedagogical adjustments for translator training.

Keywords: English - Vietnamese translation, functional - pragmatic approach, Juliane House’s TQA model, translation education, translation quality assessment