| Summary: | This paper deals with the task of crossed collaborative revision involving two distant groups of students (in Forlì and Montpellier respectively), attending the first year of Master in Specialised Translation, and their teachers. The pedagogic activity set up during the Spring semester of the Academic year 2015-2016 (March 2016) aimed at familiarizing the trainee translators with a developing practice in the professional world : i.e. collaborative revision. From a pedagogic point of view the advantage is double, because the students are placed in the situation of being revised, and of revising translated texts in their mother tongue. If we extend this experience to include language learning, this practice perfectly meets the actional perspective (European Council, 2001) and more precisely the co-actional perspective, if we also refer to Puren (2004). First, we will proceed with a state of the art in didactics of specialised translation and we will focus specifically on revision. Then we will introduce a number of aspects of the tasks submitted to our students (texts, communication medium, steps). Finally, we will report the results, pointing out the contribution of collaborative revision for teaching purposes, and we will highlight the points to improve, with a view to renewing the experience.
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