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Translation and interpreting pedagogy in dialogue with other disciplines [electronic resource]

Translation and interpreting pedagogy in dialogue with other disciplines [electronic resource]

Material type
E-Book(소장)
Personal Author
Colina, Sonia. Angelelli, Claudia (Claudia V.).
Corporate Author
American Translation and Interpreting Studies Association.
Title Statement
Translation and interpreting pedagogy in dialogue with other disciplines [electronic resource] / edited by Sonia Colina, Claudia V. Angelelli.
Publication, Distribution, etc
Amsterdam ;   Philadelphia :   John Benjamins Publishing Company,   c2017.  
Physical Medium
1 online resource (vi, 154 p.).
Series Statement
Benjamins current topics,1874-0081 ; volume 90
ISBN
9789027265203 (pdf) 9027265208 (pdf) 9789027242785 (hb ; alk. paper)
General Note
Title from e-Book title page.  
A selection of papers from the American Translation and Interpreting Studies Association tenth anniversary conference. The American Translation and Interpreting Studies Association selected pedagogy as the theme of its tenth anniversary conference, held on March 29-31, 2012, at the University of Texas, Brownsville and Texas Southmost College.  
Content Notes
Translation and Interpreting Pedagogy in Dialogue with Other Disciplines; Editorial page; Title page; LCC data; Table of contents; T & I pedagogy in dialogue with other disciplines; References; Occasioning translator competence; Prologue; Introduction; 1. The emergence of a community of practice in translator education; 2. Situated translation; 3. Modernism and positivist pedagogical epistemology; 4. An initial step into postpositivism: From instruction to construction; 5. Social constructivism: Another step on the path toward emergence and occasioning.
Bibliography, Etc. Note
Includes bibliographical references and index.
이용가능한 다른형태자료
Issued also as a book.  
Subject Added Entry-Topical Term
Translating and interpreting --Study and teaching. Language arts (Higher) --Correlation with content subjects. Interdisciplinary approach in education.
Short cut
URL
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020 ▼a 9027265208 (pdf)
020 ▼a 9789027242785 (hb ; alk. paper)
035 ▼a (OCoLC)989726761
040 ▼a DLC ▼b eng ▼e rda ▼e pn ▼c DLC ▼d N$T ▼d YDX ▼d EBLCP ▼d IDEBK ▼d OCLCF ▼d OCLCO ▼d OCLCQ ▼d 211009
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082 0 0 ▼a 418/.02071 ▼2 23
084 ▼a 418.02071 ▼2 DDCK
090 ▼a 418.02071
245 0 0 ▼a Translation and interpreting pedagogy in dialogue with other disciplines ▼h [electronic resource] / ▼c edited by Sonia Colina, Claudia V. Angelelli.
260 ▼a Amsterdam ; ▼a Philadelphia : ▼b John Benjamins Publishing Company, ▼c c2017.
300 ▼a 1 online resource (vi, 154 p.).
490 1 ▼a Benjamins current topics, ▼x 1874-0081 ; ▼v volume 90
500 ▼a Title from e-Book title page.
500 ▼a A selection of papers from the American Translation and Interpreting Studies Association tenth anniversary conference. The American Translation and Interpreting Studies Association selected pedagogy as the theme of its tenth anniversary conference, held on March 29-31, 2012, at the University of Texas, Brownsville and Texas Southmost College.
504 ▼a Includes bibliographical references and index.
505 0 ▼a Translation and Interpreting Pedagogy in Dialogue with Other Disciplines; Editorial page; Title page; LCC data; Table of contents; T & I pedagogy in dialogue with other disciplines; References; Occasioning translator competence; Prologue; Introduction; 1. The emergence of a community of practice in translator education; 2. Situated translation; 3. Modernism and positivist pedagogical epistemology; 4. An initial step into postpositivism: From instruction to construction; 5. Social constructivism: Another step on the path toward emergence and occasioning.
505 8 ▼a 6. Beyond instruction: Teaching from a postmodern perspective7. A Heretical view of translation competence research; 8. A fractal model of emerging translator competence; References; The Internet in translation education; 1. Introduction; 2. Online translation and interpreting education; 2.1 Defining 'e-learning' and its different types; 2.2 Research into the teaching of translation and interpreting competences, skills or fields of specialization; 2.3 Didactics models on the Internet based on socio-constructivist approaches; 2.4 Issues in online learning.
505 8 ▼a 3. The Internet in professional settings and its impact on translation education: models and interrelations3.1 'Instrumental' or 'tools and resources' subcompetences and the use of the Internet; 3.2 Web corpora and translation education; 4. The Internet as the engine of new translation modalities and practices: From web localization to online crowdsourcing; 4.1 Crowdsourced and volunteer translation on the WWW; 5. Conclusions; References; Applying Task-Based Learning to translator education; 1. Introduction; 2. Literature review; 3. Methodology; Research questions; 3.1 Profile of participants.
505 8 ▼a 3.2 Research design4. Findings and discussion; 4.1 Learner developments in identifying and addressing key challenges; 4.1.1 Overall between-group differences; 4.1.2 Improvements in ST comprehension; 4.1.3 Research skills; 4.1.4 Building a relationship with a client; 4.1.5 Appropriate readability in a TT; 4.2 Learner perceptions of the usefulness of Task-Based Learning; 5. Concluding remarks; References; Appendix 1. Outline of the pilot program carried out after the earlier studies; Appendix 2. A holistic rubric used for feedback by professionals; Information about a descriptor of each scale.
505 8 ▼a Appendix 3 Source texts and translation briefs for tasks and report stagesI know languages, therefore, I can translate?; Introduction; Translation and language teaching; Translation competence and translation quality assessment (TQA) in translation education; Participants; Method; Results and discussion; Translation working habits; Use of translation aids; Translation quality; Conclusions; References; Secondary Sources; Appendix; Questionnaire; L2 proficiency as predictor of aptitude for interpreting; Introduction; Research rationale; L2 proficiency and interpreting; Problems in comprehension.
530 ▼a Issued also as a book.
538 ▼a Mode of access: World Wide Web.
650 0 ▼a Translating and interpreting ▼x Study and teaching.
650 0 ▼a Language arts (Higher) ▼x Correlation with content subjects.
650 0 ▼a Interdisciplinary approach in education.
700 1 ▼a Colina, Sonia.
700 1 ▼a Angelelli, Claudia ▼q (Claudia V.).
710 2 ▼a American Translation and Interpreting Studies Association.
830 0 ▼a Benjamins current topics ; ▼v v. 90.
856 4 0 ▼u https://oca.korea.ac.kr/link.n2s?url=http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1531898
945 ▼a KLPA
991 ▼a E-Book(소장)

Holdings Information

No. Location Call Number Accession No. Availability Due Date Make a Reservation Service
No. 1 Location Main Library/e-Book Collection/ Call Number CR 418.02071 Accession No. E14006561 Availability Loan can not(reference room) Due Date Make a Reservation Service M

Contents information

Table of Contents

Intro -- Translation and Interpreting Pedagogy in Dialogue with Other Disciplines -- Editorial page -- Title page -- LCC data -- Table of contents -- T&I pedagogy in dialogue with other disciplines -- References -- Occasioning translator competence -- Prologue -- Introduction -- 1. The emergence of a community of practice in translator education -- 2. Situated translation -- 3. Modernism and positivist pedagogical epistemology -- 4. An initial step into postpositivism: From instruction to construction -- 5. Social constructivism: Another step on the path toward emergence and occasioning -- 6. Beyond instruction: Teaching from a postmodern perspective -- 7. A Heretical view of translation competence research -- 8. A fractal model of emerging translator competence -- References -- The Internet in translation education -- 1. Introduction -- 2. Online translation and interpreting education -- 2.1 Defining ‘e-learning’ and its different types -- 2.2 Research into the teaching of translation and interpreting competences, skills or fields of specialization -- 2.3 Didactics models on the Internet based on socio-constructivist approaches -- 2.4 Issues in online learning -- 3. The Internet in professional settings and its impact on translation education: models and interrelations -- 3.1 ‘Instrumental’ or ‘tools and resources’ subcompetences and the use of the Internet -- 3.2 Web corpora and translation education -- 4. The Internet as the engine of new translation modalities and practices: From web localization to online crowdsourcing -- 4.1 Crowdsourced and volunteer translation on the WWW -- 5. Conclusions -- References -- Applying Task-Based Learning to translator education -- 1. Introduction -- 2. Literature review -- 3. Methodology -- Research questions -- 3.1 Profile of participants -- 3.2 Research design -- 4. Findings and discussion -- 4.1 Learner developments in identifying and addressing key challenges -- 4.1.1 Overall between-group differences -- 4.1.2 Improvements in ST comprehension -- 4.1.3 Research skills -- 4.1.4 Building a relationship with a client -- 4.1.5 Appropriate readability in a TT -- 4.2 Learner perceptions of the usefulness of Task-Based Learning -- 5. Concluding remarks -- References -- Appendix 1. Outline of the pilot program carried out after the earlier studies -- Appendix 2. A holistic rubric used for feedback by professionals -- Information about a descriptor of each scale -- Appendix 3 Source texts and translation briefs for tasks and report stages -- I know languages, therefore, I can translate? -- Introduction -- Translation and language teaching -- Translation competence and translation quality assessment (TQA) in translation education -- Participants -- Method -- Results and discussion -- Translation working habits -- Use of translation aids -- Translation quality -- Conclusions -- References -- Secondary Sources -- Appendix -- Questionnaire -- L2 proficiency as predictor of aptitude for interpreting -- Introduction -- Research rationale -- L2 proficiency and interpreting -- Problems in comprehension -- Interpreting as process -- The current study -- Method -- Participants -- Tests -- Sociolinguistic profile questionnaire -- L2 listening comprehension test (TOEFL) -- Interpreting test -- Post-L2 intensive training interview -- Materials -- Length of training -- Procedures and equipment -- Results and discussion -- Qualitative data analysis -- L2 listening comprehension post-module questionnaire -- Post-intensive training interview -- Quantitative data analysis -- Consecutive interpreting test results -- Comparison between TOEFL higher and lower groups -- Triangulation -- Discussion and conclusions -- Acknowledgements -- References -- Reacting to Translations Past -- 1. Introduction: The Reacting to the Past model -- 2. Case study: Reacting to the Past in an undergraduate translation theory course -- 2.1 Game 1: William Tyndale and the English translation of the Bible -- 2.2 Game 2: CAN/CGSB-131.10–2008, The Canadian Standard for Translation Services -- 3. Survey results: Student reactions to the RTTP model -- 4. Conclusions -- References -- Notes on contributors -- Notes on contributors -- .

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