The Resource Translation in undergraduate degree programmes, edited by Kirsten Malmkjær, (electronic resource)

Translation in undergraduate degree programmes, edited by Kirsten Malmkjær, (electronic resource)

Label
Translation in undergraduate degree programmes
Title
Translation in undergraduate degree programmes
Statement of responsibility
edited by Kirsten Malmkjær
Contributor
Subject
Genre
Language
  • eng
  • eng
Summary
This book brings together an international team of leading translation teachers and researchers to address concerns that are central in translation pedagogy. The authors address the location and weighting in translation curricula of learning and training, theory and practice, and the relationships between the profession, its practitioners, its professors and scholars. They explore the concepts of translator competence, skills and capacities and two papers report empirical studies designed to explore effects of the use of translation in language teaching. These are complemented by papers on stu
Member of
Cataloging source
MiAaPQ
Dewey number
418/.02/0711
Index
index present
Language note
English
LC call number
P306.5
LC item number
.T728 2004
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
http://library.link/vocab/relatedWorkOrContributorName
Malmkjær, Kirsten
Series statement
  • Benjamins translation library,
  • EST subseries
Series volume
v. 59.
http://library.link/vocab/subjectName
  • Translating and interpreting
  • Education, Higher
Label
Translation in undergraduate degree programmes, edited by Kirsten Malmkjær, (electronic resource)
Instantiates
Publication
Note
Description based upon print version of record
Bibliography note
Includes bibliographical references and index
Carrier category
online resource
Carrier category code
cr
Content category
text
Content type code
txt
Contents
  • Translation in Undergraduate Degree Programmes; Editorial page; Title page; LCC data; Table of contents; Introduction; Note; Reference; Translation studies; Note; References; The theory behind the practice; 1. Introduction: Ambulance drivers and ice-cream sellers; 2. Translator training or translator education?; 3. The educational priority of translation pedagogy: Prepare aware, resourceful and reflective professionals; 4. Pursuing educational aims: Some pitfalls; 5. Translator education: An Italian example; 6. A lesson to be drawn?; 7. Conclusion: Education, training, and ice-cream cones
  • ReferencesThe competencies required by the translator''s roles as a professional; Introduction; Competencies required by the translator''s roles; How can these competencies be developed?; Target text specification and planning; Text research; Text production; Text evaluation; Teaching translation according to the co-operative model ; Multilingual project ; Conclusion; References; Language learning for translators; Introduction; Stage 1: A translation-based, student-oriented pre-syllabus; Stage 2: A discourse-based, translation-oriented pre-syllabus; 1. Textual interaction
  • 2. Textual organisation3. Contrastive rhetoric; 4. Genres; Stage 3: A genre and task-based syllabus integrating Stages 1 and 2; Sample tasks; Notes; References; Appendix; Stage 1: A translation-based pre-syllabus; Stage 2: Discourse based translation-oriented pre-syllabus; Stage 3: Context and task-based syllabus integrating Stages 1 and 2; Undergraduate and postgraduate translation degrees; Introduction; Setting up an undergraduate degree; Teaching undergraduates; The learning process: Translation; Postgraduate studies; Teaching postgraduates; Conclusions; Notes; References
  • The role of translation studies within the framework of linguistic and literary studiesBackground; General aims; Curriculum constraints; The general framework of study; Changing assumptions; Strategies and techniques; Choice of texts; Motivating the students; Classroom approach; Two native speakers; Student evaluation; Conclusion; Notes; References; Corpus-aided language pedagogy for translator education; 1. Introduction; 2. Why corpus linguistics?; 3. Corpus-based translation studies; 4. Corpus-based language pedagogy; 5. Corpus-aided discovery learning and the education of translators
  • Example 1: Raising the learners'' awarenessExample 2: Developing communication skills; Example 3: Developing learning skills; 6. Conclusion; References; Developing professional translation competence without a notion of translation; Introduction: Translation as an object of research and as practice; Developing translation competence in the academic environment: Two scenarios; Scenario 1: Teaching translation as part of a language programme; Scenario 2: Teaching translation in a translation programme; Evaluation of the two scenarios; Notes; References
  • Are L2 learners more prone to err when they translate?*
Dimensions
unknown
Extent
1 online resource (208 p.)
Form of item
online
Isbn
9781282254763
Media category
computer
Media type code
c
Specific material designation
remote
System control number
  • (CKB)1000000000033660
  • (EBL)623241
  • (OCoLC)732804716
  • (SSID)ssj0000284976
  • (PQKBManifestationID)12113792
  • (PQKBTitleCode)TC0000284976
  • (PQKBWorkID)10277628
  • (PQKB)10281522
  • (SSID)ssj0000261603
  • (PQKBManifestationID)11241790
  • (PQKBTitleCode)TC0000261603
  • (PQKBWorkID)10276786
  • (PQKB)11079826
  • (MiAaPQ)EBC623241
  • (EXLCZ)991000000000033660
Label
Translation in undergraduate degree programmes, edited by Kirsten Malmkjær, (electronic resource)
Publication
Note
Description based upon print version of record
Bibliography note
Includes bibliographical references and index
Carrier category
online resource
Carrier category code
cr
Content category
text
Content type code
txt
Contents
  • Translation in Undergraduate Degree Programmes; Editorial page; Title page; LCC data; Table of contents; Introduction; Note; Reference; Translation studies; Note; References; The theory behind the practice; 1. Introduction: Ambulance drivers and ice-cream sellers; 2. Translator training or translator education?; 3. The educational priority of translation pedagogy: Prepare aware, resourceful and reflective professionals; 4. Pursuing educational aims: Some pitfalls; 5. Translator education: An Italian example; 6. A lesson to be drawn?; 7. Conclusion: Education, training, and ice-cream cones
  • ReferencesThe competencies required by the translator''s roles as a professional; Introduction; Competencies required by the translator''s roles; How can these competencies be developed?; Target text specification and planning; Text research; Text production; Text evaluation; Teaching translation according to the co-operative model ; Multilingual project ; Conclusion; References; Language learning for translators; Introduction; Stage 1: A translation-based, student-oriented pre-syllabus; Stage 2: A discourse-based, translation-oriented pre-syllabus; 1. Textual interaction
  • 2. Textual organisation3. Contrastive rhetoric; 4. Genres; Stage 3: A genre and task-based syllabus integrating Stages 1 and 2; Sample tasks; Notes; References; Appendix; Stage 1: A translation-based pre-syllabus; Stage 2: Discourse based translation-oriented pre-syllabus; Stage 3: Context and task-based syllabus integrating Stages 1 and 2; Undergraduate and postgraduate translation degrees; Introduction; Setting up an undergraduate degree; Teaching undergraduates; The learning process: Translation; Postgraduate studies; Teaching postgraduates; Conclusions; Notes; References
  • The role of translation studies within the framework of linguistic and literary studiesBackground; General aims; Curriculum constraints; The general framework of study; Changing assumptions; Strategies and techniques; Choice of texts; Motivating the students; Classroom approach; Two native speakers; Student evaluation; Conclusion; Notes; References; Corpus-aided language pedagogy for translator education; 1. Introduction; 2. Why corpus linguistics?; 3. Corpus-based translation studies; 4. Corpus-based language pedagogy; 5. Corpus-aided discovery learning and the education of translators
  • Example 1: Raising the learners'' awarenessExample 2: Developing communication skills; Example 3: Developing learning skills; 6. Conclusion; References; Developing professional translation competence without a notion of translation; Introduction: Translation as an object of research and as practice; Developing translation competence in the academic environment: Two scenarios; Scenario 1: Teaching translation as part of a language programme; Scenario 2: Teaching translation in a translation programme; Evaluation of the two scenarios; Notes; References
  • Are L2 learners more prone to err when they translate?*
Dimensions
unknown
Extent
1 online resource (208 p.)
Form of item
online
Isbn
9781282254763
Media category
computer
Media type code
c
Specific material designation
remote
System control number
  • (CKB)1000000000033660
  • (EBL)623241
  • (OCoLC)732804716
  • (SSID)ssj0000284976
  • (PQKBManifestationID)12113792
  • (PQKBTitleCode)TC0000284976
  • (PQKBWorkID)10277628
  • (PQKB)10281522
  • (SSID)ssj0000261603
  • (PQKBManifestationID)11241790
  • (PQKBTitleCode)TC0000261603
  • (PQKBWorkID)10276786
  • (PQKB)11079826
  • (MiAaPQ)EBC623241
  • (EXLCZ)991000000000033660

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