Multiple Voices in the Translation Classroom: Activities, tasks and projectsJohn Benjamins Publishing, 15.07.2004 - 259 Seiten The main aim of this book is to provide teaching ideas that can be adapted to different learning environments and that can be used with different language combinations. The pedagogical approach and the activities, tasks and projects are based on Communicative, Humanistic and Socioconstructivist principles: the students are actively involved in their learning process by making decisions and interacting with each other in a classroom setting that is a discussion forum and hands-on workshop.Clear aims are specified for the activities, which move from the most rudimentary level of the word, to the more complicated issues of syntax and, finally, to those of cultural difference. Moreover, they attempt to synthesize various translation theories, not only those based on linguistics, but those derived from cultural studies as well. This volume will be of interest to translation teachers, to foreign language teachers who wish to include translation in their classes, to graduates and professional translators interested in becoming teachers, and also to administrators exploring the possibility of starting a new translation programme. |
Im Buch
Ergebnisse 1-5 von 25
Seite 2
... field and as an expert in teaching. All the areas mentioned above can be taught either following the “read and translate” approach or following an interactive approach that encourages student participation and dialogue. The latter can ...
... field and as an expert in teaching. All the areas mentioned above can be taught either following the “read and translate” approach or following an interactive approach that encourages student participation and dialogue. The latter can ...
Seite 11
... field and then select, integrate and adapt the special characteristics of translation studies. The approaches cannot be identical because translation competence goes beyond language learning and has different objectives, but bridges can ...
... field and then select, integrate and adapt the special characteristics of translation studies. The approaches cannot be identical because translation competence goes beyond language learning and has different objectives, but bridges can ...
Seite 12
... fields of psychology, communication studies, linguistics, and cultural studies. The most well-known approaches that ... field and is breaking ground in its conclusions on the close relationship between learning and emotion (see Buzan ...
... fields of psychology, communication studies, linguistics, and cultural studies. The most well-known approaches that ... field and is breaking ground in its conclusions on the close relationship between learning and emotion (see Buzan ...
Seite 18
... fields of specialisation of the texts the students translate and discuss. Including as many real life situations as possible for the students to have the chance to live, however slightly, in the professional world. Moreover, a topic ...
... fields of specialisation of the texts the students translate and discuss. Including as many real life situations as possible for the students to have the chance to live, however slightly, in the professional world. Moreover, a topic ...
Seite 21
... field experts in the disciplines in which the students are translating. Ask professional translators and field experts to evaluate the students' work (Gonzalez Davies 1998a). Organise classes so that the students have to perform in a ...
... field experts in the disciplines in which the students are translating. Ask professional translators and field experts to evaluate the students' work (Gonzalez Davies 1998a). Organise classes so that the students have to perform in a ...
Inhalt
1 | |
9 | |
11 | |
35 | |
43 | |
45 | |
Learning through reflecting communicating and translating | 129 |
Glossary | 227 |
Notes | 235 |
References and further reading | 237 |
Selected electronic addresses of general interest | 253 |
Index | 257 |
Andere Ausgaben - Alle anzeigen
Multiple Voices in the Translation Classroom: Activities, Tasks and Projects Maria González Davies Eingeschränkte Leseprobe - 2004 |
Häufige Begriffe und Wortgruppen
60 minutes Steps advanced Grouping Individual approaches to translation Approximate timing 60 backtranslation Barcelona become aware bilingual blackboard Blade Runner calques carried Catalan cataract class discussion classroom communication context correct correspondence Costa Brava creativity cultural references definition degrees of fidelity develop resourcing skills dictionary Dragon Khan English exoticising explore false friends field fill film final find first five foreign language glossary Gonzalez Davies Grouping Pairs Approximate groups of three Hatim Hervey interpreting learning Level Beginners Grouping Level Flexible Grouping Level Intermediate linguistic meaning mind map mistranslations naturalising Orlistat pedagogical possible procedures professional translators reader reflect Replicantes Sample semantic semantic translation Social Constructivism solutions source text Spanish specific spotting and solving stage Steps Session students Approximate students sit target language target text teacher teaching tion transfer skills translation assignment translation competence translation problems Translation Studies translation training translator’s Universitat de Vic vocabulary What-a-Mess word play worksheet