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 33
Seite viii
... solutions 190 Activity 65. Sorting out the message 196 Activity 66. (Monitored) Sight translation 198 Activity 67. Peer editing 198 Activity 68. Text-checking 199 Activity 69. Note-taking 201 Activity 70. Iigsaw translation 201 Task 19 ...
... solutions 190 Activity 65. Sorting out the message 196 Activity 66. (Monitored) Sight translation 198 Activity 67. Peer editing 198 Activity 68. Text-checking 199 Activity 69. Note-taking 201 Activity 70. Iigsaw translation 201 Task 19 ...
Seite 14
... solutions — sometimes called strategies or procedures — to specific problems, on the discussion about what goes on in the translator's mind and on exploring what lies behind translation competence. Transference skills are the main area ...
... solutions — sometimes called strategies or procedures — to specific problems, on the discussion about what goes on in the translator's mind and on exploring what lies behind translation competence. Transference skills are the main area ...
Seite 21
... solutions, too. Assess translated texts and retranslate them partially or completely, if necessary. Always include the translation assignment clearly, i.e., a potential initiator, client, reader, publication, for whom or which they are ...
... solutions, too. Assess translated texts and retranslate them partially or completely, if necessary. Always include the translation assignment clearly, i.e., a potential initiator, client, reader, publication, for whom or which they are ...
Seite 26
... solutions). Suggestions for translation (from class discussions): a. keep the same context, register and meaning b. use solutions on a cline between total creativity and compensation: >(> * X' >l> X' X' * literal elision translation ...
... solutions). Suggestions for translation (from class discussions): a. keep the same context, register and meaning b. use solutions on a cline between total creativity and compensation: >(> * X' >l> X' X' * literal elision translation ...
Seite 34
... solution I plus 1 or 2 commission. unsuitable solution I minus 1 Target Text Legibility: register, coherence, cohe- 2 or 3 ... solutions. Total: 10 (Professional) Holistic marking system a. This translation transmits the source message ...
... solution I plus 1 or 2 commission. unsuitable solution I minus 1 Target Text Legibility: register, coherence, cohe- 2 or 3 ... solutions. Total: 10 (Professional) Holistic marking system a. This translation transmits the source message ...
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