By Kirsten Malmkjaer
ISBN-10: 1423762347
ISBN-13: 9781423762348
ISBN-10: 9027216657
ISBN-13: 9789027216656
This booklet brings jointly a global workforce of major translation academics and researchers to handle matters which are principal in translation pedagogy. The authors handle the positioning and weighting in translation curricula of studying and coaching, concept and perform, and the relationships among the career, its practitioners, its professors and students. They discover the innovations of translator competence, talents and capacities and papers document empirical reviews designed to discover results of using translation in language educating. those are complemented through papers on scholar success and attitudes to translation in programmes that aren't basically designed with potential translators in brain, and through papers that debate language instructing inside of devoted translation programmes. The advent and the remaining paper examine a few reasons and outcomes of the bizarre relationships that audio system of English need to different languages, to translation and eventually, probably, to their "own" language.
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Extra info for Translation in Undergraduate Degree Programmes (Benjamins Translation Library)
Sample text
Role-playing is one way of doing this. Medical students are nowadays taught how to deal with patients very early in their training by putting them into real situations – under supervision, of course, and naturally in situations where they can do no real harm to anyone! The situations in which student translators are placed should also be firmly controlled at first. Using texts that have been translated in a real situation the teacher can take the role of client, expert consultant, or language reviser (teaching translation into the non-mother tongue the trainer very often plays that role anyway).
C. (1993). Language Engineering and Translation: Consequences of Automation. Amsterdam and Philadelphia: John Benjamins Publishing Co. Samuelsson-Brown, G. (1998). A Practical Guide for Translators: Third Revised Edition. Clevedon: Multilingual Matters Ltd. Language learning for translators Designing a syllabus Allison Beeby Introduction The general context of the proposal presented in this chapter is language learning as a part of an undergraduate degree designed to train professional translators.
Undergraduate courses should focus decidedly on education, adopting curricula and methodologies which take into account the specific professional requirements of language mediators and cater for these by providing learners with the awareness, resourcefulness and reflectiveness that they will certainly require, no matter what their specific professional niche will be. The pedagogic approach adopted in the various courses, be they translation theory and practice, linguistics and language, or law and economics courses, should be consistent and oriented towards the goal of developing (translation-related) capacity, in the widest possible sense of the notion.
Translation in Undergraduate Degree Programmes (Benjamins Translation Library) by Kirsten Malmkjaer
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