05882nam 2200757Ia 450 991045006720332120200520144314.01-282-25476-690-272-9497-697866122547651-4237-6234-7(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(Au-PeEL)EBL623241(CaPaEBR)ebr10073636(CaONFJC)MIL225476(EXLCZ)99100000000003366020040913d2004 uy 0engur|n|---|||||txtccrTranslation in undergraduate degree programmes[electronic resource] /edited by Kirsten MalmkjærPhiladelphia, PA John Benjamins20041 online resource (208 p.)Benjamins translation library,0929-7316 ;v. 59.EST subseriesDescription based upon print version of record.90-272-1665-7 1-58811-600-X Includes bibliographical references and index.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 conesReferencesThe 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 interaction2. 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; ReferencesThe 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 translatorsExample 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; ReferencesAre L2 learners more prone to err when they translate?*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 stuBenjamins translation library ;v. 59.Benjamins translation library.EST subseries.Translating and interpretingStudy and teaching (Higher)Education, HigherCurriculaElectronic books.Translating and interpretingStudy and teaching (Higher)Education, HigherCurricula.418/.02/0711Malmkjær Kirsten132290MiAaPQMiAaPQMiAaPQBOOK9910450067203321Translation in undergraduate degree programmes2484834UNINA01329nam0 22003493i 450 TO0067293920231121125840.020181015d1956 ||||0itac50 bafrefrz01i xxxe z01nBalzac par lui-memeGaetan PiconParisSeuilc1956191 p.ill.18 cmÉcrivains de toujours33001RAV01130302001 Écrivains de toujours33Picon, GaëtanRAVV018546070385964Balzac, Honoré : deCFIV000620Saint-Aubin, Horace : deBA1V004241Balzac, Honoré : deBalzak, Honoré : dëCFIV227042Balzac, Honoré : deGaudi, J.-L. <jeune>CFIV358335Balzac, Honoré : de˜Une œtête à l'enversUBOV808843Balzac, Honoré : dePikon, GaėtanBVEV108766Picon, GaëtanITIT-0120181015IT-FR0017 Biblioteca umanistica Giorgio ApreaFR0017 NTO00672939Biblioteca umanistica Giorgio Aprea 52MAG 15/217 52DUP0009012395 VMN RS A 2018101520181015 52Balzac par lui-meme150428UNICAS00963nam0 22002651i 450 UON0021476720231205103349.20320030730d1917 |0itac50 bahunHU|||| |||||Kék rókaSzinjáték három felvonásbanHerczeg Ferenc5. kiadBudapestSinger és Wolfner Kiadása191791 p.20 cm.HUBudapestUONL000090894.5112Letteratura ungherese. Letteratura drammatica21HERCZEGFerencUONV129756489073Singer es WolfnerUONV280053650ITSOL20250207RICASIBA - SISTEMA BIBLIOTECARIO DI ATENEOUONSIUON00214767SIBA - SISTEMA BIBLIOTECARIO DI ATENEOSI A HER 0001 SI MR 32068 5 0001 Kék róka1262668UNIOR