LEADER 05882nam 2200757Ia 450 001 9910450067203321 005 20200520144314.0 010 $a1-282-25476-6 010 $a90-272-9497-6 010 $a9786612254765 010 $a1-4237-6234-7 035 $a(CKB)1000000000033660 035 $a(EBL)623241 035 $a(OCoLC)732804716 035 $a(SSID)ssj0000284976 035 $a(PQKBManifestationID)12113792 035 $a(PQKBTitleCode)TC0000284976 035 $a(PQKBWorkID)10277628 035 $a(PQKB)10281522 035 $a(SSID)ssj0000261603 035 $a(PQKBManifestationID)11241790 035 $a(PQKBTitleCode)TC0000261603 035 $a(PQKBWorkID)10276786 035 $a(PQKB)11079826 035 $a(MiAaPQ)EBC623241 035 $a(Au-PeEL)EBL623241 035 $a(CaPaEBR)ebr10073636 035 $a(CaONFJC)MIL225476 035 $a(EXLCZ)991000000000033660 100 $a20040913d2004 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aTranslation in undergraduate degree programmes$b[electronic resource] /$fedited by Kirsten Malmkjær 210 $aPhiladelphia, PA $cJohn Benjamins$d2004 215 $a1 online resource (208 p.) 225 1 $aBenjamins translation library,$x0929-7316 ;$vv. 59.$aEST subseries 300 $aDescription based upon print version of record. 311 $a90-272-1665-7 311 $a1-58811-600-X 320 $aIncludes bibliographical references and index. 327 $aTranslation 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 327 $aReferencesThe 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 327 $a2. 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 327 $aThe 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 327 $aExample 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 327 $aAre L2 learners more prone to err when they translate?* 330 $aThis book brings together an international team of leading translation teachers and researchers to address concerns that are central in translation pedagogy. The authors address the location and weighting in translation curricula of learning and training, theory and practice, and the relationships between the profession, its practitioners, its professors and scholars. They explore the concepts of translator competence, skills and capacities and two papers report empirical studies designed to explore effects of the use of translation in language teaching. These are complemented by papers on stu 410 0$aBenjamins translation library ;$vv. 59. 410 0$aBenjamins translation library.$pEST subseries. 606 $aTranslating and interpreting$xStudy and teaching (Higher) 606 $aEducation, Higher$xCurricula 608 $aElectronic books. 615 0$aTranslating and interpreting$xStudy and teaching (Higher) 615 0$aEducation, Higher$xCurricula. 676 $a418/.02/0711 701 $aMalmkjær$b Kirsten$0132290 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910450067203321 996 $aTranslation in undergraduate degree programmes$92484834 997 $aUNINA