LEADER 05570nam 2200649Ia 450 001 9910822624903321 005 20200520144314.0 010 $a1-282-10490-X 010 $a9786612104909 010 $a90-272-9106-3 035 $a(CKB)1000000000722888 035 $a(SSID)ssj0000130979 035 $a(PQKBManifestationID)11134209 035 $a(PQKBTitleCode)TC0000130979 035 $a(PQKBWorkID)10098309 035 $a(PQKB)10326298 035 $a(MiAaPQ)EBC622386 035 $a(Au-PeEL)EBL622386 035 $a(CaPaEBR)ebr10279950 035 $a(CaONFJC)MIL210490 035 $a(OCoLC)646801393 035 $a(EXLCZ)991000000000722888 100 $a20080922d2009 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aCorpus use and translating $ecorpus use for learning to translate and learning corpus use to translate /$fedited by Allison Beeby, Patricia Rodriguez Ines and Pilar Sanchez-Gijon 205 $a1st ed. 210 $aAmsterdam ;$aPhiladelphia $cJohn Benjamins Pub. Co.$d2009 215 $a1 online resource (x, 151 p.) 225 1 $aBenjamins translation library,$x0929-7316 ;$vv. 82 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a90-272-2426-9 320 $aIncludes bibliographical references and index. 327 $aCorpus Use and Translating -- Editorial page -- Title page -- LCC data -- Table of contents -- List of editors and contributors -- Introduction -- References -- Using corpora and retrieval software as a source of materials for the translation classroom -- 1. The role of corpus-related resources in translator training -- 2. Pedagogic assumptions: Objectives and methodology -- 3. Designing corpus-related translation tasks -- 4. Conclusion -- References -- Appendix 1. Tasks with als and wenn for the German-Catalan translation classroom -- Appendix 2. A multiple choice task based on a corpus of student translations -- Appendix 3. Tasks with now for the English-Catalan translation classroom -- Appendix 4. References to text in COVALT corpus -- Safeguarding the lexicogrammatical environment: Translating semantic prosody -- Introduction -- 1. Studies on semantic prosody -- 2. The teaching module: Methodology and results -- 3. Discussion of the methodology adopted -- 4. Summing up: Corpus use and learning to translate -- References -- Are translations longer than source texts? A corpus-based study of explicitation -- 1. Introduction -- 2. Explicitation -- 3. Text length in COMPARA 5.2 -- 4. Results -- 5. Conclusions -- 6. Implications for translator education -- Acknowledgements -- References -- Arriving at equivalence: Making a case for comparable general reference corpora in translation studi -- 1. Introduction -- 2. Comparability and general reference corpora -- 3. Background to this research -- 4. Identifying translation equivalents -- 5. Native norms and creativity in translation -- 6. Discussion -- References -- Virtual corpora as documentation resources: Translating travel insurance documents (English-Spani -- 1. Introduction -- 2. Corpora in translation training -- 3. Guidelines for corpus creation -- 4. Determining corpus representativeness. 327 $a5. Using the corpus to translate -- 6. Conclusion -- References -- Developing documentation skills to build do-it-yourself corpora in the specialised translation cour -- 1. Specialised translation and the translator's needs -- 2. Documentation in translator training -- 3. The use of a DIY corpus as a documentation resource -- 4. Conclusions -- References -- Evaluating the process and not just the product when using corpora in translator education -- 1. Introduction -- 2. Theoretical background -- 3. Pedagogical framework and proposal -- 4. Results -- 5. Conclusions -- References -- Subject index -- The series Benjamins Translation Library. 330 $aProfessional translators are increasingly dependent on electronic resources, and trainee translators need to develop skills that allow them to make the best use of these resources. The aim of this book is to show how CULT (Corpus Use for Learning to Translate) methodologies can be used to prepare learning materials, and how novice translators can become autonomous users of corpora. Readers interested in translation studies, translator training and corpus linguistics will find the book particularly useful. Not only does it include practical, technical advice for using and learning to use corpora, but it also addresses important issues such as the balance between training and education and how CULT methodologies reinforce student autonomy and responsibility. Not only is this a good introduction to CULT, but it also incorporates the latest developments in this field, showing the advantages of using these methodologies in competence-based learning. 410 0$aBenjamins translation library ;$vv. 82. 606 $aTranslating and interpreting$xData processing 606 $aCorpora (Linguistics) 606 $aTranslators$xTraining of 615 0$aTranslating and interpreting$xData processing. 615 0$aCorpora (Linguistics) 615 0$aTranslators$xTraining of. 676 $a440 701 $aBeeby$b Allison$01661467 701 $aRodriguez Ines$b Patricia$01661468 701 $aSanchez-Gijon$b Pilar$01661469 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910822624903321 996 $aCorpus use and translating$94017396 997 $aUNINA