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Tracks and Treks in Translation Studies -- Editorial page -- Title page -- LCC data -- Table of contents -- Introduction -- References -- Who's who and what's what in Translation Studies -- 1. Introduction -- 2. The impact factor -- 2.1 The notion of impact factor -- 2.2 The main drawbacks of the impact factor -- 3. BITRA as a source of data for the measurement of impact -- 3.1 What is BITRA? -- 3.2 Advantages and limitations of the criteria used in the mining of impact -- 3.3 Raw data of impact - BITRA as of July 2010 -- 4. The methodology for an IF derived from BITRA -- 5. A list of the 51 most cited publications in TS Classified by their impact factor for 2000-09 (Source: BITRA, July 2010) -- 6. Some interesting regularities -- References -- Top 51 -- Secondary sources -- Translation in the network economy -- 1. Introduction -- 2. The delicate balance in transcultural communication, where the individual meets the social -- 3. Network economy -- 4. Characteristics of the digital network economy -- 5. Translation networks, informal and formal cooperation -- 6. Follow-up business network case study, the before-after method -- 7. Setting and findings of the follow-up study -- 7.1 Expansion and merger -- 7.2 Focus on core competencies -- 7.3 Increased computerisation -- 7.4 Introduction of a project management system -- 7.5 New selection criteria for suppliers -- 8. Research and methodological effects of the changes -- 9. Summary and Discussion -- References -- Many tracks lead to the goal -- 1. Introduction -- 2. Long-term study -- 2.1 Long-term studies - longitudinal studies -- 3. Attention, reflection, decisions and changes -- 3.1 Changes -- 4. Experimental design 1997 and 2007 -- 4.1 Product evaluation and analysis of the results -- 5. Results with respect to changes -- 5.1 Average results -- 5.2 Individual results.
5.2.1 Revisions and reformulations together -- 5.2.2 Keystrokes per minute -- 6. Discussion of the results: Assumptions and outlook -- 6.1 Successful translating and average values -- 6.2 When do translators develop their own translation style? -- 6.3 Do all translators have their own style? -- References -- Triangulating translational creativity scores -- 1. Introduction -- 2. The combined (product/process) approach to measuring creativity -- 3. Think-aloud influence -- 3.1 Influence on the creative performance -- 3.2 Amount of verbalisation -- 3.3 Comparability of data -- 3.4 Alternative data elicitation methods -- 3.5 Preliminary conclusions about the usefulness of TA data -- 4. The product-oriented approach -- 5. Comparison of results -- 6. Benefits of process analyses -- 7. Conclusion -- References -- Translation revision -- 1. Introduction -- 2. Methodology -- 2.1 Participants -- 2.2 Material -- 2.3 Experimentation flow -- 2.4 Data-collection instruments -- 2.5 Method of data analysis -- 3. Results -- 3.1 Product data -- 3.2 Process data -- 3.2.1 Revision duration -- 3.2.2 Error-detection potential -- 3.3 Discussion -- 4. Conclusions -- References -- Understanding variability in interpreting quality assessment -- 1. Pleasant voice in studies on interpreting quality assessment -- 2. Variability in quality assessment: Methodological shortcomings and sociopersonal variables -- 3. Differences by sex in person perception -- 4. Subjects and method -- 5. Results -- 5.1 The quality ranking and rating patterns of female users -- 5.2 The opinions of female interpreters -- 5.3 Quality ranking and rating patterns for male users -- 5.4 The opinions of male interpreters -- 6. Discussion -- 7. Conclusions -- References -- A project-based methodology in translator training -- 1. Introduction -- 2. Pedagogy in the project-based methodology.
3. The task-based syllabus in a project -- 3.1 Three phases in the task -- 4. The benefits of group work in the project -- 5. Enhancement of reflective skills in a larger group -- 5.1 Personal reflection in blogs -- 5.2 Group work and action research -- 6. Professional competences in the classroom -- 7. Initial thoughts and findings -- 8. Conclusion -- References -- Appendix -- Incorporating translation technology in the classroom -- 1. Introduction -- 2. Corpora in the classroom: A review of the literature -- 2.1 Comparable corpora -- 2.2 Parallel corpora -- 3. Translation memory as parallel corpus -- 4. Corpora and TM use among professional translators -- 5. Parallel corpora and translation technology in the classroom -- 5.1 Educational context -- 5.2 Corpus-based activities with Multitrans -- 6. Conclusion -- References -- Tracing marked collocation in translated and non-translated literary language -- 1. Introduction -- 2. Background: Collocation and translation -- 2.1 Conflicting definitions of collocation -- 2.2 Findings in empirical studies -- 2.3 Marked collocation -- 3. Aims and methods -- 4. Results and discussion -- 4.1 Quantitative analysis of clusters -- 4.2 Qualitative analysis of clusters -- 4.3 Concordance analysis -- 5. Conclusion -- References -- Eye tracking sight translation performed by trainee interpreters -- 1. Introduction -- 2. Sight translation - Practice and research -- 3. Skill development -- 4. Eye tracking - A new trek in process-oriented translation research -- 5. Research questions -- 6. Research design and methodology -- 6.1 Source text -- 6.2 Participants -- 6.3 Equipment and settings -- 6.4 Eye tracking metrics -- 6.5 Procedure -- 6.6 Hypotheses -- 7. Data analysis and results -- 8. Discussion -- 9. Conclusions and further research -- References -- "Who are they?" -- 1. Introduction -- 2. Study design.
3. A short passage from "A Very Short Story" -- 3.1 Ambiguity and underspecification: The personal pronoun they -- 3.2 The pun: friend or enema -- 4. Conclusion -- References -- The power of voice in translated fiction -- 1. Introduction -- 2. Translated narrative as communicative transaction -- 3. Voice vs. point of view -- 4. Discourse representation: A classification -- 5. Appraisal theory, intertextual/dialogic positioning and discourse representation -- 6. Discussion: The semantic and ideological value of discourse representation categories -- 6.1 Interpersonal meaning in narrator - character -narratee relations -- 6.2 Interpersonal meaning in implied translator - implied TT reader relations -- 7. Final remarks -- References -- Parallel Corpus -- The author strikes back -- 1. Translation, authorship and paratexts -- 2. Presentation of three 'special' paratexts -- 3. Contents and modes of the paratexts -- 3.1 The authors' clarifying comments -- 3.2 The authors' comments on the translation practice -- 3.3 The authors' "irrelevant" comments -- 4. The authors' comments on the author-translator relationship -- 5. Concluding remarks -- References -- Les sources de la traduction et leur valeur heuristique en histoire -- 1. Introduction -- 2. Antécédents -- 3. Du texte, du paratexte et de l'usage des sources -- 4. Historiographie et Traductologie: qu'est-ce qu'un texte? -- 5. Traductologie et histoire des sciences: Pour plus de dialogue -- 6. Conclusion -- Références -- Zur Münchhausen-Rezeption in Portugal -- Literatur -- Index.
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Tracks and treks in translation studies [[electronic resource] ] : selected papers from the EST Congress, Leuven 2010 / / edited by Catherine Way ...[et. al.]
