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Traducción e Interpretación

BITRA. BIBLIOGRAFÍA DE INTERPRETACIÓN Y TRADUCCIÓN

 
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Tema:   Pedagogía. Interpretación.
Autor:   Dollerup, Cay & Vibeke Appel (eds.)
Año:   1996
Título:   Teaching Translation and Interpreting 3. New Horizons
Lugar:   Amsterdam
Editorial/Revista:   John Benjamins
Páginas:   338
Idioma:   Inglés.
Tipo:   Libro.
ISBN/ISSN/DOI:   ISBN: 9027216177 (Eur.) 1556196989 (USA).
Colección:   Benjamins Translation Library, 16.
Disponibilidad:   Alicante BG
Índice:   1. Teaching the history of translation, Judith Woodsworth 9-18. 2. The emergence of the teaching of translation, Cay Dollerup 19-30. 3. Translation curricula develoment in Chinese communities, Eva Hung 31-46. 4. Teaching -translation- theory: communicative horizons, Chistopher Larkosh 47-54. 5. Translation theory teaching: connecting theory and practice, Adolfo Gentile 55-62. 6. Teaching translation theory: the significance of memes, Andrew Chesterman 63-72. 7. Contrastive culture learning in translator training, Heidrun Witte 73-80. 8. Teaching social and cultural differences, Alexander Krouglov 81-88. 9. Ethnocultural peculiarities in translation for special purposes, Antonina Badan 89- 96. 10. Postmodernism and the teaching of translation, Rosemary Arrojo 97-104. 11. Reinforcing or changing norms in subtitling, Irenas Kovacic 105-110. 12. The sentence group: the key discoursal unit, Li Yunxing 111-118. 13. Teaching dialogue interpreting, Leong Ko 119-128. 14. Teaching literary translation: “The translation happens when you read it”, Silvana Orel 129-136. 15. Awareness and responsibility: our students as partners, María Julia Sainz 137-144. 16. Victory over fear: literary translation as a carnivalistic teaching tool, Riitta Oittinen 145-152. 17. Descriptive translation studies and translation teaching, Martha Cheung 153-162. 18. Students' research for translation, Stella Tagnin 163-170. 19. Teaching literary translation -a student's point of view, Attila Barcsák 171-176. 20. Assessment and skills in screen translation, Heulwen James, Ian Roffe & David Thorne 177-186. 21. Assessment of simultaneous interpreting, Anne Schjoldager 187-196. 22. Quality assessment in school vs professional translation, Kinga Klaudy 197-206. 23. A translation programme for a unique population, Courtney Searls-Ridge 207-212. 24. Language-specific strategies in simultaneous interpreting, Alessandra Riccardi 213-222. 25. Taking care of the sense in simultaneous interpreting, Ghelly Chernov 223-232. 26. Creating the 'Ohter': a pragmatic translation tool, Deborah D. K. Ruuskanen 233-242. 27. Professional versus student behaviour, Janet Fraser 243-250. 28. Real-world criteria in translation pedagogy, Margherita Ulrych 251-262. 28. Computerized translation managers as teaching aids, Janet Ann DeCesaris 263-270. 29. Language and translation as general management problems, José Lambert 271-294. 30. The impact of technology and the implications for teaching, Geoffrey Kingscott 295-302.
Resumen:   Capping the series of conferences on this theme in Denmark, the present volume brings together a choice selection of the papers read by scholars and teachers from five continents and within all specialities in Translation Studies. In combination with the two previous volumes of the same title, the book offers an up-to-date, comprehensive, representative overview focusing on main issues in teaching in the relatively new field of translation. There are informed and incisive discussion of subtitling, interpreting and translation, spanning from its historical beginnings to presentations of machine translation and predictions of the future of translation work. Contributions ranging from discussions on the interplay between theory and teaching, teaching literary translation, introducing students to central issues in translation practice, and historical and social issues in teaching translation. [Source: Publisher]
Comentarios:   Selected papers from the Third Language International Conference, Elsinore, Denmark, 1995.
Impacto:   1i- Gaddis-Rose, Marilyn. 1997. Review in: Target 9:2, pp. 389-391; 2i- Chesterman, Andrew. 1997. 28cit; 3i- Baker, Mona (ed.) 1998. 2506cit; 4i- Klaudy, Kinga. 1999. 2009cit; 5i- Kiraly, Donald Charles. 2000. 53cit; 6i- Li, Defeng. 2000. 949cit; 7i- Gile, Daniel. 2001. 857cit; 8i- Hurtado Albir, Amparo. 2001. 20cit; 9i- Riccardi, Alessandra. 2001. 2523cit; 10i- Hung, Eva (ed.) 2002. 2405cit; 11i- Williams, Jenny & Andrew Chesterman. 2002. 2302cit; 12i- Bersani Berselli, Gabriele; Gabriele Mack & Zorzi Daniela (eds.) 2004. 2522cit; 13i- Englund Dimitrova, Birgitta. 2005. 5700cit; 14i- Gile, Daniel. 2005. 6831cit; 15i- Perego, Elisa. 2006. 2565cit; 16i- Snell-Hornby, Mary. 2006. 59cit; 17i- Bernardo, Ana María. 2007. 77cit; 18i- Kelly, Dorothy & Catherine Way. 2007. 2151cit; 19i- Stewart, Dominic. 2008. 4144cit
 
 
2001-2019 Universidad de Alicante DOI: 10.14198/bitra
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