- Gouadec, D. (2007). Translation as a profession. Amsterdam/Philadelphia: John Benjamins Publishing Company.
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摘要:The main aim of this book is to provide teaching ideas that can be adapted to different learning environments and that can be used with different language combinations. The pedagogical approach and the activities, tasks and projects are based on Communicative, Humanistic and Socioconstructivist principles: the students are actively involved in their learning process by making decisions and interacting with each other in a classroom setting that is a discussion forum and hands-on workshop.Clear aims are specified for the activities, which move from the most rudimentary level of the word, to the more complicated issues of syntax and, finally, to those of cultural difference. Moreover, they attempt to synthesize various translation theories, not only those based on linguistics, but those derived from cultural studies as well.
This volume will be of interest to translation teachers, to foreign language teachers who wish to include translation in their classes, to graduates and professional translators interested in becoming teachers, and also to administrators exploring the possibility of starting a new translation programme.
- Mossop, B. (2007). Revising and editing for translators (2nd Ed.). Manchester: St. Jerome Publishing.
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- Malmkjaer, K. (2004). Translation in undergraduate degree programmes. Amsterdam/Philadelphia: John Benjamins.
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摘要: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 student achievement and attitudes to translation in programmes that are not primarily designed with prospective translators in mind, and by papers that discuss language teaching within dedicated translation programmes. The introduction and the closing paper consider some causes and consequences of the odd relationships that speakers of English have to other languages, to translation and ultimately, perhaps, to their "own" language.
- Kiraly, D. (2000). A social constructivist approach to translator education: Empowerment from theory to practice. Manchester: St. Jerome Publishing.
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- Kelly, D. (2005). A handbook for translator trainers. Manchester: St. Jerome Publishing.
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- Davies, María González. (2004). Multiple voices in translation classroom: Activities, tasks and projects. Amsterdam/Philadelphia: John Benjamins.
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摘要:The main aim of this book is to provide teaching ideas that can be adapted to different learning environments and that can be used with different language combinations. The pedagogical approach and the activities, tasks and projects are based on Communicative, Humanistic and Socioconstructivist principles: the students are actively involved in their learning process by making decisions and interacting with each other in a classroom setting that is a discussion forum and hands-on workshop.Clear aims are specified for the activities, which move from the most rudimentary level of the word, to the more complicated issues of syntax and, finally, to those of cultural difference. Moreover, they attempt to synthesize various translation theories, not only those based on linguistics, but those derived from cultural studies as well.
This volume will be of interest to translation teachers, to foreign language teachers who wish to include translation in their classes, to graduates and professional translators interested in becoming teachers, and also to administrators exploring the possibility of starting a new translation programme.
- Colina, S. (2009). Translation teaching: From research to the classroom. Shanghai: Shanghai Foreign Language Education Press.
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摘要:《翻译教学:从研究到课堂(教师手册)》将功能翻译理论、语篇翻译理论、描述翻译学、教育学、心理学、外语教学法的最新研究成果融入翻译教学,并进一步设计课程大纲、教学材料、课堂形式、翻译能力评价模型,在将翻译理论联系教学实践、促进翻译教学与评价的科学化上做出了富于成效的探索。
- Jones, R. (2008). Conference interpreting explained. Shanghai: Shanghai Foreign Language Education Press.
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摘要:《会议口译解析》通过对笔记、信息重组、切分长句技巧、简化、概括、预测策略等的阐述,以及对应对各类翻译难题的职业窍门的说明,详细介绍了交替传译和同声传译的实务技能。书中每一章节都提供了大量的英语原文实例,有些例子是按照其他语言的句法和语法用英语表达的。会议口译实践对外行来说很神秘,但若解析得当,其中的技巧还是可以掌握的。《会议口译解析》通过对笔记、信息重组、切分长句技巧、简化、概括、预测策略等的阐述,以及对应对各类翻译难题的职业窍门的说明,详细介绍了交替传译和同声传译的实务技能。书中每一章节都提供了大量的英语原文实例,有些例子是按照其他语言的句法和语法用英语表达的。
- Bertone, L. E. (2008). The hidden side of Babel: Unveiling cognition, intelligence and sense through simultaneous interpretation. Beijing: Foreign Language Teaching and Research Press.
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摘要:《巴别塔揭秘:同声传译与认知、智力和感知》虽为学术研究著作,然全书行文深入浅出,语言表达生动,并配有大量现场的例子及形象的插图,对于普通读者来说,也是一本提高语言交际能力的平易而又实用的参考读物。劳拉•贝尔托内(Laura E.Bertone)是巴黎大学的语言学博士,从事跨文化研究及普通语义学研究,并拥有20余年国际会议传译的经验。在《巴别塔揭秘:同声传译与认知、智力和感知》这部新作中,作者以其独特的视角,从国际会议口译的实践中撷取典型例子,试图探索并解释人类的感知、认知及智力的机制,尤其是人类语言交际的外在特点和内在机制,即,“巴别塔隐蔽的一面”(the hidden side of Babel)。