Corpus use and translating :: corpus use for learning to translate and learning corpus use to translate /
Electronic corpora and corpus analysis tools are resources that can improve the way students acquire translation competence. If, as translator trainers, we wish to develop our students' competence to solve translation problems, then we need to provide them with strategies to use existing resour...
Gespeichert in:
| Weitere Verfasser: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam ; Philadelphia :
John Benjamins Pub. Co.,
2009.
|
| Schriftenreihe: | Benjamins translation library ;
v. 82. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Electronic corpora and corpus analysis tools are resources that can improve the way students acquire translation competence. If, as translator trainers, we wish to develop our students' competence to solve translation problems, then we need to provide them with strategies to use existing resources and tools, to create new ones and to reap the maximum benefit possible from them. We advocate a type of training that facilitates the development of students' strategies, and attempts to evaluate the acquisition of these strategies. Our methodological approach is based on translation tasks organised a. |
| Beschreibung: | 1 online resource (x, 151 pages) |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9789027291066 9027291063 9027224269 9789027224262 128210490X 9781282104907 |
| ISSN: | 0929-7316 ; |
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| 490 | 1 | |a Benjamins translation library, |x 0929-7316 ; |v v. 82 | |
| 504 | |a Includes bibliographical references and index. | ||
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| 505 | 0 | |a Corpus 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. | |
| 505 | 8 | |a Appendix 3. Tasks with now for the English-Catalan translation classroomAppendix 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. | |
| 505 | 8 | |a 6. Implications for translator educationAcknowledgements; 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. | |
| 505 | 8 | |a 4. Determining corpus representativeness5. 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. | |
| 520 | |a Electronic corpora and corpus analysis tools are resources that can improve the way students acquire translation competence. If, as translator trainers, we wish to develop our students' competence to solve translation problems, then we need to provide them with strategies to use existing resources and tools, to create new ones and to reap the maximum benefit possible from them. We advocate a type of training that facilitates the development of students' strategies, and attempts to evaluate the acquisition of these strategies. Our methodological approach is based on translation tasks organised a. | ||
| 650 | 0 | |a Translating and interpreting |x Data processing. | |
| 650 | 0 | |a Corpora (Linguistics) |0 http://id.loc.gov/authorities/subjects/sh2006006393 | |
| 650 | 0 | |a Translators |x Training of. | |
| 650 | 6 | |a Corpus (Linguistique) | |
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| 650 | 7 | |a FOREIGN LANGUAGE STUDY |x French. |2 bisacsh | |
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| 650 | 7 | |a Translating and interpreting |x Data processing |2 fast | |
| 650 | 7 | |a Translators |x Training of |2 fast | |
| 655 | 4 | |a Electronic book. | |
| 700 | 1 | |a Beeby, Allison. | |
| 700 | 1 | |a Rodríguez Inés, Patricia. | |
| 700 | 1 | |a Sánchez-Gijón, Pilar. | |
| 758 | |i has work: |a Corpus use and translating (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFyYkTCMhqGhTFCKqkTwkC |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
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| author2 | Beeby, Allison Rodríguez Inés, Patricia Sánchez-Gijón, Pilar |
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| contents | Corpus 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 classroomAppendix 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 educationAcknowledgements; 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 representativeness5. 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. |
| ctrlnum | (OCoLC)646801393 |
| dewey-full | 440 |
| dewey-hundreds | 400 - Language |
| dewey-ones | 440 - French & related Romance languages |
| dewey-raw | 440 |
| dewey-search | 440 |
| dewey-sort | 3440 |
| dewey-tens | 440 - French & related Romance languages |
| discipline | Romanistik |
| format | Electronic eBook |
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| genre | Electronic book. |
| genre_facet | Electronic book. |
| id | ZDB-4-EBA-ocn646801393 |
| illustrated | Not Illustrated |
| indexdate | 2024-10-25T16:17:36Z |
| institution | BVB |
| isbn | 9789027291066 9027291063 9027224269 9789027224262 128210490X 9781282104907 |
| issn | 0929-7316 ; |
| language | English |
| lccn | 2008041947 |
| oclc_num | 646801393 |
| open_access_boolean | |
| owner | MAIN |
| owner_facet | MAIN |
| physical | 1 online resource (x, 151 pages) |
| psigel | ZDB-4-EBA |
| publishDate | 2009 |
| publishDateSearch | 2009 |
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| publisher | John Benjamins Pub. Co., |
| record_format | marc |
| series | Benjamins translation library ; |
| series2 | Benjamins translation library, |
| spelling | Corpus use and translating : corpus use for learning to translate and learning corpus use to translate / edited by Allison Beeby, Patricia Rodríguez Inés and Pilar Sánchez-Gijón. Amsterdam ; Philadelphia : John Benjamins Pub. Co., 2009. 1 online resource (x, 151 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier data file Benjamins translation library, 0929-7316 ; v. 82 Includes bibliographical references and index. Print version record. Corpus 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 classroomAppendix 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 educationAcknowledgements; 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 representativeness5. 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. Electronic corpora and corpus analysis tools are resources that can improve the way students acquire translation competence. If, as translator trainers, we wish to develop our students' competence to solve translation problems, then we need to provide them with strategies to use existing resources and tools, to create new ones and to reap the maximum benefit possible from them. We advocate a type of training that facilitates the development of students' strategies, and attempts to evaluate the acquisition of these strategies. Our methodological approach is based on translation tasks organised a. Translating and interpreting Data processing. Corpora (Linguistics) http://id.loc.gov/authorities/subjects/sh2006006393 Translators Training of. Corpus (Linguistique) FOREIGN LANGUAGE STUDY Romance Languages (Other) bisacsh FOREIGN LANGUAGE STUDY French. bisacsh Corpora (Linguistics) fast Translating and interpreting Data processing fast Translators Training of fast Electronic book. Beeby, Allison. Rodríguez Inés, Patricia. Sánchez-Gijón, Pilar. has work: Corpus use and translating (Text) https://id.oclc.org/worldcat/entity/E39PCFyYkTCMhqGhTFCKqkTwkC https://id.oclc.org/worldcat/ontology/hasWork Print version: Corpus use and translating. Amsterdam ; Philadelphia : John Benjamins Pub. Co., 2009 (DLC) 2008041947 Benjamins translation library ; v. 82. 0929-7316 http://id.loc.gov/authorities/names/n94010568 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=267358 Volltext CBO01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=267358 Volltext |
| spellingShingle | Corpus use and translating : corpus use for learning to translate and learning corpus use to translate / Benjamins translation library ; Corpus 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 classroomAppendix 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 educationAcknowledgements; 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 representativeness5. 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. Translating and interpreting Data processing. Corpora (Linguistics) http://id.loc.gov/authorities/subjects/sh2006006393 Translators Training of. Corpus (Linguistique) FOREIGN LANGUAGE STUDY Romance Languages (Other) bisacsh FOREIGN LANGUAGE STUDY French. bisacsh Corpora (Linguistics) fast Translating and interpreting Data processing fast Translators Training of fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh2006006393 |
| title | Corpus use and translating : corpus use for learning to translate and learning corpus use to translate / |
| title_auth | Corpus use and translating : corpus use for learning to translate and learning corpus use to translate / |
| title_exact_search | Corpus use and translating : corpus use for learning to translate and learning corpus use to translate / |
| title_full | Corpus use and translating : corpus use for learning to translate and learning corpus use to translate / edited by Allison Beeby, Patricia Rodríguez Inés and Pilar Sánchez-Gijón. |
| title_fullStr | Corpus use and translating : corpus use for learning to translate and learning corpus use to translate / edited by Allison Beeby, Patricia Rodríguez Inés and Pilar Sánchez-Gijón. |
| title_full_unstemmed | Corpus use and translating : corpus use for learning to translate and learning corpus use to translate / edited by Allison Beeby, Patricia Rodríguez Inés and Pilar Sánchez-Gijón. |
| title_short | Corpus use and translating : |
| title_sort | corpus use and translating corpus use for learning to translate and learning corpus use to translate |
| title_sub | corpus use for learning to translate and learning corpus use to translate / |
| topic | Translating and interpreting Data processing. Corpora (Linguistics) http://id.loc.gov/authorities/subjects/sh2006006393 Translators Training of. Corpus (Linguistique) FOREIGN LANGUAGE STUDY Romance Languages (Other) bisacsh FOREIGN LANGUAGE STUDY French. bisacsh Corpora (Linguistics) fast Translating and interpreting Data processing fast Translators Training of fast |
| topic_facet | Translating and interpreting Data processing. Corpora (Linguistics) Translators Training of. Corpus (Linguistique) FOREIGN LANGUAGE STUDY Romance Languages (Other) FOREIGN LANGUAGE STUDY French. Translating and interpreting Data processing Translators Training of Electronic book. |
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