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The book presents a comprehensive study of various cognitive and
affective aspects of web searching for translation problem solving.
Research into the use of the web as an external aid of consultation
has frequently occupied a secondary position in the investigation
of translation processes. The book aims to bridge this gap in the
literature. Beginning with a detailed survey of previous studies of
these processes, it then focuses on web search behaviors using
qualitative and quantitative analysis that presents a multifaceted
overview of translation-oriented web searching. The book concludes
by addressing the implications for the teaching of and research
into translators' web searching skills. With regard to teaching,
the book's didactic discussions will make it a valuable tool for
both translator trainers and translation students wanting to
familiarize themselves with the intricacies of Web searching and to
reflect upon the pedagogical implications of the study for
acquiring online information literacy in translator training.
The book presents a comprehensive study of various cognitive and
affective aspects of web searching for translation problem solving.
Research into the use of the web as an external aid of consultation
has frequently occupied a secondary position in the investigation
of translation processes. The book aims to bridge this gap in the
literature. Beginning with a detailed survey of previous studies of
these processes, it then focuses on web search behaviors using
qualitative and quantitative analysis that presents a multifaceted
overview of translation-oriented web searching. The book concludes
by addressing the implications for the teaching of and research
into translators' web searching skills. With regard to teaching,
the book's didactic discussions will make it a valuable tool for
both translator trainers and translation students wanting to
familiarize themselves with the intricacies of Web searching and to
reflect upon the pedagogical implications of the study for
acquiring online information literacy in translator training.
Situated Learning is generally understood as a context-dependent
approach to translator and interpreter training under which
learners are exposed to real-life and/or highly simulated
collaborative work environments and tasks, both inside and outside
the classroom. Ultimately, Situated Learning seeks to enhance
learners' capacity to think and act like professionals. This book
sets out to gauge the extent to which different factors influence
the implementation of Situated Learning models in various teaching
and learning contexts. It presents an understanding of Situated
Learning that goes beyond previous interpretations of this notion,
traditionally dominated by the discussion of pedagogical practices
in authentic, i.e. real-world, or semi-authentic professional
settings. This wider remit of Situated Learning encompasses
previously underrepresented contextual factors pertaining to
translation traditions, historical trends, community beliefs and
customs, socio-economic constraints, market conditions,
institutional practices, budgetary issues, or resource
availability. The pedagogical considerations of these key aspects
make this book particularly useful for both novice and seasoned
teachers of translation and interpreting with an interest in
informed practical advice on how to implement the principles of
Situated Learning in collaborative teaching and learning
environments that seek to promote translators' and/or interpreters'
professional competence. This book was originally published as a
special issue of The Interpreter and Translator Trainer.
Situated Learning is generally understood as a context-dependent
approach to translator and interpreter training under which
learners are exposed to real-life and/or highly simulated
collaborative work environments and tasks, both inside and outside
the classroom. Ultimately, Situated Learning seeks to enhance
learners' capacity to think and act like professionals. This book
sets out to gauge the extent to which different factors influence
the implementation of Situated Learning models in various teaching
and learning contexts. It presents an understanding of Situated
Learning that goes beyond previous interpretations of this notion,
traditionally dominated by the discussion of pedagogical practices
in authentic, i.e. real-world, or semi-authentic professional
settings. This wider remit of Situated Learning encompasses
previously underrepresented contextual factors pertaining to
translation traditions, historical trends, community beliefs and
customs, socio-economic constraints, market conditions,
institutional practices, budgetary issues, or resource
availability. The pedagogical considerations of these key aspects
make this book particularly useful for both novice and seasoned
teachers of translation and interpreting with an interest in
informed practical advice on how to implement the principles of
Situated Learning in collaborative teaching and learning
environments that seek to promote translators' and/or interpreters'
professional competence. This book was originally published as a
special issue of The Interpreter and Translator Trainer.
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