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Didactics of Translation : Text in Context.

By: Material type: TextTextPublisher: Newcastle-upon-Tyne : Cambridge Scholars Publishing, 2016Copyright date: ©2016Edition: 1st edDescription: 1 online resource (263 pages)Content type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9781443848794
Subject(s): Genre/Form: Additional physical formats: Print version:: Didactics of TranslationDDC classification:
  • 418.02071100000001
LOC classification:
  • P306.5.B556 2016
Online resources:
Contents:
Intro -- Table of Contents -- List of Tables and Figures -- Preface and Acknowledgements -- List of Abbreviations -- Chapter I -- Chapter II -- Chapter III -- Chapter IV -- Chapter V -- Chapter VI -- Appendix A -- Appendix B -- Appendix C -- Appendix D -- Appendix E -- Notes -- References.
Summary: This book derives empirical evidence for the didactic value of translating texts in context through an experiment involving final-year undergraduate students who study translation as a basic component of their curriculum. A number of theoretical frameworks are invoked here, most notably those of the discourse model elaborated by Hatim and Mason (1990) (1997) and House's text analysis model (1997). Furthermore, the study conducted draws on Hatim's multi-stage curriculum translation design (2000), consisting of various stages representing an increasing degree of evaluativeness and difficulty.
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Intro -- Table of Contents -- List of Tables and Figures -- Preface and Acknowledgements -- List of Abbreviations -- Chapter I -- Chapter II -- Chapter III -- Chapter IV -- Chapter V -- Chapter VI -- Appendix A -- Appendix B -- Appendix C -- Appendix D -- Appendix E -- Notes -- References.

This book derives empirical evidence for the didactic value of translating texts in context through an experiment involving final-year undergraduate students who study translation as a basic component of their curriculum. A number of theoretical frameworks are invoked here, most notably those of the discourse model elaborated by Hatim and Mason (1990) (1997) and House's text analysis model (1997). Furthermore, the study conducted draws on Hatim's multi-stage curriculum translation design (2000), consisting of various stages representing an increasing degree of evaluativeness and difficulty.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.

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