Becoming a Translator: An Accelerated CoursePsychology Press, 1997 - 330 Seiten Douglas Robinson presents an innovative approach to translation by integrating translation theory and the practical skills required by the working translator. The book provides the type of information and advice that novice translators really need: * how to translate faster and more accurately * how to deal with arising problems and stress * how the market works * includes a wide variety of lively activities and exercises to facilitate the learning of both theory and practice * includes a detailed Teachers Guide - contains suggestions for discussion and activities and hints for the teaching of translation. Becoming a Translator has been specifically designed for introductory undergraduate courses in the theory and practice of translation. It will also be of interest to professional translators and students of translation and language. |
Im Buch
Ergebnisse 1-5 von 76
Seite iv
... Discussion 18 Exercises 18 Suggestions for further reading 19 2 Internal knowledge: the translator's view 20 Who are translators? 21 Professional pride 22 Reliability 23 Involvement in the profession 23 Ethics 24 Income 26 Speed 27 ...
... Discussion 18 Exercises 18 Suggestions for further reading 19 2 Internal knowledge: the translator's view 20 Who are translators? 21 Professional pride 22 Reliability 23 Involvement in the profession 23 Ethics 24 Income 26 Speed 27 ...
Seite v
... Discussion 35 Exercises 36 Suggestions for further reading 36 3 The translator as learner 37 The translator's intelligence 38 The translator's memory 40 Representational and procedural memory 40 Intellectual and emotional memory 41 ...
... Discussion 35 Exercises 36 Suggestions for further reading 36 3 The translator as learner 37 The translator's intelligence 38 The translator's memory 40 Representational and procedural memory 40 Intellectual and emotional memory 41 ...
Seite vi
... Discussion 85 Exercises 85 Suggestions for further reading 85 5 Experience 86 What experience? 86 Intuitive leaps (abduction) 89 Pattern-building (induction) 93 Rules and theories (deduction) 94 Discussion 97 Exercises 97 Suggestions ...
... Discussion 85 Exercises 85 Suggestions for further reading 85 5 Experience 86 What experience? 86 Intuitive leaps (abduction) 89 Pattern-building (induction) 93 Rules and theories (deduction) 94 Discussion 97 Exercises 97 Suggestions ...
Seite vii
... Discussion 122 Exercises 122 Suggestions for further reading 123 8 Languages 124 Translation and linguistics 124 What could that be? (abduction) 126 Laying down tracks (induction) 129 Teaching transfer patterns (deduction) 133 Discussion ...
... Discussion 122 Exercises 122 Suggestions for further reading 123 8 Languages 124 Translation and linguistics 124 What could that be? (abduction) 126 Laying down tracks (induction) 129 Teaching transfer patterns (deduction) 133 Discussion ...
Seite viii
... Discussion 183 Exercises 183 Suggestions for further reading 187 1 1 When habit fails 188 The importance of analysis 188 The reticular activation system: alarm bells 191 Checking the rules (deduction) 194 Checking synonyms, alternatives ...
... Discussion 183 Exercises 183 Suggestions for further reading 187 1 1 When habit fails 188 The importance of analysis 188 The reticular activation system: alarm bells 191 Checking the rules (deduction) 194 Checking synonyms, alternatives ...
Inhalt
Introduction | 1 |
the users view | 5 |
the translators view | 20 |
Chapter 3 The translator as learner | 37 |
Chapter 4 The process of translation | 74 |
Chapter 5 Experience | 86 |
Chapter 6 People | 99 |
Chapter 7 Working people | 112 |
Chapter 8 Languages | 124 |
Chapter 9 Social networks | 147 |
Chapter 10 Cultures | 170 |
Chapter 11 When habit fails | 188 |
Appendix for teachers | 203 |
245 | |
252 | |
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Häufige Begriffe und Wortgruppen
abduction able abstract action activity actually agency analytical approach become begin better channels Chapter classroom client complex context course culture deduction develop dictionary difficult discussion effective English equivalence especially example exercises expectations experience explore fact feel field foreign give given habit imagine important induction intelligence interesting internal interpreters intuitive knowledge language learners learning less linguistic living mean memory move nature never original patterns person possible practical prefer present problem produce professional questions readers reliability remember requires rules s/he seems sense situation skills social source text speak specific speed structures studies styles subliminal Suggestions talk teacher teaching theories things thought translation translator’s typically understand users words and phrases write written