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 75
Seite iv
... 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 Project management 31 v Raising the status of the ...
... 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 Project management 31 v Raising the status of the ...
Seite v
... 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 Context, relevance, multiple encoding 42 The ...
... 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 Context, relevance, multiple encoding 42 The ...
Seite vi
... 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 for further reading 98 6 People 99 The meaning of a ...
... 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 for further reading 98 6 People 99 The meaning of a ...
Seite vii
... reading 146 9 Social networks 147 The translator as social being 147 Pretending (abduction) 149 Pretending to be a translator 149 Pretending to be a source-language reader and target-language writer 152 Pretending to belong to a ...
... reading 146 9 Social networks 147 The translator as social being 147 Pretending (abduction) 149 Pretending to be a translator 149 Pretending to be a source-language reader and target-language writer 152 Pretending to belong to a ...
Seite viii
... 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 (induction) 199 Picking the rendition that feels ...
... 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 (induction) 199 Picking the rendition that feels ...
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