Electronic catalog

DDC 418/.02071
S 50
Setton, Robin,.
    Conference interpreting : : a complete course / / Robin Setton ; Andrew Dawrant. - Amsterdam ; ; Philadelphia : : John Benjamins Publishing Company,, [2016]. - 1 online resource. - (Benjamins Translation Library ; ; v.120). - Includes bibliographical references and index. - URL: https://library.dvfu.ru/lib/document/SK_ELIB/40EBB9D0-F85A-4F8B-960E-6EDCC9C3D3BF. - ISBN 9789027267573 (pdf). - ISBN 902726757X (pdf)
Print version record and CIP data provided by publisher.
Параллельные издания: Print version: : Setton, Robin. Conference interpreting. - Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2016]. - ISBN 9789027258618
    Содержание:
Intro -- Conference Interpreting A Complete Course -- Editorial page -- Title page -- LCC data -- Authors' bios -- Table of contents -- List of tables and figures -- Abbreviations -- General introduction -- Training interpreters: tradition and innovation -- Progression and incremental realism -- Full realism: going the last mile -- 'Bi-active' SI -- Teaching professionalism -- Acknowledgements -- 1. Introduction to the Complete Course -- 2. The interpreter's job -- 2.1 Introduction -- 2.1.1 Defining the task -- 2.1.2 Interpreting vs. written translation -- 2.1.3 Why is it called 'interpreting'? -- 2.1.4 How verbal communication works -- 2.1.5 Mediated communication (with a change of language) -- 2.1.6 Language: crucial but not sufficient -- 2.1.7 The interpreter as mediator -- 2.1.8 Mediation: neutral vs. affiliated roles -- 2.2 Modes of interpreting -- 2.2.1 Consecutive interpreting -- 2.2.2 Simultaneous interpreting -- 2.2.3 Sight translation -- 2.2.4 Informal and makeshift arrangements -- 2.2.4.1 Whispered interpretation ('chuchotage') -- 2.2.4.2 'Bidule' interpreting -- 2.2.5 Modes: mix and distribution -- 2.3 Diversity in interpreting -- 2.3.1 Domains and settings -- 2.3.1.1 'Natural' and improvized interpreting -- 2.3.1.2 Community-based and public-service -- 2.3.1.3 Business and in-house interpreting -- 2.3.1.4 Judicial, courtroom and legal interpreting -- 2.3.1.5 Military and conflict interpreting -- 2.3.1.6 Conference interpreting -- 2.3.1.7 Diplomatic interpreting -- 2.3.1.8 Broadcast and media interpreting -- 2.3.1.9 Tele- or remote interpreting -- 2.3.2 Sign(ed) language interpreting (SLI) -- 2.3.2.1 Modality, mode, settings and role -- 2.3.2.2 Professionalization and training -- 2.3.3 Mediation in different modes and settings -- 2.3.4 Diversity in interpreting: summary -- 2.4 Common competencies: 'LKSP' -- 2.5 Skillsets and settings.
2.5.1 Common skills and specialization -- 2.5.2 Hierarchical classifications -- 2.5.3 Skillsets, settings and specialization -- some caveats -- 2.5.4 Professionalism, personality and adaptability -- 2.5.5 Modularity and skillset-specific training -- 2.6 The interpreter's language combination -- 2.6.1 Language classification and combinations -- 2.6.2 Getting there: from novice to journeyman -- 2.7 Summary -- Further reading -- Appendix A -- Appendix B -- 3. Prerequisites and admission -- 3.1 Introduction -- 3.1.1 Who can be a conference interpreter? -- 3.1.2 The course: what to expect -- 3.2 Selection criteria -- 3.2.1 Language proficiency -- 3.2.1.1 The A language(s) -- 3.2.1.2 Comprehension of B and C languages -- 3.2.1.3 Active B language: 'Bcons' and 'Bsim' -- 3.2.2 Verbal intelligence and communicative skills -- 3.2.3 General knowledge -- 3.2.4 Personal qualities -- 3.2.5 Additional pluses -- 3.3 The admission test -- 3.4 How to prepare -- 3.4.1 Realistic self-assessment: is this for me? -- 3.4.2 General advice and information to applicants -- 3.4.3 How to prepare -- 3.4.4 Personal study: some recommendations -- 3.4.4.1 Understanding factors in comprehension difficulty -- 3.4.4.2 Working with a partner -- 3.5 Studying in the B-language country -- 3.6 Summary -- Further reading -- 4. Initiation to interpreting -- 4.1 Introduction -- 4.2 From Active Listening to Discourse Modelling -- 4.2.1 Active Listening -- 4.2.1.1 Ways of listening -- 4.2.1.2 Mobilizing relevant knowledge -- 4.2.1.3 Empathy and the speaker's communicative intent -- 4.2.1.4 Imagination -- 4.2.2 Exercises for Active Listening -- 4.2.2.1 Idiomatic Gist (B/C-into-A) -- 4.2.2.2 Listening Cloze -- 4.2.3 Discourse modelling and outlining -- Discourse outlining -- Discourse outlining: procedure -- 4.2.4 Concision, compression, summary and gisting -- 4.2.4.1 Compression exercise.
4.2.4.2 (Optional) resequencing exercise -- 4.3 'Deverbalization' and interference-busting -- 4.3.1 Deverbalization and the Théorie du sens -- 4.3.2 Introduction to Sight Translation -- 4.4 Short Consecutive without notes -- 4.4.1 Materials and classroom procedure -- 4.4.2 Dos and don'ts: ground rules of interpreting -- 4.4.3 Role and mediation issues (impartiality and fidelity) -- 4.4.3.1 Over-translation and under-translation -- 4.4.3.2 The interpreter's role: basics -- 4.5 Public Speaking and delivery skills -- 4.5.1 Components of Public Speaking -- 4.5.1.1 Delivery ('ethos') -- 4.5.1.2 Structure and signposting ('logos') -- 4.5.1.3 Language, expression, rhetoric ('pathos') -- 4.5.2 Public Speaking: summary -- 4.6 Putting it all together: listening, capturing and speaking -- 4.6.1 Consecutive without notes: materials, procedure and feedback -- 4.6.2 Initiation: objectives -- 4.7 Self-directed learning: first steps -- 4.7.1 Independent study and practice -- 4.7.1.1 The art of oralising -- 4.7.1.2 Group practice -- 4.8 Bridging gaps: some theory for students -- 4.8.1 The triple focus of Initiation: Understanding, Mediating, Delivering -- 4.8.2 Interpreting as 'communication-plus': a model -- 4.8.3 Linguistic interference -- 4.8.4 Interpreting and transcoding: are 'ready equivalents' useful? -- 4.8.5 Knowledge: how much do we need to interpret? -- Specialized and technical knowledge and interpreting -- 4.9 Summary -- Further reading -- 5. Consecutive interpreting -- 5.1 Introduction -- 5.1.1 History and specificity -- 5.1.2 Long vs. short consecutive -- 5.1.3 How does full consecutive (with notes) work? -- Consecutive interpreting: a simple model -- 5.1.4 Overview: consecutive expertise in five stages -- 5.2 Introduction to Note-Taking (S1 weeks 5/6-9) -- 5.3 Note-taking I: Cue-words and links -- 5.3.1 Materials and classroom procedure.
5.3.2 How to note links -- 5.3.3 Choosing the right cue-word: exercise -- 5.4 Note-taking II: the standard method -- 5.4.1 Origins and key features -- 5.4.2 Layout -- Exercise: 'Slow notes' -- 5.4.3 Information capture -- 5.4.3.1 Simplification -- 5.4.3.2 Abbreviation -- 5.4.3.3 Symbols, sketches and combinations -- 5.4.4 Note-taking III: completing the toolkit -- 5.4.5 Demonstration and practice -- 5.5 Coordination (mid-S1) -- 5.5.1 Objectives, materials and focus -- 5.5.2 Making choices in real time -- 5.5.3 The method and the individual -- 5.5.4 Group practice -- 5.6 Experimentation (late S1, early S2) -- 5.6.1 Focus: adaptation and flexibility -- 5.6.2 Materials and objectives -- 5.6.3 Time and motion: varying the 'Ear-Pen Span' -- 5.6.4 Class organization and feedback -- 5.6.5 Exercise: Real Consecutive (end of Semester 1) -- 5.6.6 Experimentation: summary -- 5.7 Consolidation (mid-S2 onwards) -- 5.7.1 Focus, objectives and materials -- 5.7.2 Coherence: leveraging the consecutive mode -- 5.7.3 Precision -- 5.8 Polishing and Advanced Consecutive (Year 2, S3-S4) -- 5.8.1 Focus, objectives and materials -- 5.8.2 Polishing the product -- 5.8.3 Coping with pressure -- 5.8.4 Optimizing communication -- 5.8.4.1 Degrees and types of optimization -- 5.8.4.2 Stronger forms of mediation -- 5.9 Summary -- Further reading -- Appendix A -- Appendix B -- Appendix C -- 6. Sight translation -- 6.1 Introduction -- 6.2 Steps to full Sight Translation -- 6.2.1 Controlled Sight Translation -- 6.2.2 Full Sight Translation -- 6.2.3 Sight Translation into B and as preparation for SI -- 6.2.4 Word order, context and 'syntacrobatics' -- 6.3 Pedagogical ST variations as preparation for SI (S2 and S3) -- 6.3.1 Pre-segmented Sight Translation: chunking and joining -- 6.3.2 Imposed starts and constructions -- 6.3.3 'Consecutive from text' -- 6.4 Summary -- Further reading.
7. Language and knowledge enhancement -- 7.1 Introduction and overview -- 7.2 Language enhancement for interpreters: specificity and goals -- 7.2.1 Specificity of LE for interpreting -- 7.2.2 Goals of L(K)E for interpreting -- 7.2.3 Independent study and practice -- 7.3 Comprehension (B and C languages) -- 7.3.1 Objectives -- 7.3.2 Reading for language and knowledge enhancement -- 7.3.3 Listening -- 7.4 Production (A and B languages) -- 7.4.1 Enriching the A language -- 7.4.2 Strengthening the B language: exercises and activities -- 7.4.2.1 Imitation and immersion -- 7.4.2.2 Remedial linguistic polishing -- 7.4.2.3 Deverbalization and interference-proofing -- 7.4.2.4 Linguistic feedback on interpreting performance -- 7.4.2.5 Written translation into B -- 7.5 Lexical availability: managing words -- 7.5.1 Building the 'bilingual phrasebook' -- 7.5.2 How to (re-)learn words -- 7.5.3 Using advanced second-language learning textbooks or media -- Further reading -- Appendix A -- 8. Simultaneous interpreting (SI) -- 8.1 Introduction -- 8.1.1 The SI set-up -- 8.1.2 The origins and history of SI -- 8.1.3 How does SI work? -- 8.1.4 SI training in five stages: An overview -- 8.2 SI-Initiation: discovering SI -- 8.2.1 Orientation -- 8.2.1.1 Settling in: the booth, equipment and manners -- 8.2.2 Initiation 'Strand A': easy SI on line -- 8.2.3 Initiation 'Strand B': controlled input (off-line) -- 8.2.3.1 Dripfed or Scrolled ST (late S2 or early S3 [TG-3.3.2]) -- 8.2.3.2 Chunk-by-chunk interpreting (oral input) -- 8.2.3.3 Circle Game (Interpreters' 'Consequences') -- 8.2.4 Transition to real SI: Spoonfeeding -- 8.3 Coordination and control (around 3-5 weeks) -- 8.3.1 Faster Spoonfeeding -- 8.3.2 SI with Training Wheels (Consecutive first) -- 8.3.3 'Simultaneous Consecutive' -- 8.3.4 Take-off: real SI on fresh trainer speeches.

Setton, Robin,. Conference interpreting : [Электронный ресурс] : a complete course / / Robin Setton ; Andrew Dawrant., [2016]. - 1 online resource. с. (Введено оглавление)

DDC 418/.02071
S 50
Setton, Robin,.
    Conference interpreting : : a trainer's guide / / Robin Setton ; Andrew Dawrant. - Amsterdam ; ; Philadelphia : : John Benjamins Publishing Company,, [2016]. - 1 online resource. - (Benjamins Translation Library ; ; v.121). - Includes bibliographical references and index. - URL: https://library.dvfu.ru/lib/document/SK_ELIB/65AB26F0-016A-453C-8E15-3B5B0D8E9397. - ISBN 9789027267566 (pdf). - ISBN 9027267561 (pdf)
Print version record and CIP data provided by publisher.
Параллельные издания: Print version: : Setton, Robin. Conference interpreting. - Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2016]. - ISBN 9789027258632
    Содержание:
Intro -- Conference Interpreting A Trainer's Guide -- Editorial page -- Title page -- LCC data -- Authors' bios -- Table of contents -- List of tables and figures -- Abbreviations -- General introduction -- Acknowledgements -- 1. Introduction to the Trainer's Guide -- Professionalism: the devil is in the detail -- Revisiting testing and certification -- Theory and research -- 2. Teaching conference interpreting -- 2.1 Introduction -- 2.1.1 Overview -- 2.1.2 Key pedagogical principles and rationale -- 2.2 What makes a good instructor? -- 2.2.1 Pedagogical and class management skills -- 2.2.2 Feedback and demonstration expertise -- 2.2.3 Human qualities -- 2.2.4 Theoretical knowledge -- 2.2.5 Training the trainers -- 2.2.6 Postgraduate teaching assistants (TAs) -- 2.2.7 Other auxiliary instructors -- 2.2.8 Pedagogical coordination and cohesion -- 2.3 The student's experience -- 2.3.1 Morale and motivation -- 2.3.2 The learning curve -- 2.4 Class design and configurations -- 2.4.1 Types of class configuration -- 2.4.2 Class size, composition and duration -- 2.4.3 Diversity and class participation -- 2.4.4 Language combination of instructors -- 2.4.5 Team- or assisted teaching and 'triangular' classes -- 2.5 The interpreting skills classroom -- 2.5.1 Student-centred learning -- 2.5.2 Putting yourself in the student's place -- 2.5.3 Learning what and learning how -- 2.5.4 Teaching methods and classroom procedures -- 2.5.5 Choosing the right materials -- 2.5.5.1 Progression in materials -- 2.5.5.2 Assessing speech difficulty -- 2.5.5.3 Finding authentic speeches and maintaining a speech bank -- 2.5.6 Topic and event preparation and brainstorming -- 2.5.7 Student performance and discussion -- 2.5.7.1 Taking turns and class involvement -- 2.5.7.2 Discussion: staying focused -- 2.5.8 Feedback -- 2.5.8.1 General principles.
2.5.8.2 Follow-up: stand-back vs. hands-on pedagogy -- 2.5.9 Explanations, theory, metaphors and models -- 2.5.10 Agreeing on terms -- 2.5.11 Instructor demonstrations -- 2.5.12 Combining teaching modes -- 2.6 Expertise and deliberate practice -- 2.6.1 Expert performance research -- 2.6.2 Deliberate practice -- 2.6.3 Private study and deliberate practice -- 2.7 Summary -- Appendix A -- 3. Curriculum and progression -- 3.1 Introduction -- 3.2 Revisiting the standard training paradigm -- 3.2.1 Origins: instinct and apprenticeship -- 3.2.2 The call for a scientific basis for training -- 3.2.3 Component-skills approaches -- 3.2.3.1 Component skills (part-task) vs. holistic training -- 3.2.3.2 Task analysis: models of interpreting -- 3.2.3.3 What kind of task is interpreting? -- 3.2.3.4 Conditions for effective part-task training -- 3.2.3.5 Incremental realism and motivation -- 3.2.4 What can be taught and how? -- 3.2.4.1 Teaching interpreting 'strategies' -- 3.2.4.2 Bridging the declarative-procedural gap -- 3.2.5 Apprenticeship, scientific teaching and student-focused learning -- 3.2.6 Individual variability and flexibility -- 3.3 Curriculum design -- 3.3.1 Curriculum components -- 3.3.2 Progression: steps to expertise -- 3.3.3 Cross-cutting skills -- 3.3.4 Bridging theory and practice -- 3.3.5 Course duration and staging -- 3.3.5.1 Why Consecutive and Sight Translation before SI? -- 3.3.5.2 Sight translation -- 3.3.5.3 Working first into A, then into B -- 3.3.6 Curriculum flexibility -- 3.4 In-course assessment -- 3.4.1 The Midpoint Exam: selection for SI training -- 3.4.1.1 Rationale, criteria and procedure -- 3.4.1.2 Test items -- 3.4.1.3 Midpoint assessment criteria -- 3.4.2 Assessment through the course: progression of constructs and criteria -- 3.4.3 Other forms of in-course assessment -- 3.4.3.1 Self- and peer-assessment.
3.4.3.2 Student portfolios and journals -- 3.5 Pedagogy and curriculum: updating the apprenticeship model -- 3.5.1 Existing weaknesses -- 3.5.2 Summary of recommendations -- Further reading -- 4. Selection and admission -- 4.1 Introduction -- 4.2 Defining standards for admission -- 4.2.1 Language proficiency -- 4.2.2 The profile of a promising trainee: other criteria -- 4.3 Entrance examinations -- 4.3.1 General procedure and pre-screening -- 4.3.2 The written exam -- 4.3.2.1 Standardly scorable tests -- 4.3.2.2 Performance tests -- 4.3.2.3 Choice of tests and grading: the decision tree -- 4.3.3 Oral test and interview -- 4.3.3.1 Panel composition and qualifications -- 4.3.3.2 Guidelines for speeches -- 4.3.3.3 Live speech vs. video -- 4.3.3.4 Rater training and preparation -- 4.3.3.5 Oral exam procedure -- 4.3.3.6 Adapting or varying test procedure (on the fly) -- 4.3.4 Assessment, grading and deliberations -- 4.3.4.1 Scoring procedure -- 4.3.4.2 What to look for -- 4.3.4.3 Final selection -- 4.3.5 Candidate profiles -- 4.3.6 Admission exams and pedagogy -- 4.4 Research on aptitude testing: criticisms and solutions -- 4.4.1 Consensus and best practices -- 4.4.2 Criticisms of the traditional aptitude test -- 4.4.3 The search for (more) objectivity -- 4.4.3.1 An early experiment with psychometric testing -- 4.4.3.2 Staggered or extended selection procedures -- 4.4.4 Aptitude testing in practice -- the challenge of feasibility -- 4.5 Summary and recommendations -- Further reading -- Appendix A -- Appendix B -- Appendix C -- 5. Initiation to interpreting -- 5.1 Introduction -- 5.2 Active Listening exercises -- 5.2.1 Idiomatic Gist -- 5.2.2 Listening Cloze -- 5.2.3 Discourse Modelling and Outlining -- 5.3 Concision and compression -- 5.4 Deverbalization and interference-busting -- 5.5 First steps in real interpreting.
5.5.1 Short Consecutive without notes -- 5.5.2 Role and mediation: impartiality and fidelity -- 5.6 Public Speaking and Delivery Skills -- 5.7 Initiation: pedagogical notes -- 5.8 The learning curve: a novelty bonus -- 5.9 Initiation: structure and objectives -- 5.10 Some basic theory for instructors (and students) -- 5.10.1 A general theory of communication -- 5.10.2 Language, context and communicative intent -- 5.10.3 What makes a speech a speech? Function, rhetoric and genre -- 5.10.4 Meaning vs. form-based translation and the Théorie du sens (ITT) -- 5.11 Summary -- Further reading -- 6. Teaching consecutive interpreting -- 6.1 Introduction: teaching full consecutive -- 6.1.1 Note-taking: doctrine and pedagogy -- 6.1.2 Progression in consecutive -- 6.2 Orientation: Introduction to Note-taking (S1 weeks 6-9) -- 6.2.1 Student morale and the learning curve -- 6.2.2 Demonstration: notes as a help and a hindrance -- 6.2.3 The place of theory -- 6.3 Note-taking: the 'Standard Method' -- 6.3.1 Cue-words and links -- 6.3.2 Note-taking II: layout and information capture -- 6.3.3 Note-taking III: Completing the Toolkit -- 6.4 Coordination (mid- S1, weeks 10-13) -- 6.4.1 Focus and class procedure -- 6.4.2 The learning curve: getting on the bicycle -- 6.4.3 Coordination: pedagogy and feedback -- 6.4.4 The method and the individual -- 6.5 Experimentation through practice (late S1, early S2) -- 6.5.1 Focus: adaptation and flexibility -- 6.5.2 The learning curve: student and class morale -- 6.5.3 Pedagogical focus and class organization -- 6.6 Consolidation (from early/mid S2 through S3) -- 6.6.1 The learning curve: resurfacing -- 6.6.2 Consolidation: pedagogy and feedback -- 6.6.3 'At the table': adapting to setting and environment -- 6.6.4 Consecutive and new technology -- 6.7 Polishing and advanced consecutive (Year 2, S3-S4) -- 6.8 Research and modelling.
6.8.1 Observational research: the role of notes -- 6.8.2 Consecutive and memory -- 6.8.3 Attention and processing capacity -- 6.8.3.1 The Effort Model of Consecutive Interpreting -- 6.8.3.2 Reducing cognitive load: knowledge and procedural skills -- 6.8.3.3 Distributing effort between capture and delivery -- 6.8.4 Technique, process and product in consecutive -- 6.9 Summary -- 7. Language, knowledge and working into B -- 7.1 Introduction and overview -- 7.1.1 Language and knowledge in interpreter training -- 7.1.2 The directionality debate: ideals and reality -- 7.2 Language enhancement in the curriculum -- 7.2.1 LE classes for interpreters -- 7.2.2 Feedback in interpreting skills classes -- 7.2.3 Remedial coaching in tutorial format -- 7.2.4 Independent study and practice -- 7.3 Interpreting into B: needs, challenges and strategies -- 7.3.1 Parameters for successful interpreting into B -- 7.3.1.1 Quality of the B language -- 7.3.1.2 Speech and event type -- 7.3.1.3 Finding the right balance -- 7.3.2 Timing and management of into-B training -- 7.3.3 Common into-B problems and remedies -- 7.3.4 SI into B: feedback -- 7.3.4.1 Participation of 'pure users' -- 7.3.4.2 Relay interpreting from a pivot working into B -- 7.3.5 Working into B in difficult conditions -- 7.4 Knowledge Enhancement: general and special modules -- 7.4.1 General domain modules: Law and Economics -- 7.4.2 Talking the talk: the language of research reports and presentations -- 7.4.3 Specialized knowledge and customized modules -- 7.5 Some background science -- 7.5.1 Language enhancement: the art of the possible -- 7.5.2 Implicit and explicit competence -- 7.5.3 Linguistic knowledge, pragmatic competence and motivation -- 7.5.4 Selective activation in the multilingual brain -- 7.6 Summary -- Further reading -- 8. Teaching simultaneous interpreting -- 8.1 Introduction.

Setton, Robin,. Conference interpreting : [Электронный ресурс] : a trainer's guide / / Robin Setton ; Andrew Dawrant., [2016]. - 1 online resource. с. (Введено оглавление)

DDC 418/.020711
T 29

    Teaching dialogue interpreting : : research-based proposals for higher education / / edited by Letizia Cirillo and Natacha Niemants. - Amsterdam ; ; Philadelphia : : John Benjamins Publishing Company,, [2017]. - 1 online resource. - (Benjamins translation library (BTL), ; volume 138). - Includes bibliographical references and index. - URL: https://library.dvfu.ru/lib/document/SK_ELIB/2DAC8382-C863-4178-9F64-CD6CA4FC0F33. - ISBN 9789027265029 (pdf). - ISBN 902726502X
Description based on print version record and CIP data provided by publisher.
Параллельные издания: Print version: : Teaching dialogue interpreting. - Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2017]. - ISBN 9789027258854
    Содержание:
""Teaching Dialogue Interpreting""; ""Editorial page""; ""Title page""; ""LCC data""; ""Table of contents""; ""Acknowledgments""; ""Foreword""; ""List of acronyms""; ""Introduction. Dialogue interpreting: Research, education and professional practice""; ""1. Rationale""; ""2. Dialogue interpreting: from theory to practice""; ""3. Research-based proposals for dialogue interpreter education""; ""4. Organization of the volume""; ""2.1 Part 1: Theoretical and methodological issues""; ""2.2 Part 2: Specialized interpreting modules for specialized professional settings""
""2.3 Part 3: Latest trends in dialogue interpreter education""""5. Conclusion""; ""Part I. Setting the stage: Theoretical and methodological issues""; ""Chapter 1. Anchoring dialogue interpreting in principles of teaching and learning""; ""1. Introduction""; ""2. A need for empirically-based DI teaching: conceptualization and teaching staff""; ""3. Differentiating between education, professional development and training of interpreters: does terminology matter?""; ""4. Research foundations of dialogue-interpreting""
""5. Applying principles from education and pedagogy to dialogue interpreting""""5.1 Dialogic pedagogy""; ""5.2 Problem-based learning""; ""6. A word on teacher education, curriculum and materials design""; ""7. Dialogue interpreting education: some key areas""; ""7.1 Learning about discourse communities, expertise and power differentials""; ""7.2 Learning about professionalism, ethical and moral dilemmas""; ""7.3 Learning about the role of dialogue interpreters""; ""7.4 Learning about interpreting skills""; ""7.5 Learning from testing events and results""; ""8. Conclusion""
""Chapter 2. Itâ#x80;#x99;s not about the interpreter: Objectives in dialogue interpreting teaching""""1. Introduction""; ""2. Understanding the other in interpreted encounters""; ""2.1 Constructing the dialogue interpreting curriculum""; ""3. Who are the trainees?""; ""4. Balancing performance demands and translation needs""; ""5. Placing the interlocutors at the centre of considerations""; ""6. Conclusion""; ""Chapter 3. Sign language interpreting education: Reflections on interpersonal skills""; ""1. Introduction""; ""2. Sign language interpreter education in the Netherlands""
""3. Competency-based education""""4. Interpersonal competencies in dialogue interpreting""; ""5. Interpersonal competencies in the UUAS interpreting courses""; ""5.1 Detailed examples of educational materials""; ""6. Concluding remarks""; ""Appendix 1. The Dutch education system""; ""Appendix 2. Curriculum of the Interpreter NGT bachelor programme at ISLD, UUAS""; ""Appendix 3. Evaluation criteria INS7, UUAS: Role-place and Interpreting skills""; ""Chapter 4. Interpreting and mediation: Raising awareness by training""; ""1. Introduction""; ""1.1 The general background""

Teaching dialogue interpreting : [Электронный ресурс] : research-based proposals for higher education / / edited by Letizia Cirillo and Natacha Niemants., [2017]. - 1 online resource. с. (Введено оглавление)

DDC 418/.02
T 19
Tang, Fang, (1985-).
    Explicitation in consecutive interpreting / / Fang Tang. - Amsterdam ; ; Philadelphia : : John Benjamins Publishing Company,, [2018]. - 1 online resource (xx, 238 pages). : il. - (Benjamins translation library (BTL), ; volume 135). - Includes bibliographical references and indexes. - URL: https://library.dvfu.ru/lib/document/SK_ELIB/51CAC8AE-C8D9-4311-B0EC-36AA08CBA05C. - ISBN 9789027265111 (electronic book). - ISBN 9027265119 (electronic book)
Online resource; title from digital title page (viewed on March 14, 2018).
Параллельные издания: Print version: : Tang, Fang, 1985- Explicitation in consecutive interpreting. - Amsterdam ; Philadelphia : John Benjamins Publishing Company, 2018. - ISBN 9789027258823
    Содержание:
Intro; Explicitation in Consecutive Interpreting; Editorial page; Title page; LCC data; Table of contents; Acknowledgements; List of abbreviations; List of figures; List of tables; Transcription key; Chapter 1. Introduction; 1.1 Justifications and motivations for the present research; 1.1.1 The rationale for studying explicitation in interpreting; 1.1.2 The rationale for limiting this study to consecutive interpreting; 1.1.3 The rationale for making a comparison between professional and student interpreters.
1.1.3 The rationale for making a comparison between professional and student interpreters1.1.4 The rationale for exploring explicitation patterns in both the C-E and the E-C direction; 1.1.4 The rationale for exploring explicitation patterns in both the C-E and the E-C direction; 1.2 Research questions; 1.3 Content and structure of the volume; Chapter 2. Review of studies on explicitation; 2.1 Defining explicitation; 2.1.1 Explicitation: What should be the inferential source?; 2.1.2 Explicitation: Obligatory or optional?; 2.1.3 Explicitation: Conscious or subconscious?
2.1.4 Forms of explicitation: Addition or substitution?2.1.5 Explicitation: Specification or generalisation?; 2.2 Typology of explicitation; 2.2.1 Typology of explicitation: Parallel corpus-based vs comparable corpus-based; 2.2.2 Typology of explicitation in translation; 2.2.3 Typology of explicitation in interpreting; 2.3 Motivations for explicitation; 2.4 Professional experience and explicitation; 2.5 Explicitation Hypothesis vs explicitation as a Translation Universal; 2.6 Directionality of interpreting and explicitation; 2.7 Summary; Chapter 3. Theoretical framework.
3.1 Working definition of explicitation3.2 Typology of explicitation in CI; 3.3 Shifts excluded from the analysis; 3.4 Overlapping explicitation shifts; 3.4.1 The unit of explicitation; 3.4.2 The distinction between modifier-based explicitation and circumstance-based explicitation; 3.4.3 The distinction between conjunctive adjuncts and circumstantial adjuncts; 3.4.5 The distinction between modifier-based explicitation and attitude-based explicitation; 3.4.6 The distinction between circumstance-based explicitation and attitude-based explicitation.
3.5 A process-oriented explanatory framework of explicitation in CI3.6 Summary; Chapter 4. Research methods; 4.1 Subjects; 4.2 Variables; 4.3 Materials; 4.4 Procedure; Preparation; Warm-up; The CI Task; Retrospection; Interview; 4.5 Data analysis; 4.5.1 Transcription of the interpreting products; 4.5.2 Transcription of the retrospection protocols; 4.5.3 Statistical analysis of explicitation patterns and interpreting experience; 4.5.4 Statistical analysis of explicitation patterns and interpreting direction; Chapter 5. Experiential explicitations.

Tang, Fang,. Explicitation in consecutive interpreting / [Электронный ресурс] / Fang Tang., [2018]. - 1 online resource (xx, 238 pages). с. (Введено оглавление)

DDC 418/.02
K 41

    Key cultural texts in translation / / edited by Kirsten Malmkjaer, Adriana Serban, Fransiska Louwagie. - Amsterdam ; ; Philadelphia : : John Benjamins Publishing Company,, [2018]. - 1 online resource (xiv, 320 pages). : il. - (Benjamins translation library (BTL), ; volume 140). - Includes bibliographical references and index. - URL: https://library.dvfu.ru/lib/document/SK_ELIB/09326795-E1A3-46D8-9A72-4CB314BCFBF7. - ISBN 9789027264367 (electronic book). - ISBN 9027264368 (electronic book). - ISBN 9027200408. - ISBN 9789027200402
Online resource; title from digital title page (viewed on June 11, 2018).
Параллельные издания: Print version: : Key cultural texts in translation. - Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2018]. - ISBN 9789027200402
    Содержание:
Intro; Key Cultural Texts in Translation; Editorial page; Title page; LCC data; Dedication page; Table of contents; About the contributors; Introduction: Key Cultural Texts in translation; References; Part I. Gender and identity; Chapter 1. Genos, sex, gender and genre; 1.; 2.; 3.; 4.; 5.; References; Chapter 2. Dancing through the waves of feminism: Martha Graham and Marie Chouinard as intersemiotic translators; 1. Introduction; 2. Martha Graham -- Rite of Spring; 3. Marie Chouinard -- Le Sacre du printemps; 4. Conclusion; References; Part II. Texts and politics.
Chapter 3. Bartolomé de Las Casas' Breve Relación de la Destrucción de Las Indias (Brief Account of the Destruction of the Indies) (1552) in translation: The politics of linguistic and cultural appropriation1. Brief Account of the Destruction of the Indies (1552); 2. The Spanish Colonie (1583); 3. Le miroir de la tyrannie Espagnole perpetrée aux Indes Occidentales (1620); 4. The Tears of the Indians (1656); 5. Conclusion; References.
Chapter 4. Have English translations of Wagner's Ring of the Nibelung, an icon of German culture, been affected by the changing relationship between Germany and Britain in the twentieth century?1. Performance and Translation History; 2. Wagner's Ring and anti-Semitism; 3. The translations -- pre WWI and post WW2: traces of anti-Semitism?; References; Chapter 5. Communicating change: Two contemporary Polish novels in translation into English; 1. Key Cultural Texts and the concept of change; 2. Mapping the journey; 3. Historical context: Poland after 1989; 4. Narratives of new Poland.
5. Words of the past6. Dialogue with tradition; 7. Educating Polish Queens; 8. Thugs will be thugs; 9. Conclusion; Bibliography; Part III. Texts and places; Chapter 6. Lithuanian literature in English: Two English translations of Romualdas Granauskas's short story "The Bread Eaters" (1975); 1. Introduction; 2. Romualdas Granauskas's "The Bread Eaters" and its two translations into English; 3. A corpus-based evaluation of the two English translations of "The Bread Eaters"; 4. Conclusions; References; Chapter 7. Woest of wild: Translating Yorkshire culture in Emily Brontë's Wuthering Heights.
Introduction1. The Yorkshire setting in Wuthering Heights; 2. Yorkshire character in Joseph's dialect in Wuthering Heights; Conclusion; References; Chapter 8. Polish dance in Eugene Onegin: What can be found in translation; 1. Introductory remarks; 2. The legacy of Eugene Onegin in English; 3. The translators' vision of Eugene Onegin: What to bring to the reader; 4. What can be gained in translation: The metaphor of the Polish dance in Eugene Onegin; 5. Concluding remarks; References; Part IV. Occident and Orient.

Key cultural texts in translation / [Электронный ресурс] / edited by Kirsten Malmkjaer, Adriana Serban, Fransiska Louwagie., [2018]. - 1 online resource (xiv, 320 pages). с. (Введено оглавление)

DDC 418.0071
R 31

    Recent perspectives on task-based language learning and teaching / / edited by Mohammad Javad Ahmadian, Mar?ia del Pilar Garc?ia Mayo. - 1501511479. - Boston : : De Gruyter Mouton,, ß2018. - 1 online resource (302 pages) : : il ( час. мин.), 1501511479. - (Trends in applied linguistics ; ; volume 27). - Includes bibliographical references and index. - URL: https://library.dvfu.ru/lib/document/SK_ELIB/456A232A-A367-48D2-9AD1-5F7B6DD224D9. - ISBN 1501503391 (ebk). - ISBN 9781501503399. - ISBN 9781501503290. - ISBN 1501503294. - ISBN 1501511475. - ISBN 9781501511479
Includes index.
Параллельные издания: Print version: : Ahmadian, Mohammad. Recent Perspectives on Task-Based Language Learning and Teaching. - Boston : De Gruyter, ©2017. - ISBN 9781501511479
    Содержание:
Introduction: recent trends in task-based language teaching and learning -- I. Cognitive-interactionist perspective -- Task repetition effects on CAF in EFL child task-based oral interaction -- Using formulaic sequences to measure task performance: the role of working memory -- Examining timing and type of learner-modified output in relation to perception in face-to-face and synchronous task-based chat -- II. Sociocultural theory perspective -- Dynamic strategic interaction scenarios: a vygotskian approach to focusing on meaning and form -- Effects of L3 learner proficiency and task types on language mediation: a sociocultural perspective -- Task-based language teaching and concept-based instruction -- III. Complexity theory perspective -- Dynamic systems theory and the issue of predictability in task-based language: some implications for research and practice in TBLT -- Using tasks to teach formulaic sequences: interindividual and intraindividual variation -- From social tasks to language development: coping with historicity and subjectivity -- IV. Pedagogic and educational perspective -- "If it is all about tasks, will they learn anything?" teachers' perspectives on grammar instruction in the task-oriented classroom -- The challenge of thinking task-based teaching from the learners' perspectives-developing teaching competencies through an action research approach to teacher education -- Teaching with tasks in primary school EFL classrooms in Vietnam -- Index.

Recent perspectives on task-based language learning and teaching / [Электронный ресурс] / edited by Mohammad Javad Ahmadian, Mar?ia del Pilar Garc?ia Mayo., ß2018. - 1 online resource (302 pages) : с. (Введено оглавление)