Wordfast pro 5 stuck at 9911/30/2023 ![]() ![]() ![]() By assuming that the human mind is intrinsically a translating mind all people who know two languages are able to translate but only some develop their natural ability into a more refined skill, fewer choose to acquire translation competence and few attain the level of expertise. The book explores translation as a human skill in its evolutionary perspective from the predisposition to translate to translation expertise. ![]() Keywords: naive metalinguistics, language learners’ beliefs, everyday language philosophy" The dialogue of the interacting parties (teacher/student) will remain half-broken without learning what the students think about language, and, in return, without some sort of linguistic enlightenment. Beginners in translation studies also display typical personal constructs in word-for-word translation, ‘correct translation’ ideal, etc. Foreign languages are collections of ‘strange names’ for ‘usual things’. Language as a whole is limited to lexicon, and personal language learning technology is, therefore, equal to pure memorization of words, similar to the ancient metaphor of a wax tablet. Metaphors shape attitudes, and the language ‘acquisition’ approach reflects the reification metaphor. Personal theories and individual technologies of language learning reveal two major misrepresentations: what is generally studied is not language, but ‘units’, and, further, these units have to be ‘acquired’ almost mechanically like ‘objects of the outer world’. Phrases referring to language in literary texts and internet blogs (the ‘public image’ of language) were also taken into consideration. Interviewing and discourse analysis techniques (a 30-year long observation, questionnaires, self-reports and essays) disclosed a system of everyday language philosophy expressed through meta-communicative messages about language. This mixture eventually affects language learning activities and results. According to Vygotsky, both everyday and scientific concepts co-exist and inter-act in the individual mind. " Language learners do not simply ‘learn a language’ they tend to turn their subjective experience into ‘naive theories’ of language, cultures and learning which display a hidden system of ‘everyday language philosophy’. The discussion will be supported with reflections, observations and student feedback of ICT training courses delivered to the students of applied linguistics at Maria Curie-Sklodowska University from Poland. The purpose of the present paper is to reflect on various issues involved in ICT translator training, with special attention devoted to the investigation of aims, content, mode of delivery, teacher's and learner's role. However, this means going well beyond only computer literacy, and the focus of translator training in this respect should be also on developing strategies for information seeking, retrieving and evaluating computer tools, participating in communities of practice, and many more. ![]() Nowadays, with wide availability of Information and Communication Technology tools, it seems necessary and proper to reflect on effective building of the ICT competence of future translators, in order to prepare them to meet the challenge of their profession facilitated to a great extent by proper use of ICT. This blurb refers to the revised second edition, published by Routledge in 2003. Reviews: eBook: Originally published by Routledge in 1997 as Becoming a Translator: An Accelerated Course. It will also be of interest to professional translators and students of translation and language. Becoming a Translator has been specifically designed for introductory undergraduate courses in the theory and practice of translation. 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. "Douglas Robinson presents an innovative approach to translation by integrating translation theory and the practical skills required by the working translator. ![]()
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