Perspectives on Translation and Interpreting Training
Edited By Celia Martín de León and Víctor González-Ruiz
Figure 3.1: Outline of Translator Studies 69 Figure 4.1: Key words for the Chinese students 116 Figure 4.2: Key words for the western students 119 Figure 6.1: Percentage of total reactions in all groups 166 Figure 6.2: Percentage of positive reactions by group 167 Figure 6.3: Declaration of assessor strategy, by group 168 Figure 6.4: Spread of grades awarded and types of reaction, by text 169 Figure 6.5: Premise of normality for the regression 170 Figure 6.6: Premise of homoscedasticity for the regression 171 Figure 6.7: Spread of grade awarded and types of reaction, by assessor 172 Figure 6.8: Percentage of subjects who claim to distinguish between errors according to importance 173 Figure 6.9: Correlation spread (positive and very negative reactions) 174 Figure 6.10: Distinguishing between errors according to importance, by group 175 Figure 7.1: Comparison of evaluation systems 209 Figure 8.1: Average scores (all respondents and respondents who did not speak Spanish) 232 Figure 8.2: Verbal and non-verbal parameters (average scores) 233 Figure 8.3: Para-verbal parameters (average scores) 233 Figure 8.4: Global parameters (average scores) 234 Figure 8.5: Negative impressions (%) 235 viii Figures Figure 8.6: Positive impressions (%) 235 Figure 9.1: Graduate-level education received 266 Figure 9.2: Years of experience in medical translation 268 Figure 9.3: Proportion of expert and non-expert respondents distributed according to their academic profile 269 Figure 9.4: Percentage of work activity devoted to medical translation 269 Figure 9.5: Language combinations that the translators had worked with 270 Figure 9.6: Tasks related to medical translations...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.