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From the Lab to the Classroom and Back Again

Perspectives on Translation and Interpreting Training

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Edited By Celia Martín de León and Víctor González-Ruiz

This collection of essays brings to the fore some of the most pressing concerns in the training of translators and interpreters. It does so by acknowledging the primary role of research in both the development and the results of that training. The eleven chapters of the book, authored by a range of established international scholars, touch on the interlocking nature of didactics and research and address advances in cognitive processes, quality assessment and socio-professional issues with regard to their significance for translation and interpreting training. With this volume, the editors aim to illustrate some of the most recent insights into the interplay between scientific progress and the educational stages of prospective translators and interpreters.

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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...

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