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From the Lab to the Classroom and Back Again

Perspectives on Translation and Interpreting Training


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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Table 2.1: The relative presence of handbooks in TS didactics 46 Table 2.2: The relative presence of didactics in TS research 47 Table 2.3: The relative presence of TS modes in didactic research (1991–2015) 48 Table 2.4: Most cited works (1991–2015) on the didactics of Translation and Interpreting 50 Table 2.5: Most cited practical handbooks (1991–2015) 52 Table 4.1: Codes for the classification of utterances 115 Table 4.2: The concept of translation 120 Table 4.3: The concept of function 122 Table 4.4: The role of the translator 123 Table 4.5: The addressee 124 Table 7.1: Phenomena categorization (based on Conde Ruano 2009) 207 Table 9.1: Other competences valued by customers and employers 285 Table 11.1: Thinking skills: The traditional order vs a new order for the digital era (Churches 2013) 330 Table 11.2: Digital era thinking skills and equivalent online media (Churches 2013) 331 Table 11.3: General and specific competences included in the Libro Blanco (Agencia Nacional de Evaluación de la Calidad y Acreditación 2004. Authors’ translation) 333 Table 11.4: Basic scaffolding of a two-week team translation project 339 x Tables Table 11.5: Criterion descriptors to assess translation quality (Robinson 1998, 2005) 344 Table 11.6: Descriptors moderating translation quality assessment 345 Table 11.7: Descriptors for peer assessment of visual and oral presentations 346 Table 11.8: Descriptors for tutor assessment of individual written report 346 Table 11.9: Descriptors for self- and peer assessment of col- laborative teamwork 347 Table 11.10: Characteristics that distinguish Digital Natives from...

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