Perspectives on Translation and Interpreting Training
Edited By Celia Martín de León and Víctor González-Ruiz
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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