This paper proposes an approach to teaching translation technology that focuses less on exposing students to ever more types of CAT tools than on two sets of metacompetences-revision skills and documentary research skills-and on the technologies that allow students to optimize these skills.Keywords: Documentary research; revising; post-editing; machine translation; Web as Corpus; EN 15038
RESUMEN (Futuras (y no tan futuras) tendencias en la enseñanza de las tecnologías de la traducción)Este artículo propone una aproximación a la enseñanza de las tecnologías de la traducción que no se centra en la presentación a los estudiantes de más herramientas TAO, sino en el trabajo en torno a dos conjuntos de meta-competencias -las destrezas de revisión y las destrezas de búsqueda documental-y las tecnologías que permiten a los estudiantes optimizar estas destrezas.Palabras clave: Búsqueda documental; revisión; postedición; traducción automática; Web como corpus; EN 15038
RESUM (Futures (i no tan futures) tendències en l'ensenyament de les tecnologies de la traducció)Aquest article proposa una aproximació a l'ensenyament de les tecnologies de la traducció que no està centrada en la presentació als estudiants de més eines TAO, sinó en el treball al voltant de dos conjunts de metacompetències -les destreses de revisió i les destreses de cerca documental-i les tecnologies que permeten als estudiants optimitzar aquestes destreses.
Intertextuality and Identity in American PresidentialDiscourse (Benjamins 2014). Frank has a Ph.D. from the University of Heidelberg and has previously taught at the Universities of Heidelberg and Mainz in Germany and the University of Auckland in New Zealand. He is currently working on a book on American presidential campaign discourse.
Übersetzen ist die Verwendung des Verstandenen, " wrote the late Hans Vermeer in 1986. Seen within the context of Vermeer's Skopos theory, translation is at its core a dual process of understanding and applying this understanding in the production of a target text. I intend to discuss the essence of Vermeer's quote against the background of specialized translation and interpreting. In particular, I will be focusing on the two main aspects of translation highlighted in the quote, the cognitive dimension of translation as information processing on the one hand and the pragmatic dimension of the purposeful application of that information in the transfer and production phases of the translation process on the other hand. At the heart of my paper lies a didactic model for the development of information processing and information application competence in the university training of future translators and interpreters. The main focus of the discussion will be on terminology in general and, following Teresa Cabré's "theory of doors, " on the cognitive and pragmatic dimensions of terminological units in particular. The objective is to combine terminological (concept-oriented) approaches with textographical (corpus-driven) ones, so as to show, first, how terminological units can be organized in mono and multilingual knowledge structures and, second, how, based on a digital corpus search, these units can be implemented into the norm-guided production of the target text.
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